Self Study Flashcards
1
Q
Bilateral Hand Use and Dominance
Birth to 6 months
A
Pre-reaching: infant will reach for or swat at a dangling object in visual field with either hand but is rarely successful before 4 months
• By 5 months infant makes contact with object
2
Q
Bilateral Hand Use and Dominance
7 to 12 months
A
- At 7 months, able to reach for objects with one hand or both hand simultaneously; no preference for handedness
- At 8 months, begins coordinated movement and uses both hand cooperatively when reaching
- At 9 months, transfers objects from one hand to another and can hold object in each hand
- At 12 month, will bring hands together in front of chest; will play with fingers or toys in this position
3
Q
Bilateral Hand Use and Dominance
18 months
A
• Stabilizes with one hand, manipulated object with the other (e.g. holds drum with one hand while other hits with stick)
4
Q
Bilateral Hand Use and Dominance
24 months
A
• Begins to display pattern for hand preference
• Uses both hands to manipulate objects
• Increased differentiation of function when both hands are used together
• Hand assuming the dominant role performs the finer manipulations, and
the other hand assists by stabilizing, positioning, or moving the object that is being manipulated/ worked on
5
Q
Bilateral Hand Use and Dominance
3 years old
A
• By 30 months, developing ability to do bilateral activities such as cutting with scissors and stabilizing paper for colouring
6
Q
Bilateral Hand Use and Dominance
4 years old
A
The functions of each hand are becoming more separate and coordination becomes for refined
7
Q
Bilateral Hand Use and Dominance
5 years old
A
• For most children, hand dominance is established
• Dominant hand is used more consistently for the finer manipulative
skills and develops very refined coordination
• Non-dominant hand develops skills in manipulating, stabilizing, and
positioning objects
8
Q
Bilateral Hand Use and Dominance
6 years old
A
• For most children, hand dominance is established
• Dominant hand is used more consistently for the finer manipulative
skills and develops very refined coordination
• Non-dominant hand develops skills in manipulating, stabilizing, and
positioning objects
9
Q
Bilateral Hand Use and Dominance
7 year old
A
• Stabilizing paper with one hand while writing/ drawing with the other
• Using scissors with one hand and turning the paper with the other
• Using one hand to zip up clothes while the other hand is holding
• Screw on lids of jars
• Opening and closing plastic food containers
• Folding paper into paper airplanes
• Putting together and pulling apart building blocks
• Making simple sandwiches
• Stirring ingredients in a bowl while holding onto the bowl with one hand
• Playing a card game including shuffling, dealing and holding the fanned
out cards with one hand
• Beading a bracelet by threading beads onto a string
10
Q
Dressing Development
birth to 6 months
A
- May begin to assist by holding out arms and feet
* May begin to assist by pushing sleeves and legs through pants
11
Q
Dressing Development
7 to 12 month old
A
- Assists with dressing by holding out arms and feet
* Pushes arms through sleeves and legs through pants
12
Q
Dressing Development
18 months old
A
- Will begin to assist with dressing by taking off hat, socks, shorts/pants
- Holds arms and legs out for dressing, pushes arms and legs through sleeves and pants
- Hold foot out for shoe
13
Q
Dressing Development
24 months old
A
- Removes clothes (without buttons), diaper
- Removes shoes with laces untied
- Pulls pants down with assistance
14
Q
Dressing Development
The 3 year old
up to 30 months
A
- Put on simple clothing such as hats or pants with elastic waist
- Pulls pants down with assistance
- Put on front button shirt/coat
- Unbuttons large buttons
- Finds armholes in shirt and helps push down
- Removes unfastened coat/jacket
- Helps with pulling socks on
- Removes shoes if laces untied
15
Q
Dressing Development
The 3 year old
up to 36 months
A
• Puts on shoes (maybe wrong feet, no laces)
• Puts on t-shirt with minimal assistance, takes off
with assistance
• Puts on socks
• Pulls down and puts on pants without assistance
• Zips/unzips once on track
• Buttons/unbuttons large front buttons
16
Q
Dressing Development
The 4 year old
A
- Buttons front-opening clothing
- Removes t-shirt independently
- Puts on socks correctly
- Knows front and back of clothing
- Puts on shoes with little assistance
17
Q
Dressing Development
