1
Q
Vision (birth to 2 months)
A
- Color vision is limited
- attracted to high contrast patterns/edges
- focuses on objects from 8 to 15 inches away
- tracks slowly moving objects
2
Q
Vision (1 month-7 months)
A
- can discriminate among basic colors (1-5 months)
- can focus on objects up to 3 feet away (1- 5months)
- can use movement to identify objects
- develops full color vision (4-7 months)
- depth perception begins to develop (3 - 7 months)
3
Q
Hearing (0-3months)
A
well developed, except for very quiet sounds
4
Q
Hearing ( in utero)
A
-in utero, hearing starts to develop around 23 weeks
5
Q
Reflexes
A
- displays rooting and sucking reflexes (0-4months)
6
Q
Physical Growth (1-5 months)
A
- swipes at dangling objects with hands (1-5 months)
- raises head in prone (0-2 months)
- brings hands to mouth (1-3months)
- opens and shuts hands (1-3months)
- grasps and shakes hand toys (1-4 months)
- reaches voluntarily for things (3-6 months)
7
Q
Physical Growth (6-8 months)
A
- may sit easily without support
- can reach out and grasp moving objects
8
Q
Physical Growth (6-12 months)
A
- can sit alone (7-10 months)
- crawls forward on belly (8-10 months)
- Lets objects go voluntarily (8-11 months)
- Uses pincer grasp (8-11 months)
- places objects into and out of containers (8-12 months)
- walks holding onto furniture (9-11 months)
- stands alone easily (10-12 months)
- begins walking alone (10-12 months)
9
Q
Physical Growth (12-24 months)
A
- uses thumb and forefinger to explore objects, turns knobs and dials (12-20 months)
- Capable of copying simple horizontal and vertical lines
- builds towers (14-24 months)
- can walk up and down stairs holding on to support (15-24 months)
- can scribble with a crayon (16-20 months)
- Can turn over containers to pour out contents (16-24 months)
- May begin to show hand preference (17 months)
- masters unassisted walking
- begins to run (20-24 months)
10
Q
Physical Growth (2-3 years)
A
- can make vertical, horizontal, and circular strokes with pen or crayon
- capable of turning rotating handles
- capable of walking up and down stairs with alternating feet (27 months)
- capable of holding pencil in writing position (28 months-38 months)
- can screw and unscrew jars and lids (29-36 mon)
- capable of turning pages one at a time (29 months)
- Bends over without falling (30-36 months)
- capable of pedaling a tricycle (30-36 mon)
- runs easily (32-39 months)
11
Q
Physical Growth (3-5 years)
A
- becomes primarily left or right handed
- capable of standing on one foot for up to 5 seconds
- capable of using scissors
- up and down stairs without support
- copies some capital letters
- draws a person with 2 to 4 body parts (41-50 months)
- can throw a ball overhead (42-49 months)
- can move forward and backward with ease
- copies triangles, squares and other figures
- capable of dressing and undressing
- hops, somersaults, swings, climbs
- stands on one foot for ten seconds
- draws a person with body and some details!
12
Q
biobehavioral shift
A
- Emde
- while development occurs approximately at the same times, biology also makes each child unique in their genetic make up, personality and temperament
- times of qualitative change/transformation
- before organization, there is always disorganization
13
Q
0-3 months
A
- adjusting to new environment
- different states
- random kicks, rooting
- bringing hands to mouth
14
Q
3-6 months
A
- able to be awake longer
- can maintain some eye contact
- reaching
- grasping
- mouthing/exploring
- social smiling
15
Q
6-9 months
A
- pull toward, becomes more active
- crawling
- sitting up
- transfer objects between hands
16
Q
9-12 months
A
- more mobile
- vocalizing
- standing
- throwing
- picking things up
17
Q
1-2 years
A
- walking
- seeking proximity to care giver
- secure base to go and come back
18
Q
2- 3 years
A
- walking ability refines
- run
jump - climb
- more autonomy
- better fine motor
19
Q
3-5 years
A
- more confident with movements
- arms down when walking/running
- thrive on physical activity
- better coordination
- increased muscle control helps with potty training
- greater endurance, need fewer naps, longer between eating (more time for learning opportunities)
- print a few letters
- cut in a line
- self-help skills (zippers, button, dressing self)
- continued increase in mylenation of brain (improves speed of cognition and language): two hemispheres are becoming better connected
20
Q
5-8 years
A
- much variation in growth and size
- rate of maturation due to genetics and nutritional differences (bio and environmental factors)
- hand dominance established
- throwing
- writing
- playing sports
- likes to be active
- ties shoes
- uses knife and fork
- executive functioning!!
