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TOS DevPsych > Module 23: Expected Developmental Tasks in Infancy and Toddlerhood > Flashcards

Module 23: Expected Developmental Tasks in Infancy and Toddlerhood Flashcards

1
Q

Reflex Behavior

A

automatic, innate response to stimulation which are controlled by the lower brain centers that govern involuntary processes

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2
Q

Primitive reflexes

A

includes sucking, rooting, and the Moro reflex are related to instinctive needs for survival and protection or may support the early connection to the caregiver

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3
Q

Postural Reflexes

A

reactions to changes in position or balance

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4
Q

Locomotor Reflex

A

resemble voluntary movements
that do not appear until months after the reflexes have disappeared

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5
Q

When do early reflexes disappear?

A

Early Reflexes Disappear during the first 6-12 months

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6
Q

What are the different early human reflexes?

A
  1. Moro
  2. Darwinian (Grasping)
  3. Tonic Neck
  4. Babkin
  5. Babinski
  6. Rooting
  7. Walking
  8. Swimming
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7
Q

Moro

A

Extend legs, arms, and fingers, arches back, draws back head (Swaddling is done
to avoid Moro reflex)

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8
Q

Darwinian (Grasping)

A
  1. Plantar
  2. Palmar

Make strong first

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9
Q

Babinski

A

Toes fan out; foot twist in

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9
Q

Tonic Neck

A

Fencer Position (Hand-Eye Coordination)

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9
Q

Babkin

A

Mouth opens, eyes close, neck flexes, head tilts forward

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10
Q

Rooting

A

Head turns, mouth opens, sucking begins

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11
Q

Walking

A

Steplike motions

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12
Q

Swimming

A

Swimming movements

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13
Q

What does the infant’s brain respond to preferentially?

A

At 4 months, infant’s brain responds preferentially to speech

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14
Q

What is the first sense to develop completely in infants?

A

Touch is the first sense to develop, the most mature sensory system for the first several months

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15
Q

What is the order of the senses that develop in infants?

A

Touch, Taste, Smell, Hearing, and Sight

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16
Q

When does sense of smell and taste begin to develop?

A

Sense of smell and taste begin to develop in the womb

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17
Q

Motor and Talking Development of the First Month

A
  1. Infants can turn their head from side to side
  2. Grasping Reflex
  3. Starts to coo and play with speech sounds
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18
Q

Motor and Talking Development of the Second-Third Month

A
  1. Babies can lift their heads
  2. Can grasp moderate sized things until they will be able to grasp one thing using right hand and transfer it to their left hand
  3. Babies can now hold their head still to find out whether the object is moving
  4. They can already match the voice to faces
  5. Distinguish female and male
  6. Discriminate between faces of their own ethnic group and those of other groups
  7. Size constancy
  8. Infants develop the ability to perceive that occluded objects are whole
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19
Q

Motor and Talking Development of the Fourth Month

A
  1. Babies can keep their heads erect while being held or supported in a sitting position
  2. Can now roll-over, accidentally
  3. Begin to reach objects
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20
Q

Motor and Talking Development of the Sixth Month

A
  1. Babies cannot sit without support
  2. Can start creeping or crawling
  3. Could successfully reach for objects in the dark faster than they could in the light
  4. They can now localize or detect sounds from their origins, recognizes sound patterns and phonemes
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21
Q

Motor and Talking Development of the Seventh Month

A
  1. Pincer Grasps could already manifest
  2. Can start standing
  3. Can now sit independently
  4. Start babbling
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22
Q

Motor and Talking Development of the Eighth Month

A
  1. Babies can assume sitting position without help
  2. Infants can now learn to pull themselves up and hold on to a chair
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23
Q

Motor and Talking Development of the Tenth Month

A
  1. They can now stand alone
  2. First word
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24
Q

Motor and Talking Development of the Eleventh Month

A
  1. Babies can let go and stand alone well
  2. Single words
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25
Q

Motor and Talking Development of the Thirteenth Month

A
  1. Toddlers can now pull a toy attached to a string and use their hands and legs to climb stairs
  2. Use a lot of social gestures
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26
Q

Motor and Talking Development of the Eighteenth to Twenty-Fourth Month

A
  1. Toddlers can now walk quickly, run, and balance on their feet in a squatting position
  2. Can now talk in two words continuously learning new words everyday
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27
Q

Perceptual Constancy

A

+ sensory stimulation is changing but perception of the physical world remains constant
+ Allows infants to perceive that their world as stable

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28
Q

Size Constancy

A

recognition that an object remains the same even though the retinal image of the object changes as you move toward or away from the object

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29
Q

Shape Constancy

A

an object remains the same shape even though its orientation changes

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30
Q

APGAR Scale

A

provide quick assessment of the newborns: Appearance, Pulse, Grimace, Activity, Respiration

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31
Q

When should the APGAR Scale be conducted?

A

1 minute after being born, then after 5 minutes again

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32
Q

What are scores of 0-3 in the APGAR Scale associated with?

A

Scores of 0-3 at 10, 15, and 20 minutes after birth are increasingly associated with cerebral palsy or other neurological problems

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33
Q

4 or below (APGAR Scale score)

A

Needs immediate lifesaving treatment

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34
Q

5-7 (APGAR Scale score)

A

Needs to establish breathing

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35
Q

7 or higher (APGAR Scale score)

A

Good condition

36
Q

9-10 (APGAR Scale score)

A

Risk of developing ADHD is higher

37
Q

Bayley Scales of Infant and Toddler Development

A

developmental test designed to assess children from 1 month to 3 1⁄2 years

38
Q

What is measured in the Bayley Scales of Infant and Toddler Development?

A

Cognitive, Language, Motor, Social-Emotional, and Adaptive Behavior

39
Q

What is accompanied by the Bayley Scales of Infant and Toddler Development?