The 5 year old
A
Dresses without assistance
• Places shoes on correct feet and laces shoes with adult coaching
• Zips coat, does buttons
• Ties and unties knots
18
Q
Dressing Development
The 6 year old
A
- Ties shoes
* Dresses/undresses without help • Zips/unzips
19
Q
Physical development
1 Month
A
• Birth weight may drop but will be regained quickly
• Hand, arm, leg and rooting movements are all reflex
motions
• Head flops if not supported
• Focuses eyes at 18-45 cm
• Stares at high contrast patterns and objects but does
not reach
• Recognizes primary caregiver’s voice
• Startles at noise
20
Q
Physical development
2 month
A
- Muscles relax and less twitching
* Lifts head about 45 degrees when in prone
21
Q
Physical Development
3 months
A
- Stretches out arms and legs
- Rolls over from back to side
- Responds to detailed, high contrast objects
22
Q
Physical Development
4 months
A
- Rolls from front to side
- Lifts head about 90 degrees
- Sits with arms propped
23
Q
Physical Development
5 months
A
- Rolls over from front to back
* Grabs toes and feet
24
Q
Physical Development
6 months
A
• Holds head steady • Sits with back straight when supported • Rolls in both direction • Weight will be doubled from birth weight by gaining 120-240 grams per week
25
Physical Development
| 7 to 12 months
* Weight gain usually slows to 15 grams per day
* Birth weight usually triples between 9 - 12 months of age
* Head circumference and height have increased
* Develop basic visual skills of size, shape and colour
* Teeth begin to erupt
26
Physical Development
| 18 months
* Continues at a steady pace, however, as the child becomes more active, they gradually become leaner because they lose fat around the face and abdomen
* Upper and lower first molars erupt from 12 to 18 months
27
Physical Development
| 24 months
• Gains height and weight at approximately the same pace as the previous year
28
Physical Development
| 3 year old
* Shows signs of readiness for toilet training (e.g., diapers stay dry for 1 1⁄2 to 2 hours)
* Improved bowel and bladder control
29
Physical development
| 7-9 years
* Most girls experience preadolescent growth spurt at this time
* Brain development is characterized by growth of specific structures, especially frontal lobes
30
Physical development
| 9-11 years
* Most boys experience preadolescent growth spurt at this time
* Most girls begin puberty around 11-12 years: increased levels of estrogen; grow taller; hips widen; breasts become rounder and larger; hair growth on legs, under arms and around genitalia
31
Physical development
| 12 + years
* Most girls around age of 12 or 13 years begin menstruating
* Most boys begin puberty around 12 to 14 years: increased levels of testosterone; grow taller, heavier, and stronger; voices deepen; shoulder broaden; hair growth under arms, on face and around genitalia
32
Fine Motor Development
| Birth to 6 Months
* Grasping reflex (up to 4 months): item held for few second when placed in palm
* Open hand position (approximately 3 months): will begin to keep the hands in an open position
* Ulnar palmar grasp (4-5 months): will pick up an object using palm and along the outside border of the hand
* Palmar grasp (5-6 months): object is secured in the center of the palm in the palmar grasp; there is lack of thumb use; infant does not have ability to use more precise movements; object is in the center of the palm
* Will begin to reach for and grasp objects
* Engages hands in midline
* Follows objects with eyes left, right, up, and down
* Begins purposeful visually directed reaching
* Transfers objects from one hand to the other
* Can pick up cube (or similar medium sized object)
* By 6 months, will hold an object and bang, shake, drop or throw it
33
Fine Motor Development
| 7 to 12 Months
* Radial palmar grasp (6-7 months): Object is secured at the radial side of the palm. Ulnar fingers flexed for stability and the thumb is beginning to oppose and actively press the object into the palm.
* Raking Grasp (7-8 months): Flexion of radial finger to bring the objects into the palm.
* Radial digital grasp (8-9 months): Full opposition of the thumb to help secure the object, and the flexion of the ulnar fingers for stability
* Inferior pincer grasp (8-9 months): Involves the adduction of the thumb to secure the object against the extended index finger
* Pincer grasp (10-12 months): Full opposition of the pad of the thumb and bad of the index finger to secure the object while using this grasp.
