Pregnancy to Preschool Flashcards
Years of Infancy
Birth-18 months
Years of Infancy
Birth-18 months
Years of Toddler
18 months- 3 years
Preschool Years
3-6 years
Organizational perspective
Human is holistic, an integrated system, all areas of development are in continual interaction with one another
Development is hierarchical
Psychological growth is a process of increasing complexity; new structures emerge out of those that came before
Stage salient issues
Tasks at each stage of development must be mastered, their effects are carried forward to the next stage of development
Premature Birth
Very premature birth
Rate of C sections
31.8%
APGAR score
A- appearance (color) (blue?pink?) P- pulse (heartbeat) (slow? rapid?) G- grimace (reflexes? cough? A- activity (muscle tone) (strong? active?) R- respiration (irregular? good?)
When is APGAR evaluated
1 min after birth and then again 7 min after
Years of Toddler
18 months- 3 years
Preschool Years
3-6 years
Organizational perspective
Human is holistic, an integrated system, all areas of development are in continual interaction with one another
Development is hierarchical
Psychological growth is a process of increasing complexity; new structures emerge out of those that came before
Stage salient issues
Tasks at each stage of development must be mastered, their effects are carried forward to the next stage of development
Premature Birth
Very premature birth
Rate of C sections
31.8%
APGAR score
A- appearance (color) (blue?pink?) P- pulse (heartbeat) (slow? rapid?) G- grimace (reflexes? cough? A- activity (muscle tone) (strong? active?) R- respiration (irregular? good?)
When is APGAR evaluated
1 min after birth and then again 7 min after
Range of APGAR scores
10- highest
>7- no imminent survival threat
Rooting reflex
infant moves head in direction of nipple or anything that touches it cheek
Sucking reflex
will suck to gain nourishment
Palmar grasp reflex
will grip any object put into his palm
Moro reflex
limbs extend when child is startled
Babinski reflex
dorsiflexion of toes when sole of foot is stroked
When should reflexes disappear?
Within the first few postnatal months
persistence after a year might indicate neurological dysfunction
Factors associated with premature birth
Low income
lack of good prenatal care
Being Hispanic (2x higher)
Delayed childbearing/increased maternal age
Baby blues
50-75% experience it
related to physical changes, fatigue, neurological events, changes in hormonal levels, social and psychological factors (ie: perceived lack of social support, emotional stress of childbirth)
usually resolved on their own during the few weeks after delivery
Peripartum Depression
Major depression (more intense and frequent) Mood disorder characterized by feelings of hopelessness, helplessness, suicidal thoughts, psychotic symptoms
onset: during pregnancy or in 4 weeks after delivery
Occurs in 10-13% new mothers
Peripartum Depression with Psychotic features
Hallucinations (false perceptions) or delusions (false beliefs) may occur
Command hallucinations- perceived voices instruct mother to harm child
Postpartum Psychosis
Very rare
Hallucinations, delusions, psychotic symptoms occurring in the absence of mood symptoms
Begins in postpartum month and lasts for up to 1 month
Motor Development
Cephalad to caudad: head to legs
Central to peripheral: arms to fingers
Social Development
from self involvement to involvement with others
Cognitive Development
understanding language to expressing language to taking perspective of others
Tempermant
innate traits shown in response to the environment which remain quite stable for at least the first 25 years of life
-activity level, reactivity to stimuli, sleep patterns, reactions to people, mood
Easy Children
innate traits shown in response to the environment which remain quite stable for at least the first 25 years of life
low risk for psychopathology
Difficult Children
innate traits shown in response to the environment which remain quite stable for at least the first 25 years of life
Slow to warm up children
show traits of difficult children at first, but adapt and improve over time as their social contact increases
Erik Erikson
“critical periods” for achievement of goals throughout life
Birth-1yr trust vs mistrust 1-3 yrs autonomy vs shame and doubt 3-6 yrs initiave vs guilt 7-11 yrs industry vs inferiority 12-18 yrs identity vs role confustion Young adult Intimacy vs. isolation Adulthood Generativity vs. stagnation Maturity Integrity vs. despair
Sigmund Freud
development in terms of parts of the body from which most pleasure is derived at each stage
Birth-1 yr. (oral stage) 1-3 yrs (anal stage) 3-6 yrs (Phallic stage) 7-11 yrs (Latency) 12-18 yrs (Genital)
Jean Piaget
cognitive capabilities; related to neurological maturity; Children think in qualitatively different ways as they develop
Birth-2yrs
Sensorimotor period
perception/action
2-6 yrs
Preoperational period
thoughts egocentric
7-11 years
Concrete operational
logical thinking; concrete
12-adult
Formal operational
abstract thinking
Assimilation
we take in new information or experiences and incorporate them into our existing ideas (modify experience or information somewhat to fit in with our pre-existing beliefs)
Accommodation
ltering one’s existing schemas, or ideas, as a result of new information or new experiences
Margaret Mahler
early development is about the process of separation of child from mother or primary caregiver –> influences late relationships
Social smile
INFANCY
first marker of social responsiveness, between 1-2 months of life (at birth babies have reflexive smile)
When does special responsiveness to mother occur?