21
Q
sensitive period
A
- brain development depends on certain kinds of experiences to develop correctly
- more likely to develop within this time period
- outcomes more variable than critical periods
22
Q
critical period
A
- limited time when some part of developing organism is susceptible to influences that can bring specific and permanent changes
23
Q
culture and physical development
A
- different cultures value different aspects of physical development
- some cultures babies develop motor skills faster out of necessity (for protection/safety)
- some places babies are carried everywhere so they don’t have opportunity to move/explore
24
Q
biobehavioral shift (2-7 months)
A
- awakening of sociability!!
- able to stay awake longer
- more direct eye contact
- roll over by 3-6 months, reaching, grasp, mouth, discover objects
25
biobehavioral shift (7-18 months)
- onset of focused attachment!
- crawling
then walking
- sit without support (9months)
- stand
throw
pick things up
- influences attachment behavior because now able to seek proximity to caregiver
26
biobehavioral shift (18-36 months)
- walking ability refines, able to run, jump, climb,
- 1 to 2 years: walk, sit in chair, stairs, dance, balance, hand eye coordination increases
2 to 3 years: coordination and speed, run, jump, fine motor control increases
27
Brain Development
- neurons form, synapses connect neurons
- myelin forms to speed up synaptic connections
- pruning= when brain gets rid of connections that aren't used consistently
- environmental exposure causes synapses
- breast milk/formula/whole milk all contribute essential nutrients to promote myelin formation and brain development
28
plasticity of brain
- brain is adaptive, can be influenced by positive or negative experiences, capacity of brain to change structure and change in response to experiences
- infant brain better able to recover from a brain injury
29
middle childhood
- grow more slowly than at any other time until end of adolescence
- 5-6 years old: jumps vertically
6 years: throwing accurately, jumps accurately, runs fast
6-7 years: tie shoes, write some words/numbers
7-8 years: active, LOTS of activity, likes to run, skip, jump
30
five to seven year shift
brain spurt!
- frontal lobe of cerebral cortex develops rapidly associated with consciousness and thinking processes
- leveling off of myelination
- changes in prefrontal areas of brain that help with complex problem solving
- able to attend, make strategies
- executive functioning
31
limbic system
emotional regulation
32
cortical areas
cognition/executive functioning
33
Synactive Theory
Heidi Als
34
Sensory Threshold
- Dunn
- high or low thresholds
- sensory processing
- sensory seeking vs. avoidant
- passive vs. active strategies
35
Cephalocaudal
development/control over motor skills from head down!
36
Proximodistal
control from center of body out to extremities
37
brain development in first year
brain has tripled in weight, almost all neurons are present at birth that an individual will have, however neurons increase in size, myelination occurs, synapses increase, connections increase, and areas of cortex take on specialized functions
38
Development of nervous system
fostered/constrained by experiences
malnutrition- can result in brain damage
stimulation plays a role!
39
pre-reaching
0-4 months
40
intentional reaching
4 months
41
holding on to an object
6 months
42
thumb/fore finger grasp
8 months
43
seeing in color
4-5 months
44
hearing at adult level
18 months
45
brain at adult size by
5-8 years old
46
7 years
FACE changes! looks more mature, expected to take on more responsibilities because of maturational changes of look
47
physical development
result of dynamic interaction among genetics, environment and behavior
- involves predictable changes in the size (growth) which is driven by genetics, nutrition, health and experiences.
- changes in FUNCTION (using body to adapt to and explore the environment)
- environmental experience of the organism is directly affected by biological endowment, that is, the expression of the genes and the architecture and function of the central nervous system.
48
Growth vs. Maturity
- growth: increase in size, weight, power (gradual developmental towards maturity)
- growth and maturity not the same thing!
49
Growth in first year
- growth in first year is SINGLE best indicator of well being
- growth in first year more rapid than at any other time except prenatally
50
newborn head
1/4 of body!
