stages of child development Flashcards
why is child development relevant for dental professionals
- helpless infant to independent adult
- positive dental experiences in childhood =reduced dental dear/anxiety in adulthood
- apply child development knowledge to understand what a child is thinking/felling emotionally or physically and their behaviour
- modify approach/language
what is considered normal from the mean
2 SD
age 6 months
1) Physical
- sit without support/can perhaps roll
- reach and grab a toy
- put objects in mouth
- fed themselves with fingers
- weaning
- from 12 months full fat milk can be introduced
2) emotional and social
- distressed when mother leaves
- increasing wariness to strangers
3) sensory
- turn towards noise
- visually very alert, follow activities
4) cognitive
- understand meaning of words
- start to understand objects
age 12-18 months
1) Physical
- walk alone, potentially running/climbing (with frequent falls)
- throw toys deliberately
2) emotional and social
- emotionally labial
- wary of strangers
- reassurance from familiar adults
3) sensory
- know and respond to own name
- enjoy watching TV (limited to 30 mins)
4) cognitive
- can help with routines
- understand simple instructions eg wave
24 months
1) Physical
- Walk up and down stairs
2) Emotional and social
- May play alongside other children
- Easily frustrated leading to tears/tantrums
3) Sensory
- Recognises themselves in photos
4) Cognitive
- Speaks > 200 words and understand many more (favourite word - no!), receptive language ahead of emotional
- Short attention span
- Likes to share songs and conversations
age 5
1) Physical
- Skip, hop, stand on one foot
- Ride a bike without stabilisers
- Use a knife and fork
2) Emotional and social
- Like to do things unaided
- Make-believe play but confuse fact with fiction
- Play with other children and make friends
- Help others when distressed
3) Cognitive
- Interested in reading/writing
- Likes jokes
what is cognitive development
development of thinkin
includes language and communication
Piaget theory
1) children think differently (but not less competently)
2) interested not in if children answered questions correctly, but how they reaches their answers
3) believed there were 4 discrete stages
4) paigent suggested there is a qualitative change in how children think as they progress through stages
scheme (units of knowledge)
system of action or mental representation that most people use to understand the world
assimulation
bringing new information into an existing body of knowledge
accommodation
- altering the body of knowledge to include new knowledge that is inconsistent with what is already known
equilibrium
- balance between applying previous new knowledge and accounting for new knowledge
4 stages of Piaet
sensorimotor
pre operaion
concrete operational
formal operation
sensorimotor stage
- birth to 2 yrs
- infants explore the world through senses and applying their developing motor skills
- object permanence, understanding object continue to exist when they cannot be seen
pre operational stage
- 2-7 yr
- rapid development of language
- egocentrism – others see the world as they do
- development of symbolism to make sense of the world eg brining two objects together is represented symbolically by addition (only able to do things in the real world, cannot manipulate things mentally)
concrete operational
- 7-12yrs
- logical reasoning can manipulate mentally but have to be based off real world objects or events
- can begin to manipulate mentally
- empathise with others
- understanding that the physical properties of objects stay the same even through the appearance might change (cant do with hypothetical objects)
formal operational
- after 12 yrs
- need exposure to principles of scientific thinking to reach this stage i.e. school
- abstract reasoning – think and reason about hypothetical objects or events (take metal representation and reason about them)
- health and the furture is a difficult concept younger than 12
formal operational egocentrism
- young people believe others are as preoccupied with their appearance and actions as they are themselves
- construct and react to an imaginary audience where they are the centre and focus of attention
- audience may also contribute to feelings of self consciousness
- believe in the uniqueness of their own feelings and their own immortality (personal fable)
- they feel like theyre the only person that feels that way
criticisms of Piaget
1) Observations based on a few children
2) if a child is overserved not completing a test, does it mean that they are cognitively not capable
3) is learning really this orderly
4) underestimates children
5) social and cultural effect
- child learns tasks that are too difficult to manage alone from interactions with other people
developmental disorders
Heterogenous group of conditions that start in early life and present with a delay or an abnormal pattern of progression in 1 or more developmental domains
developmental display children
children less than 5 if more than 2SD from mean in key milestone
causes of developmental disorders
genetic
antenatal or postnatal infections
malnutrition
material smoking, alcohol and drugs
other factors in developmental disorders
low income
poor housing
lone parent
material age/education
autism
Neurodevelopmental disorder
- unknown aetiology
- 1:100 children
- more males
- associated with ADHD/seizures
- 50% learning disability
features of autism
impairment in social interaction
impairment in language and commincation
unusual patterns of though and behavior
children management on autism
- minimise waiting times
- simple language short sentences and direct requests
- avoid metaphors, sarcasm and joking
- remember sensory overload(lights/noise in surgery and taste of materials)
- distress = anxious behaviours (repetitive movements/aggression)
