Lecture 12+13+14+15+DLA Flashcards
easy temperament
regular biological functions (toileting, sleep schedule, feeding)
adapts well to change
described as happy and cheerful
mild stress
tend to be extroverted
difficult temperament
variable biological functions
the child is fussy and cries in new situations
slowly adapts to change
usually unpleasant and disagreeable
will have temper tantrums
with the right parenting style; temperament can improve
slow to warm up temperament
usually seen as shy and clingy
anxious and moody
with encouragement the child becomes more comfortable
need to handle change at their own pace
variable biological functions like the difficult temperament
these children usually are introverted
secure attachment style
A securely attached child is cared for by someone
who is nurturing, warm, sensitive, and responds positively to the child.
Securely attached children tend to become adults who have higher self-esteem, higher impulse control, good stress management skills, and are considered reliable and popular
insecure avoidant attachment style
This type of attachment occurs when the caregiver has responded negatively to the child through hostility, rejection, or excessive control
Later in life, these children tend to have lower self-esteem with emotional barriers.
anxious about showing emotions
Insecure ambivalent attachment style
This type of attachment occurs when the caregiver is not consistently nurturing and sensitive to the child
The child might engage in behaviors aimed at gaining the attention of the caregiver
Disorganized attachment style
The caregiver is unpredictable
the caregivers reactions vary; confuses child
1st stage of psychosocial development
trust vs mistrust
birth- 18 months
A time to balance what can be believed and what cannot be
Hope develops
2nd stage of psychosocial development
Autonomy Versus Shame and Doubt
18 months – 3 years
During this stage, the ego strength of will emerges as children learn to make their own decisions
Will develops
3rd stage of psychosocial development
Initiative vs guilt (3 years to 6 years)
At this age, a child uses play as a medium to gain a sense of bravery and worth in the development of their ego
develop purpose
4th stage of psychosocial development
Industry Versus Inferiority (6 years – 12 years)
During this stage, children are influenced by individuals outside of their immediate life circle.
Developing a balance between a sense of competence while also recognizing that restrictions exist is important
develop competence
5th stage of psychosocial development
Identity Versus Role Confusion (12 years – 20 years)
The fundamental ego strength that arises from this crisis is fidelity – sustained loyalty, faith, or sense of belonging to friends, to a loved one, an ideology, a religion, or an ethnic group
gain a sense of who you are
6th stage of psychosocial development
Intimacy Versus Isolation (20 years – 40 years)
At this stage, individuals are focused on forming close relationships with others.
love is developed
7th stage of psychosocial development
Generativity Versus Stagnation (40 years – 60 years)
The ego strength that arises is care – to take care of the persons, the legacies, the ideas that persons have learned to care for.
leaving a mark on society
8th stage of psychosocial development
Integrity Versus Despair (60 years and beyond)
wisdom means accepting the imperfections of the self, parents, and life as a whole.
physical development
physical growth
gross motor skills
fine motor skills
cognitive development
intellectual abilities
use of knowledge
memory
language skills
social development
understanding self and non-self ability of self care awareness of social rules moral development gender identity
emotional development
attachment and temperament
newborn: right after birth assessment
assessed to determine if they have any birth defects or need resuscitation
done using the Apgar scale
done after 1 minute and 5 minutes usually
7-10 = normal (smooth transition)
4-6 = intermediate (special attention and care)
0-3 = low (usually life-threatening)
(appearance, pulse, grimace, activity, respiration)
sucking reflex
when the roof of the mouth is touched, the newborn should suck
used for feeding
disappear by 4 months
rooting reflex
stroke the corner of the mouth or cheek and the newborn turns towards the stimulated side and open the mouth
allow the newborn to find the feeding stimulus
disappear by 4 months
palmar grasp reflex
fist clenches when the palm is stimulated
disappear by 4-6 months
moro (startled) reflex
Hold the newborn supine while supporting the head, back and legs. Abruptly lower the entire body about 2 feet. The arms abduct and extend and the legs flex. The newborn may also cry
disappear by 5-6 months
Babinski reflex
Extension of the toes upon stroking the lateral border of the foot
due to incomplete myelination of the corticospinal tracts
disappear by 2 years
growth of baby
newborns lose weight during the first few days, regain the weight by 2 weeks
reach half adult height by 24- 30 months
head circumference reflects the growth of the brain
(25% at birth; 50% at 12 months; 80% by 24 months)
T1 weighted MRI of baby brain
white matter will appear darker than the gray matter
bc the white matter is still somewhat unmyelinated
myelination correlated with developmental milestones
gross motor over time
newborn:
the head will lag when the child is in a sitting position
at 6 weeks:
lifts head to 45 degrees while lying prone
at 4 months:
holds head upright when siting
6-8 months:
baby should be able to sit without support
9 months:
can crawl and pull to stand
12 months:
walk alone
2 years:
walks up and down stairs, jumps, throws and kicks a ball
fine motor over time
newborn:
blurry vision; fix and follow near face or light
6 weeks:
will turn head 90 degrees to follow object
3-4 months:
watching their hands and reaching for objects
6 months:
grips using the whole palm, transfers objects from hand to hand
9 months:
immature pincer grip; using three fingers
12 months:
mature pincer grasp using thumb and index fingers, use index finger to point to objects
18 months:
scribbles, builds 3 block towers, hand preference
2 years:
builds a 6 block tower,, can use fork and spoon
piaget’s stages of cognitive development
- reflex
- sensorimotor (0-2)
- pre-operational (2-7)
- concrete operational (7-12)
- formal operational (12- adult)
sensorimotor of piaget stages
primary circular: engages in behaviors that involve themselves (playing with their hands)
secondary circular: the child interacts with the environment through imitation and repetition
(hitting toy that makes a noise)
tertiary circular: the child purposefully explores the world around them and engages in novel or unfamiliar behaviors (throw ball down stairs)
cognitive domain first year of life
recognition memory; looks longer at new objects (6-8 weeks)
7 months:
assimilation- new experiences fit into existing schema
accommodation- schema altered to fit new experiences
9 months:
understand object permanence
end of the sensorimotor stage
cognitive domain: second year of life
concentrate use of objects
name body parts
inferential thinking
transitional objects
cognitive domain: language
2 months: coos
6 months: babbles
9 months: simple; mama, dada
12 months: use 10 words, 1 -word phase
2 years: uses 200 words, 2 word phases, telegraphic sentences
social domain (0-2)
newborn: endogenous simile (reflex)
2 months: social smile
6 months: shows stranger anxiety
9 months: separation anxiety
2 years: pulls of clothes, sense of right and wrong, self-centered
social domain: play
- solitary play: less than 18 months
- parallel play: 18 to 2 years
- symbolic play: 2 years
synaptic density
inverted U shape trajectory for gray matter volume
white matter is a linear increase
declines in 40s
myelination trends
earliest areas: primary motor and sensory
latest periods: prefrontal, temporal, and parietal association areas (up to 3rd decade)
early childhood: physical development
slow down in physical growth
decrease in appetite
sphincter control is better (3-5)
improved gross motor and fine motor development
early childhood: cognitive development
pre-operational stage (2-7)
objects represented by words or images
ability to pretend
Difficulty taking other’s perspectives
basic mental reasoning
symbolic thinking expands
law of conservation (compensation abilities) not achieved
longer attention span (5-15 minutes)
organize objects by size and shape
can draw shapes
early childhood: cognitive development (language)
expansion of language skills
can use 900 words by age 3
can use sentences
can tell stores and name colors
asks the meaning of words
early childhood: emotional development
struggle being away from caregiver
development of secondary emotions (3 years)
development of basic emotion regulation
start to have fears and nightmares
early childhood: social development
gender identity by age 3
increased interaction (3-4) (play with others)
influenced by peers (social conformity) (age 5 )
middle childhood: physical development
slow and steady weight/height increase
permeant teeth
refined motor skills
middle childhood: cognitive development
concrete operation stage (7-12 years)
law on conservation achieved
seriation (ability to short stimuli)
transitivity (ability to infer relations among elements in order)
less egocentric
understand death (age 8) can make mnemonic strategies
language:
social speech
vocab expansion
middle childhood: emotional development
cognitive regulation of emotion (can use words other than expressions)
more behavioral control
display rules (guide emotion)
middle childhood: social development
can understand multiple perspectives
understands fairness
will start to compare themselves
can understand organized sports
adolescence: physical development
increase in gonadal hormones
develop secondary sexual characteristics
adolescence: physical development
growth spurt
Association between early and delayed
growth and behavioral/emotional problems
need 9 hours of sleep per night
adolescence: cognitive development
formal operational stage (12-adult)
Ability to use abstract thought, consider theories,
devise hypotheses, examine cause and effect
Problem-solving, planning, multi-tasking
Improved ability to inhibit inappropriate behaviors in
favor of goal-oriented behaviors
Adolescence: Social/Emotional Development
formation of self-identity
Reward seeking and highly motivated by emotional
incentives
high emotional reactivity (Control over emotions improves with maturation of prefrontal pathways)
risk taking is higher; decision making is worsened by emotional situations
hot reasoning: emotional; cold reasoning: cognition
top three leading cause of death (ages 15-19)
- accidents (MVA)
- suicide
- homicide
