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Growth and Development > Stages of Child Development > Flashcards

Stages of Child Development Flashcards

1
Q

Why relevant to dentists?

A

Predict and interpret how a child or young person at a certain age might cognitively, emotionally, behaviourally or physically react within the dental surgery
Modify behavioural management technique/ communication in an age-appropriate and developmentally-appropriate manner

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2
Q

Normative child development

A 
Progresses in different areas simultaneously
-physical (gross and fine motor skills)
-emotional and social
-sensory (hearing and vision)
-cognitive and language
Every child is an individual
Recognised 'milestones'
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3
Q

Infant at 6 months: physical

A

Sit without support
Reach and grab a toy
Put objects in their mouths
Feed themselves with fingers

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4
Q

Infant at 6 months: emotional and social

A

Distressed when their mother leaves

Increasing wariness to strangers

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5
Q

Infant at 6 months: sensory

A

Turn towards noise

Visually very alert - follow activities

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6
Q

Infant at 6 months: cognitive

A

Understand meaning of words such as ‘bye-bye’

Start to understand objects

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7
Q

Child at 12 months: physical

A

Can (probably) walk alone
Can turn pages in a book
Throw toys deliberately

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8
Q

Child at 12 months: emotional and social

A

Emotionally labile
Wary of strangers
Reassurance from familiar adult
Help with daily routines

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9
Q

Child at 12 months: sensory

A

Know and respond to own name

Enjoy watching television

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10
Q

Child at 12 months: cognitive

A

Understand simple instructions - wave ‘bye-bye’

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11
Q

Child at 24 months: physical

A

Can run, jump, climb

Walk up and down stairs

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12
Q

Child at 24 months: emotional and social

A

May play alongside other children
Easily frustrated leading to tears/ tantrums
Clingy at times/ independent at times
Dress independently

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13
Q

Child at 24 months: sensory

A

Recognise themselves in photos

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14
Q

Child at 24 months: cognitive

A

Speaks > 200 words and understand many more (favourite word - no!)
Short attention span
Likes to share songs and conversations

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15
Q

Child at 5 years: physical

A

Skip, hop, stand on one foot
Ride a bike without stabilisers
Use a knife and fork

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16
Q

Child at 5 years: emotional and social

A 
Like to do things unaided
Make-believe play
Play with other children and make friends (I am not your friend today)
Confuse fact and fiction
Help others when distressed
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17
Q

Child at 5 years: cognitive

A

Interested in reading/ writing
Likes jokes
Fluent in speech

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18
Q

5 years old and beyond

A

Developmental progress continues
Maturation of skills
Cognitive development

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19
Q

Theories of child development

A 
Cognitive development - Piaget
Development of personality - Freud
Psychosocial development - Erikson
Understand different processes that may be involved in different areas of child development
Very broad categories - oversimplified?
Other variables ignored
Large individual differences
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20
Q

Cognitive development

A

Development of thinking
Includes language and communication
How children come to learn and understand about their body and their health
Size of the child is a poor indicator

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21
Q

Piaget

A

Jean Piaget (1896-1980)
Swiss psychologist
Pioneer - first psychologist to make a systematic study of cognitive development
Based on his observations of his own children

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22
Q

Piaget theory - basics

A

Children think differently to adults (not less competently)
Interested not in if children answered questions correctly, but how they reached their answers
Four discrete stages
Piaget suggested there is a qualitative change in how children think as they progress through stages
A 7yo child down’t just have more info about the world than when they were 2yo, also fundamental change in how they think about world

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23
Q

Schema

A

Units of knowledge

System of action or mental representation that people use to understand the world

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24
Q

Assimilation

A

Bringing new info into an existing body of knowledge

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25
Q

Accomodation

A

Altering body of knowledge to include new knowledge that is inconsistent with what is already known

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26
Q

Equilibrium

A

Balance between applying previous new knowledge and accounting for new knowledge

27
Q

Piaget theory - 4 stages

A

Always occur in same order
Children build upon proceeding stage
Sensorimotor –> pre-operational –> concrete operational –> formal operational