A

Accompanied by Behavior Rating Scale taken from the caregiver

40
Q

Home Observation for Measurement of the Environment (HOME)

A

trained observers interview the primary caregiver and rate on a yes-or-no checklist the intellectual stimulation and support observed in a child’s home

41
Q

What is measured in Home Observation for Measurement of the Environment (HOME)?

A

Number of books and toys, parents involvement with the child, parental emotional and verbal responsiveness, acceptance of the child’s behavior, organization of the environment, and opportunities for daily and varied stimulation

42
Q

Early Intervention

A

systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs

43
Q

Habituation

A

a type of learning in which repeated or continuous exposure to a stimulus, reduces attention to that stimulus

44
Q

What does familiarity in something breed (for infants)?

A

Familiarity breeds loss of interest

45
Q

Dishabituation

A

if a new sight or sound is presented, the baby’s attention is generally captured once again, and the baby will reorient toward the interesting stimulus and once again sucking slows

46
Q

Visual Preference

A

tendency to spend more time looking at one sight rather than another

47
Q

Visual Recognition Memory

A

ability that depends on the capacity to form and refer to mental representations

48
Q

What things do babies mostly like to look at?

A

Babies like to look at new things

49
Q

What is unconnected at birth and are mostly gradually integrated through experience?

A

Senses are unconnected at birth and are only gradually integrated through experience

50
Q

Cross-Modal Transfer

A

the ability to use information gained from one sense to guide another – as when a person negotiates a dark room by feeling
for the location of familiar objects

51
Q

What develops in the second half of the first year of an infant?

A

During the second half of the first year, the prefrontal cortex and associated circuitry develop the capacity of working memory (short-term storage of information the brain is actively processing)

52
Q

What is responsible for the slow development of object permanence?

A

Working memory may be responsible for the slow development of object permanence

53
Q

What do babies start doing between 1-3 months?

A

Between 6-3 months, babies start cooing

54
Q

What do babies start doing between 6-10 months?

A

By 6-10 months, they start babbling

55
Q

What do infants start using at about 7-15 months?

A

Infants start using gestures at about 7-15 months

56
Q

When do infants start recognizing their own name?

A

As early as 5 months, infants recognize their name

57
Q

Receptive Vocabulary

A

words that the child understands

58
Q

Spoken Vocabulary

A

words the child expresses/uses

59
Q

Overextension

A

tendency to apply a word to objects that are inappropriate for the word’s meaning by going beyond the set of referents an adult would use (e.g. “Dada” not only for her Dad but also to other male strangers)

60
Q

Underextension

A

tendency to apply the word too narrowly; occurs when children fail to use a word to name a relevant event or object

61
Q

How do children speak between 18-24 months?

A

Children between 18 to 24 months, speak in two-word utterances

62
Q

Telegraphic Speech

A

the use of short and precise words without grammatical markers such as articles, etc. (“Momi give water”)

63
Q

Child-Directed Speech

A

language spoken with a higher-than-normal pitch, slower tempo, and exaggerated intonation, with simple words and sentences

64
Q

Recasting

A

rephrasing something the child has said that might lack appropriate morphology

65
Q

Expanding

A

adding information to a child’s incomplete sentence (“Mama water,” “You want me to give you water?”)

66
Q

Labeling

A

name objects that children

67
Q

How does storybook reading affect children?

A

Storybook reading especially benefits children

68
Q

Four Patterns of Crying of Infants

A
  1. Basic Hunger Cry
  2. Angry Cry
  3. Pain Cry
  4. Frustration Cry
69
Q

Basic Hunger Cry

A

rhythmic pattern that usually consist of cry, followed by a briefer silence

70
Q

Angry Cry

A

more excess air is forced through vocal cords

71
Q

Pain Cry

A

sudden long, initial loud cry followed by breath holding

72
Q

Frustration Cry

A

higher pitch an a more monotonic vocalization is associated with autonomic system activity during stressful procedures in infants

73
Q

Social Smiling

A

newborn infants gaze and smile at their parents; smile that occurs in response to external stimulus (2 months)

74
Q

Reflexive Smile

A

a smile that does not occur in response to external stimuli and appear during the first month after birth

75
Q

Anticipatory Smiling

A

infants smile at an object then gaze at an adult while continuing to smile

76
Q

When do self-conscious emotions arise?

A

Self-Conscious emotions arise only after children have developed self-awareness

77
Q

Altruistic Behavior

A

acting out of concern with no expectation of reward

78
Q

Mirror Neurons

A

underlie empathy and altruism

79
Q

Temperament

A

+ An early-appearing, biologically based tendency to respond to the environment in
predictable ways
+ Raw materials of personality

80
Q

Easy Children

Temperament

A

generally happy, rhythmic in biological functioning, and accepting of new experiences

81
Q

Difficult Children

Temperament

A

more irritable and harder to please

82
Q

Slow-to-Warm-Up Children

Temperament

A

mild but slow to adapt to new people and situations

83
Q

Dimensions of Temperament

A

a. Activity Level
b. Biological Rhythmicity
c. Approach/Withdrawal
d. Intensity of Reaction
e. Quality of Mood
f. Persistence/Attention Span
g. Distractibility
h. Threshold of Responsiveness
i. Negative Affect

84
Q

What is infant temperament strongly linked with?

A

Strong links between infant temperament and childhood personality at age of 7

85
Q

Goodness of Fit

A

the match between a child’s temperament and the environmental demands and
constraints the child must deal with

86
Q

Kinetic Cues

A

relies on movement

87
Q

Monocular Cues (4 months)

A

based on one eye

88
Q

Binocular Cues (5-7 mos)

A

based on both eyes

TOS DevPsych (35 decks)

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