51
head circumference
- measuring head circumference helps us to see if brain is growing appropriately
- head circumference increases by 12 cm by end of first year
- head circumference increases 5 cm by end of second year
- between 3-20 years: only increases 5-6 cm
(why we stop measuring after 3 yrs old)
52
stability in children
- problem for young children due to their higher center of gravity and small base of support
- disproportionate growth in head, trunk and legs causes changes in the center of gravity
53
nutrition and feeding recommendations
- human milk is superior
- commerical formula can adequately support growth
- delay introduction of 100% juice until at least 6 months
- limit juice to no more than 4-6 ounces a day
- start other sources of nutrition by 4-6 months (rice cereal, pureed baby foods)
54
failure to thrive
decreased rate of daily weight gain for age
depressed weight for height always reflects inadequate nutritional intake
- biological/medical basis
- access to food
- parenting
-emotional state
- sensory intolerance
55
epigenetics
- structural genome is the hardware of the genes themselves
- operating system which turns genes on or off using chemical modifiers
- does not change the DNA sequence
- just how gene is expressed is changed
- environmental influences!
56
pregnancy and teratogens
- substances that cause birth defects during pregnancy
| - Thalidomide (used for morning sickness in 50s): led to defects of limbs!
57
brain in utero
smooth until around 8 months (more folds, grooves), more complex by birth!
58
Corpus Callosum
- major connection between two brain hemispheres
| - thick cable of 250 million nerve fibers
59
central nervous system
- brain and spinal cord
60
peripheral nervous system
- sensory nerves
| - motor nerves
61
brain stem
- essential for survival
- mature at birth
- involved in vital bodily functions
- sleep and arousal
- many reflexes
- basic sensations
62
limbic system
- emotion, motivation, regulation, memory
63
lower limbic system
generate emotions , facial expressions, and physiological changes, mature at birth
64
higher limbic system
- underlie the conscious experience of emotion
- regulate emotion
- develop over childhood and adolescence
65
amygdala
threat!
- monitors senses and thoughts
- alerts other parts of brain when something significant happens
- basic emotions such as fear and anger
- recognizes emotions in others
66
hypothalamus
physiological regulation
| - governs the stress response
67
hippocampus
memory
- involved in long term storage of memories
- close connection between amygdala and hippocampus links emotion and memory
- first memories around 3-5 years old (due to language development too)
68
Cortex
- thinking part of brain
- sensory, motor and association areas
- takes longest to develop
- where we make conscious decisions
69
left hemisphere
process information analytically
70
right hemisphere
process information holistically
71
cerebellum
- coordinates and fine tunes movement
- critical for posture, balance and coordination
- plays role in emotion and cognition
72
stress and the brain
- toxic stress can lead to impaired cognition
- stress is an actual or perceived threat in the context of uncertainty about our capacity to manage the threat
- occurs when demands exceed available resources
- physiological event: overwhelms system
- HPA (stress response system)
- types of stress: positive, tolerable, toxic
- secure relationships buffer against stress!!
- we can provide control, predictability and nurturance to minimize stress
73
sensory processing
- sensory integration is the organization of sensation from the body and environment for an adaptive response
- sensory input (sensory receptors stimulated), then processing (sensory information organized and interpreted, response is generated
- sensory processing affects our ability to regulate arousal, attention, interact with people and explore move and learn
74
self-regulation
- ability to control the nature and intensity of one's response to stimuli
- ability to organize sensation in order to calm, tolerate change, attend/focus
75
vestibular
- gravity and motion of head in space
- balance and equilibrium
- inner ear
contributes to: balance, regulation of muscle tone, coordination, ocular-motor control, arousal and attention, emotional states
76
proprioceptive
- muscles and joints
- position of body in space
- position of body parts in relation to one another
- allows us to: orient our body in space, time movements, plan organize and remember movements, modify force exerted by muscles, develop a body schema
77
Sensory Processing Thresholds
- zone of proximal arousal needed!
low threshold: over-reactive (takes little input to activate, hyper active ): sensory avoid ant
high threshold: under-reactive (takes a lot of input to activate, hypo reactive): sensory seeking
78
hearing
by 23 weeks!
- at birth: ear is structurally mature
- fluid in inner ear limits sound wave travel for a few days
- by 6 months: full range of hearing
Comprehensive Exam
flashcards
Decks in class (11)
# Cards
-
Physical Growth78
-
working with adults/ supervision0
-
Social and Emotional Development42
-
Cognitive Development61
-
Language Development118
-
Relationships with adults, self and peers30
-
Culture and Development29
-
Risk and Protective Factors25
-
Social and Historical Perspectives38
-
Assessment58
-
HD125