* Able to transfer objects from one hand to the other
* Able to pick up small items using tips of thumb and first finger
* Able to feed self with assistance
* Able to take things out of containers (e.g. blocks)
* Able to clap hands or bang toys together at midline
34
Fine Motor Development
| 18 months
• Points with index finger
• Superior pincer grasp (12-18 months): pick up and release a small
objects (e.g. piece of cereal) by using the tip of first finger and thumb
while holding wrist off of the surface
• Able to hold eating and writing tools (e.g. spoon or marker) using
thumb, fingers and palm
• Starts using spoon by bringing it to mouth
• Imitates clapping/waving
• Able to scribble with a crayon
• Able to stack three or more blocks
• Able to hold a regular cup or glass and drink from it without spilling
35
Gross Motor Development
Birth to 6 months
Reflexes
* Asymmetrical tonic neck reflex: infant in supine, head turned towards one side, one arm and one leg is extended in the direction in which the head is facing; typically disappears by 4-6 months
* Rooting reflex: infant will turn head towards breast or bottle when corner of mouth is stroked in search of something to suck (disappears by 3 months)
* Suck/swallow reflex: starts to suck reflexively if finger/nipple touches mouth, gradually replaced by voluntary sucking
36
Gross Motor Development
Birth to 6 months
Supine
• By 6 months, head and leg lift for foot play
37
Gross Motor Development
Birth to 6 months
Pull to sit
• At birth, no head control (head falls back) when lifted
• At 3 months, good head control with some head bobbing
• At 5 months, head lifts in anticipation of being picked up
by caregiver
38
Gross Motor Development
Birth to 6 months
Sitting
• Newborn has a curved back when in sitting
• At 1 month, in supported sitting, head is held up for
several seconds
• At 2 months, in supported sitting, holds head up but can
bob back and forth
• At 3 months, in supported sitting, holds head steady for
several seconds with lumbar curve in back
• At 5 months, infant is able to respond with sideways tilt,
no arm support
39
Gross Motor Development
Birth to 6 months
Prone
• Newborn has legs tucked under
• At 2 months, lift chin, extends legs
• At 4 months, lifts head and upper chest while supporting
weight on forearms
• At 6 months, bears weight with hands and extended
arms, chest/upper abdomen lifting off surface
40
Gross Motor Development
Birth to 6 months
Standing
* Newborns automatically step when held in standing position
* At 4 months, feet off the ground when held in standing position
* At 6 months, bears some weight when held in standing position
41
Gross Motor Development
| 7 to 12 months
* Able to get up from a prone to a sitting position without help
* Able to pull up to a stand using furniture for assistance
* Able to walk while holding onto adult hand or furniture
* Able to crawl or “bum” shuffle easily
* Able to crawl on hands and knees supporting trunk while on hands and knees
* Stand for short periods of time without support
* May take 2-3 steps without support
* Begin to climb stair, steps or furniture
42
Gross Motor Development
| 18 months
* Able to walk alone
* Able to walk up steps holding someone’s hand
* Able to squat to pick up toy without falling
* Able to push or pull toys or objects while walking
43
Gross Motor Development
| 24 months
```
• Walks alone, unsupported
• Can walk while pulling toy behind them
• Can carry a large toy while walking
• Kick a ball
• Climb onto and off furniture
• Walk up and down stairs while holding onto railing or adult hand for
support
```
44
Gross Motor Development
| 3 years old
* Able to walk up the stairs/ steps using the handrail
* Able to stand on one foot briefly
* Able to throw a ball forward at least one meter
* Able to run and kick a ball
* Able to pedal a tricycle
* Able to bend over easily without falling
* Will jump on both feet, walks on tip toes
45
Gross Motor Development
| 4 years old
* Able to hop forward 15 cm and stand on one foot up to 5 seconds
* Able to go up and down stairs without support
* Able to kick a ball forward
* Able to throw a ball overhead at a target
* Able to catch a bounced ball most of the time
46
Gross Motor Development
| 5 years old
* Stands on one foot for 10 seconds or longer
* Hops forward 30 cm
* Able to walk with both feet on a straight line
* Able to start, stop and change direction smoothly when running
* Can throw and catch a ball successfully
47
Gross Motor Development
| 6 years old
• Able to skip across a room
• Able to walk on a beam without falling
• Can catch and throw a medium-sized ball from 1.5 metres away
• Able to hop on one foot for 3 metres
• Can manage playground equipment independently such as pumping
legs on a swing
• Develop enough muscle coordination to climb, swim, and skate
48
Language Development
| Birth to 6 months
* Listens attentively to certain sounds and caregivers’ voices by 1 month
* Cries deliberately for attention by 1 month
* By 2 months, makes some sounds other than crying such as cooing
* By 3 months, cooing one syllable
* By 4 months, makes first consonant counts
* By 6 months, makes sounds similar to native language
49
Language Development
| 7 to 12 months
• By 9 months, may respond appropriately to parents’ specific words
• Looks at the person saying their name
• Understands simple requests and questions (e.g. “No”, “Don’t touch”,
“Find your shoes”, “Where is your toy?”)