28
Q

Sensorimotor

A

Birth to 2 years
Infants explore world through their senses and applying their developing motor skills
Imitate actions they have seen others perform - pretend to feed a toy
Use words to represent objects
Object permanence - understanding objects continue to exist when they cannot be seen

29
Q

Infants developing motor skills

A

Birth - 1 month: inborn survival reflexes (gasping and sucking)
Initially look at visual stimuli and turn heads towards a noise, but not interested in object itself
3 months: begin to follow moving objects with eyes
6 months: can grasp and hold objects
12 months: explore objects

30
Q

Object permanence

A

understanding objects continue to exist when they cannot be seen
A) Will not look for it
B) Will search in limited way - eyes in direction last seen
C) Search for hidden object - but only where they have seen it to be hidden
D) Search in other places

31
Q

Per-operational

A

2 to 7 years
Rapid development of language
Egocentrism - others see the world as they do
-development of symbolism to make sense of the world e.g. respresent horse by making galloping movements

32
Q

Concrete operational

A

7 to 12 years
Logical reasoning - real world objects or events
Cause-and-effect
Empathise with others
Understanding that the physical properties of objects stay the same even though the appearance might change (can’t do with hypothetical objects)
-if you pour water from one shape glass into another, is it still the same amount of water?

33
Q

Formal operational

A

> 12 years
Need exposure to principles of scientific thinking to reach this stage
Abstract reasoning
Hypothetico-deductive reasoning for complex problem solving

34
Q

Abstract reasoning

A

Think and reason about hypothetical objects or events (take a mental representation and reason about them)

35
Q

Formal-operational egocentrism

A

Young people believe others are as preoccupied with their appearance and actions as they are themselves
Construct and react to ‘imaginary audience’ where they are centre and focus of attention
‘Audience’ may also contribute to feelings of self-consciousness
Believe in uniqueness of own feelings and own immortality (personal fable)

36
Q

Criticism of Piaget

A

Observations based on a few children
If a child is observed not completing a test, does that mean they are cognitively not capable of it?
Is learning really this orderly?
Underestimates children
Social and cultural effect (Vygotsky’s theory)

37
Q

Vygotsky’s theory

A

Zone of proximal development

Child learns tasks that are too difficult to manage alone from interactions with another person

38
Q

Development of personality: Freud’s psychoanalytical theory components

A

ID
Superego
Ego

39
Q

ID (Freud)

A

Contains drives/ needs
No conscious mental processes
Babies/ infants are governed by the ID
Works on pleasure principle (maximum amount of pleasure/ void pain)

40
Q

Superego (Freud)

A

Develops from 4 years
Contains moral lessons have learned
Duty, obligation and conscience

41
Q

Ego (Freud)

A

Mediator (police) between ID and Superego
Rational and logical
Negotiating more effective way of meeting drives/ needs than ‘I want’

42
Q

Psychosocial development background

A 
Erik Erikson (1902-1994)
American psychoanalyst
Theories on how we interact with others
8 stages (5 in childhood/ adolescence)
Two options for each stage - success or failure
43
Q

Psychosocial development stages

A

Trust vs mistrust - birth to 1 year
Autonomy vs shame and doubt - 1 to 3 years
Initiative vs guilt - 3 to 6 years
Industry vs inferiority - 6 to 12 years
Identity vs role confusion - 12 to 18 years

44
Q

Individual differences

A 
Disabilities - learning/ physical
Psychological variables
-intelligence 
-coping strategies
-learned behaviour
Family factors - parenting styles
45
Q

Separation / stranger anxiety

A 
Normal developmental stage (attachment)
Lack of strong attachment during infancy can lead to emotional disturbance
6-18 months (can last til 5yo)
Fear of strangers
Comforted by being in parents arms
46
Q

Parenting styles

A

Authoritarian
Authoritative
Permissive
Neglectful/ rejecting

47
Q

Parenting styles: Authoritarian

A

Highly controlling, strict and punitive (because I said so..)
Do not allow their child to disagree with their decisions
Leads to anxiety, poor communication skills