4-6 months
Stranger anxiety
starts around 9 months of age; can be seen
as adaptive
Object permanence
@ 1 year
concept that objects or people out of one’s sight continue to exist
Separation Anxiety
is normal, child realizes mother still exists when absent, and vocally tries to get to her
Importance of Attachment
Males more vulnerable to this isolation than females
Length of time of separation crucial; less than 6 month separation, monkeys could be rehabilitated, in those separated for more than 6 months, rehabilitation wasn’t possible
Children in orphanages with restrictive isolation (left in cribs) demonstrated severe developmental retardation
Reactive attachment disorder
Unstable home environment or institutionalization has prevented the child from forming a normal reciprocal attachment to the caregiver, resulting in abnormal behavior
child is very closed off
Disinhibited Social Engagement Disorder
Child actively approaches and interacts with unfamiliar adults and shows inappropriate verbal or physical behaviors
Child has experienced social neglect or deprivation or repeated changes of primary caregivers that limit opportunities to form stable attachments
Motor Characteristics 0-2 months
Follows objects with eyes
lifts head lying prone
Motor Characteristics 2-3 months
Lifts shoulders lying prone
Motor Characteristics 4-6 months
Turns over; reaches for objects; grasps with hand
Motor Characteristics 7-11 months
Sits unassisted (6-8)
Crawls
Pulls to stand (10)
Uses pincer grasp; transfers objects from hand to hand
Motor Characteristics 12-15
Walks unassisted
Motor characteristics 1.5 years
stacks 3 blocks
can throw ball
scribbles
climbs stairs one foot at a time
Motor characteristics 2 years
Kick ball
Can undress
Uses utensils to eat
Copies aline
Motor characteristics 3 years
Rides a Tricycle uses scissors dresses herself almost autonomously climbs stairs with alternate feet can copy a circle
Social characteristics 1.5 years
Moves away from and then toward mother
Social characteristics 2 years
Parallel play
Shows negativity
Social characteristics 3 years
Gender identity developed Achieves toilet training
Can separate from mother
Verbal/Cognitive characteristics 1.5 years
Uses approximately 10 words
Verbal/Cognitive characteristics 2 years
Uses 250 words and 2 word sentences Names body parts Points to objects in books Uses pronouns Speech understood primarily by family
Verbal/Cognitive characteristics 3 years
Uses about 900 words
Speaks in complete sentences
Speech understandable by others
Identifies some colors
Major points for preschool child
Attachment and separation Social interaction increases Vocabulary increases
Imaginary friends
Specific fears are common (e.g., bugs, strange objects, monsters, the dark)
Nighttime struggles often begin at this stage
Behavioral Insomnia of Childhood
Motor characteristics 4 years
Can draw simple person
Can fasten buttons, zippers
Combs hair, brushes teeth Hops on one foot
Motor characteristics 5 years
Draws a person in detail Skips
Catches ball with two hands Can copy a square
Motor Characteristics 6 years
Ties shoes
Rides a bicycle
Prints letters Copies a triangle
Social characteristics 4 years
Overly concerned about illness/injury
Curiosity about bodily function
Nightmares/phobias common
Imaginary friends
Social characteristics 5 years
Plays cooperatively with others
Social characteristics 6 years
Develops internalized sense of right and wrong Understands finality of death
Verbal characteristics 4 years
Good verbal self expression Comprehends prepositions
*DOES NOT SHOW PIAGET’S
CONSERVATION OF MASS SKILLS YET!
Verbal characteristics 5 years
More complex verbal and cognitive
Verbal characteristics 6 years
Begins to read
Begins to think logically
Joke telling
Elimination Disorder
Preschool
repeatedly urinate or pass feces in their clothes, in bed or on the floor
Enuresis
repeated involuntary or intentional bed wetting or wetting clothes; must be 5 years old to receive diagnosis; may be triggered by a stressful event, like starting school, or family problems
Prevalence decreases with age
Encopresis
Defecating into one’s clothing
usually starts after age 4, affects about 1% of 5 year olds
Autism Spectrum Disorder
Persistent deficits in social communication and social interaction across multiple contexts
Restricted, repetitive patterns of behavior, interests, or activities
Autism Spectrum Disorder- Psychological Causes
Failure to develop a “theory of mind”
Autism Spectrum Disorder- Biological Causes
Possible genetic factor in this disorder; chromosomal abnormalities? Prenatal difficulties?
Brain scans- autism
increased brain volume and abnormalities in the brain stem, and amygdala
educed activity in the temporal and frontal lobes
Rett Syndrome
Diminished social, verbal, and cognitive development
after up to 4 years of normal functioning
Stereotyped, hand-wringing movements, breathing problems, mental retardation, psychomotor abnormalities
Seen almost exclusively in girls (gene responsible for Rett’s is X-linked, most males die)
Childhood Disintegrative disorder
diminished social, verbal, cognitive, and motor development after 2 to 10 years of normal functioning
More common in boys
Anxiety Disorders in Preschoolers
Separation Anxiety Disorder
Obsessive Compulsive Disorder
Specific Phobias