• Uses simple gestures (e.g. shaking head for “no”, waving “bye bye”)
• Consistently uses 3 or more words (e.g. “dada” or “mama” even if not pronouncing accurately)
• Babbles to toys or people
• Shows interest in picture books
• Takes turns making sounds for adults
50
Language Development
| 18 months
• By 15 months, shows expressive vocabulary of 4-10 words
• By 18 months, has vocabulary of 10-20 or more words or sounds
even though the words do not have to be clear
• Points to at least three different body parts when asked (e.g. “where
is your nose?”)
• Uses common expressions (e.g. “all gone” or “uh-oh”)
• Follows directions when given without gestures (e.g. “throw me the
ball”, “bring me your shoes”)
51
Language Development
| 24 months
* Has expressive vocabulary of up to 25 words and be able to use 2-word phrases
* Uses more gestures to communicate
* Begins to use manners (e.g. please, thank you)
52
Language Development
| 3 years old
* Recognizes and identifies almost all common objects and pictures
* Understand most sentences
* Understand physical relationships (“on”, “in”, “under”)
* Uses four- and five word sentences
* Can say name, age and sex
* Uses pronouns (I, you, me, we, they) and some plurals (cars, dogs, cats)
* Stranger can understand most spoken words
53
Language Development
| 4 years old
* Uses most word endings such as running and jumped
* Speaks in sentences in five to six sentences in length
* Speaks clearly enough for strangers to understand stories
* Able to say rhymes or sing children’s songs
* Asks questions (e.g. “how?” and “why?”)
* Correctly uses words such as: two, hat, mud, fun, off, hug, cookie
54
Language Development
| 5 years old
* Recalls parts of stories
* Speaks clearly using adult-like sentences most of the time
* Uses future tense
* Tells long stories
* Can tell own name, sex, age and address
* Can correctly say words such as: house, zoo, chop, push, pull, ball
* Will have a 2000 word vocabulary by age 5
55
Language Development
| 6 years old
* Vocabulary approximately 2,000 words
* Create sentences with five or more words
* Expresses ideas, asks questions, and engages in discussions
* Talks in sentences and is completely understandable
* Recognizes letters and the sounds for each letter
* Articulates all sounds in words (exception maybe th and v )
* Recognizes some familiar written words (e.g. own name)
56
Language Development
| 7-8 years
* Uses longer, complex sentences
* Understands comparative words such as “later than...”