48
Q

Parenting styles: authoritative

A

Clear and realistic expectations for behaviour
Set high standards for behaviour and encourage children to be indipendent
Lead to children with high self-esteem and self competent

49
Q

Parenting styles: permissive

A

Responsive
Makes few demands on behaviour and sets few guidelines
Avoid confrontation
Lead to children who experience problems with authority and lack self-control

50
Q

Parenting styles: neglectful/ rejecting

A

Uninvolved in child’s life

Impacts on self-esteem

51
Q

Role of the parent in the dental surgery

A

Parents not always helpful
Maternal dental anxiety can > child dental anxiety (child < 8yo)
Highly anxious children are able to co-operate better when parents remain in waiting room
Generally, children and parents comforted by each others presence

52
Q

Practical tips - toddlers

A

Generally considered pre-cooperative for dental treatment
Communication skills limited so common response of upset is to cry
Do not separate from parent - examine on parent’s lap
Keep apt times short

53
Q

Practical tips - terrific 3s and fabulous 4s

A 
Considered potentially co-operative
Gain attention with lots of distraction
Let them 'help you' where possible
Use appropriate language (childrenese)
Short attention span so work steadily and avoid pauses
54
Q

Practical tips - school age

A

Usually have sufficient co-ordination to brush their own teeth and can follow ‘rules’ about oral care
Try to involve children in what you’re doing
Respond well to positive reinforcement
Use appropriate language and simple explanations, and encourage questions
75% 8-13 yos felt old enough to understand treatment and believe their views should be heard

55
Q

Giving choice about local

A

Understanding of pain/ LA varies with age/ cognitive development
Abstract concept
Young child would not understand cause and effect (blame the dentist)
Dentist must make sure as pain-free as possible

56
Q

Practical tips - teenagers

A

Develop adult concept of health
Supported to make own health care decisions
May be motivated by concerns about attractiveness
May be easily embarrassed and sensitive to criticism
Seen without parents?

57
Q

Autistic Spectrum Disorder

A 
Lifelong developmental disability
Unknown aetiology
Presents in childhood
Spectrum - autism, pervasive development disorder, and Asperger syndrome
1:100 children in UK
More males (x4_
All cultural backgrounds
58
Q

Impairment in social communication (autism)

A

Difficulties communicating with others (expressive language), understanding what is being said to them (receptive language) and non-verbal communication
Language skills vary (speech delay/ loss of speech)
Very literal understanding of language
Difficulties understanding jokes, sarcasm and metaphors
Difficulties with give-and-take (reciprocal) of conversation (talk at length about own interests/ repeat what was said)

59
Q

Impairment in social interaction (autism)

A

Difficulty recognising or understanding emotions or feelings in others (and expressing their own)
Do not understand unwritten social rules
Lack of eye contact and social smiling
Reduced social play with others and plays on own
Difficulties in engaging in imaginative play and activities (but not unimaginative)

60
Q

Unusual restricted or repetitive behaviour (autism)

A

Strong preferences for familiar routines and things being ‘just right’
Dislike of change, which often leads to anxiety or other forms of distress
A strong adherence to rules or fairness that leads to argument
Highly specific interests or hobbies
Repetitive movements such as hand flapping/ rocking
Repetitive play such as opening and closing doors

61
Q

Characteristics of ASD

A

Difficulties processing sensory information (including sight, hearing, taste, touch and smell)
Learning difficulties

62
Q

Challenges going to the dentist (autism)

A

Change of routine
New social situation (communication/ interaction)
Difficulties processing sensory information (sensory overload)
Can manifest as behavioural difficulties

63
Q

Practical tips - ASD

A

Minimise waiting times
Simple language, short sentences and direct requests (say child’s name first). No metaphors, jokes and sarcasm
If verbal communication difficult consider visual supports (Widgets)
Modify environment if causing distress
Positive reinforcement
Stay calm and relaxed at all times

Growth and Development (23 decks)

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