* Can keep conversations going by giving explanations
57
Language Development
| 9-11 years
• Gains proficiency in reading and writing
• Understands and uses punctuation/grammar
accurately
• Prefers to read silently
58
Language Development
| 12-14 years
• Essentially communicates similar to adults
• Increase in mature language through high school;
however, many teens begin to use inappropriate
language
• Comprehends abstract language such as idioms,
figurative speech and metaphors
• Uses figurative explanations consistently
• Forms complex syntactic word structure
59
Cognitive Development
| Birth to 6 months
* At 2 months, demonstrates coordinated eye movements
* By 3 months, knows that hands and feet are an extension of themselves
* By 4 months, repeats enjoyable acts
* By 5 months, recognizes and responds to own name
* By 6 months, studies interesting objects carefully
60
Cognitive Development
| 7 to 12 months
* Object permanence is developed by 9-10 months
* Imitates gestures
* Begins to use objects correctly (e.g. drinking from cup, brushing hair)
* Looks at correct pictures when object or person is named
61
Cognitive Development
| 18 months
* Able to remove shoes by self
* Able to identify pictures in a book (e.g. “show me the dog”)
* Uses familiar gestures (e.g. waving, pushing away)
62
Cognitive Development
| 24 months
• Can sort shapes and colours
• Imitates actions of others
• Able to point to and name objects
• Refers to themselves by own name
• Begins to help others and learns through helping
• Learns about concepts such as weight and size when interested with
objects in their environment
63
Cognitive Development
| 3 years old
* Understand two step directions (e.g., “Pick up your shoes and put the in the closet”)
* Listens to music or stories for 5 to 10 minutes with caregiver
* Sorts objects by shape and colour
* Understand concept of “two”
* Makes mechanical toys work
* Understand time sequences
* Knows how to match shapes and colours, and how to count and manipulate objects
* Begins to contemplate consequences of actions
64
Cognitive Development
| 4 years old
* Able to correctly name five colours
* Understands the concept of counting and may know a few numbers
* Approaches problems from their own point of view
* Begins to have a sense of time (e.g. yesterday/today/tomorrow)
* Follows three step commands
* Recalls parts of a story
* Engages in fantasy/make-believe play
* Understands concepts such as “same” and “different”
* Understands concept such as “around”, “in front of”, “next to”, etc.
65
Cognitive Development
| 5 years old
• Can count by rote to 20
• Able to name four shapes
• Able to correctly name at least five colours
• Increase understanding of concepts of time
• Knows about things used every day in the home (e.g. money, food,
appliances, clothes)
• Understands concept such as “around”, “in front of”, “next to”, etc.
66
Cognitive Development
| 6 years old
• Understand right and left on own body
• Able to pay attention and follow simple instructions in group setting
• Can count up to 10 objects at one time
• Begins to argue and reason using “why” and “because”
• Can categorize objects
• Understands time concepts such as yesterday, today and tomorrow
• Able to sit, follow instructions and independently do simple tasks
such as expected in a classroom setting
• Understands that other people have separate perspectives than them
67
Cognitive development
| 7-8 years
• Child understands that there is a difference between behaviours and intentions
68
Cognitive development
| 9-11 years
* Child considers the viewpoints of others more carefully and accurately
* Child generally enjoys school
* Enjoys memorizing information/facts
* Short attention span
* Beings to participate in worldly discussions
* Reading interests vary greatly from child to child
* Main interests involve possessions
69
Cognitive development
| 12-14 years
• Have complex thoughts
• Develops stronger sense of right and wrong; maintain
morals
• Move from concrete to abstract thinking; reasoning
70
Cognitive development
| 15 + years
* Form, maintain, and define work habits
* Have concern for future schooling/career plans
* Develop refined sense of right and wrong
* Full development of abstract thinking
71
Social Development
| Birth to 6 months
* By 6 months, has a social smile
* Anticipates food on sight
* Is gazing at parents holding attention
72
Social Development
| 7 to 12 months
• Develops attachments to a few familiar people
• Shows preference for regular caregiver over all others
• May be shy or anxious with strangers
• Will be upset when caregiver leaves (e.g. separation anxiety)
• Starts games with adults such as hiding (e.g. “peek-a-boo”) or
clapping (e.g. “pat-a-cake”)
• Initials play with others
73
Social Development
| 18 months
* Shows affection toward people, pets or toys
* Looks when spoke to or when playing together
* Points to show something
74
Social Development
| 24 months
* Performs parallel play
* Engages in imaginary play
* May enjoy performing for an audience
75
Social Development
| 3 years old
* Imitates adults and playmates
* Spontaneously shows affection for familiar playmates
* Plays make-believe games with actions and words
* Shares some of the time
* Shows affection with words and actions
* Plays alongside others comfortably
* Cooperates with caregiver’s request half of the time
* Greets friends and familiar adults when reminded
76
Social Development
| 4 years old
* Shows interest in new experiences
* Takes turns and shares with other children in small group activities
* Increasingly inventive in fantasy/make-believe play
* More independent
* Seeks adult approval (e.g. “watch me!”)
77
Social Development
| 5 years old
* Plays well in groups and more likely to agree to rules of play
* Likes to sing, dance and act
* Shares willingly with others
* Shows more independence
* Separates more easily from primary caregiver
* Responds verbally to “hi” and “how are you”
78
Social Development
| 6 years old
* Plays cooperatively with 2-3 children for 20 minutes
* Willing to play cooperatively, take turns, and share
* Apologies for actions
* Listens while others are speaking
* Shows an understanding of right and wrong
* Able to explain rules of a game or activity to others
* Needs choices child wants more independence
* Often as a “best friend”
79
Social Development
| 7 years old
• Cooperates and plays with peers; understands the concept of teamwork
• Will mimic and copy adults
• Enjoys solo play, but friends become more important
• Seek more separation/independence from adults and
caregivers
• Demonstrates body shyness/modesty
• Prefers to play with children of the same sex
80
Social Development
| 8-9 years old
• Enjoys competition
• Engages in play with the opposite sex some of the time
• Enjoys participating in clubs and groups; takes up
hobbies and displays more interest
• Experiences incidences of peer pressure and makes
decisions based on these influences
• Sensitive to criticism
• Sense of humour matures
• Can be impatient
81
Social Development
| 10-12 years old
• Friends become incredibly important
• Likely to have designated social group and a “best
friend”
• Increased interest in romantic relationships
82
Social Development
| 13-14 years old
* Engages in “gossip” activities
* Has concerns about self-identity
* May have frequent changes in friend groups
* Has need for achievement and recognition
83
Social Development
| 15 + years old
• Has heightened interest in romantic relationships
• Conflicts with parents may start to decrease in
frequency and intensity, however, less time spent with
parents and ample time is spent with parents
• Females may be more comfortable with body changes;
males, developing slower, may be highly concerns with
body image and puberty
• May experiment with drugs and alcohol
• Heightened interest in peer cultures; music, trends,
parties etc.
84
Emotional Development
| Birth to 6 months
* Reacts to discomfort and pain
* Shows affection by looking and smiling
* Laughs when tickled
85
Emotional Development
| 7 to 12 months
• Seeks comfort such as reaching up when feeling upset
• Uses facial expressions, actions and sounds to make needs known or
to protest
• Shows a variety of emotions such as affection, anger, joy or fear
86
Emotional Development
| 18 months
* Taking risks when a trusted adult is present or had provided reassurance
* Hugs and kisses primary caregiver(s) and very familiar people and pets
* Enjoys attention
* Begins to show jealously when attention is given to others
* Show frustration easily
* Begins to display a sense of ownership over toys and people
87
Emotional Development
| 24 months
* Shows possessiveness
* Begins to show empathy, pride and embarrassment
* Reveals a sense of trust
88
Emotional Development
| 3 years old
```
• Expresses affection openly
• Expresses a wide range of emotions
• Has temper tantrum- excessive crying and screaming when requests are
not met, despite irrationality
• Separates easily from parents
• Objects to major changes in routine
• May have need for a security object
```
89
Emotional Development
| 4 years old
* Unfamiliar images may be “monsters”
* Views self as a whole person involving body, mind and feelings
* Begins showing empathy (e.g. comforts others who are upset)
* Often cannot distinguish between fantasy and reality
90
Emotional Development
| 5 years old
* Sometimes demanding sometimes eagerly cooperative
* Begin to articulate feelings
* Still be prone to meltdowns
* Can be critical of self and others
91
Emotional Development
| 6 years old
* Increased desire to be liked and accepted by peers
* Understand own feelings
* Understand consequences of their actions
* Able to use words to describe own feelings
* Shows empathy and offers help to others when in distress
* Stronger sense of right and wrong
* Begins to become more aware of the future
92
Emotional Development
| 7-8 years old
• Body consciousness increases
93
Emotional Development
| 9-11 years old
* Body consciousness increase further as puberty approaches
| * Body image is more important
94
Emotional Development
| 12-14 years old
• Concerns about hair and clothes
• Transitions between periods of low and high self-
esteem/confidence
• Experiences mood swings
• Shows less affection to parents and initiate/exaggerate
arguments with parents
• May experience anxiety regarding schoolwork
95
Emotional Development
| 15 + years old
• May experience periods of sadness and depression
