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PSY HUMAN GROWTH AND DEVEL > TEST 2 > Flashcards

TEST 2 Flashcards

1
Q

Braxton hicks contractions

A

Practice contractions. Eventually turns into the real thing. 36 weeks?

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2
Q

When the minutes between contractions becomes _______ you go to the hospital. And also, how many minutes in rural areas?

A

Usually go to the hospital when there’s 5 mins between contractions.
If you live in a rural area, 7-8 mins

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3
Q

3 stages of birth

A

1a. Dilation and effacement of the cervix
1b. Transition—most intense

2a. Pushing
2b. Birth of the baby

3a. Delivery of placenta

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4
Q

What’s the normal positioning of the baby? (Head first or last)

A

Head first is normal.

Any other position is breach position

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5
Q

Which country has the highest rate of maternal mortality out of developed countries?

A

U. S. Has the worst rate out of developed countries

26/100,000 die giving birth

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6
Q

Postpartum warning signs

A
  • bleeding that is heavier than normal period or gets worse.
  • discharge or pain or redness that doesn’t go away or looks worse.
  • sadness longer than 10 days.
  • fever of 104+
  • pain going to the bathroom
  • pain in legs
  • pain or red streaks in breast
  • lower belly pain
  • vaginal discharge that smells bad
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7
Q

How many mothers get baby blues? (Last about 10 days or less)

A

80%

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8
Q

How many mothers suffer postpartum depression?

A

15-30%

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9
Q

What occurs with postpartum psychosis

A

Psychotic episodes. She gave an example of her friend waking up from a nap and then throwing stuff at the baby and strange doesn’t want the baby anymore. Then she went to the hospital for a few weeks and recovered and got through the psychosis and then came back and said she still wanted her baby and that what she said she didn’t mean.

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10
Q 
Newborn development (the APGAR scale) 
What are the criteria they test for and what scores mean what?
A 
Appearance of the baby 
Pulse (heart rate) 
Grimace (reflex irritability) 
Activity (moving arms and legs) 
Respiration (breathing) 
Want a score of 7 or higher
4-6 needs help breathing 
3 or below is in imminent danger
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11
Q

What did low APGAR scores mean a while ago and what do they mean now with our new technology?

A

Back then it meant that children would most likely not be able to live by themselves. Now there are good interventions

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12
Q

Myth about breastfeeding

A

Some people think they can use this as a method of birth control. It is not an effective method of birth control.

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13
Q

Colostrum

A

Perfect food for newborn baby. This is what the mom produces right when the baby is born.

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14
Q

How long should you breastfeed?

A

Start within one hour of birth. Continue for at least six months. AAP says continue for 1yr.
WHO says 2yrs.

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15
Q

Infant states of arousal

A 
Regular sleep: 8-9 hrs/day (not consecutive)
Irregular sleep: 8-9hrs/ day 
Drowsiness: varies by baby 
Quiet alertness: 2-3hrs/ day 
Waking activity and crying: 1-4hrs/ day
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16
Q

Collic

A

Crying a lot. Inconsolable.

Had less of the beneficial bacteria.

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17
Q

Ways to soothe a crying baby

A 
Hold on shoulder and rock or walk
Swaddle
Offer pacifier
Go for a ride
Massage
Combine methods
Let cry for a short time
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18
Q

Swaddling (how long?)

A

If a baby likes to be swaddled, still don’t do it more than one hour per day

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19
Q

What is the most advanced sense at birth and the least advanced?

A

Newborn sense of hearing is the most advanced sense at birth. They prefer the complex sounds too pure tones. They learn sound patterns within days.
Newborn sense of vision is the least developed sense at birth. Visual structures and eyes and brain not fully formed. Color vision improves in first two months

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20
Q

SIDS

A

Sudden infant death syndrome

  • avoid tobacco
  • leading cause of death in babies 1mo-1yr.
  • new research on serotonin levels
  • “back to sleep”-lay baby on back to sleep
  • avoid soft bedding, overhearing baby, or toys in crib
  • breast feed and offer pacifiers
  • avoid co-sleeping, especially if using drugs, alcohol, or is obese
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21
Q

Infancy

A
  • gain 50% in height from birth to age 1
  • 75% by age 2
  • grow in spurts
  • gain “baby fat” until about 9 mo.s then get slimmer- walks around, active
  • girls slightly shorter and lighter than boys
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22
Q

Cephalocaudal

A
  • “head to tail”

- lower part of body grows later than head

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23
Q

Proximodisal

A
  • “near to far”

- extremities grow later than head, chest, and trunk

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24
Q

Brain plasticity

A

-in infants and young children, parts of brain are not yet specialized
-recover better from brain injury
(Language recovers better than spatial skills)
(Still have some problems with complex mental skills)
-older children, even adults, have some plasticity

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25
Q

Sensitive periods in brain development

A
  • experience-expectant growth (cry, be held, see things)

- experience-dependent growth (specialized things unique to you. Musician)

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26
Q

Influences on early growth

A
  • heredity
  • nutrition (breast feeding)
  • malnutrition
  • emotional well-being
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27
Q

Benefits of breastfeeding

A
  • correct fat protein balance
  • nutritionally complete
  • more digestible
  • better growth (improved self regulation of food intake)
  • disease protection
  • better jaw and tooth development
  • easier transition to solid food
28
Q

Malnutrition

A

1/3 of the world’s children are malnourished before age 5

29
Q

Marasmus (malnutrition)

A
  • not enough essential nutrients

- looks very thin

30
Q

Kwashiorkor (malnutrition) “when the second baby comes”

A
  • diet very low in protein
  • common where toddlers (1-3 yr old) have enough calories but not enough protein
  • distended belly
31
Q

Growth-stunting (malnutrition)

A
  • smaller bodies overall

- eventually have higher body fat and more likely to be overweight than non-stunted age mates

32
Q

Consequences of malnutrition

A
  • physical symptoms
  • growth and weight problems
  • Poor motor development
  • Learning, attention problems
  • Passivity, irritability, anxiety
33
Q

Gross motor development

A

Crawling, standing, walking

34
Q

Fine motor development

A

Reaching, grasping

35
Q

Each new motor skill is a joint product of: (4 things)

A
  1. CNS development (central nervous system)
  2. Body’s movement capacity
  3. Child’s goals (keep up w/ siblings)
  4. Environmental supports
36
Q

Rates and patterns of motor development affected by: (3 things)

A
  1. Early movement opportunities
  2. Environment stimulation
  3. Child-rearing practices
37
Q

Ulnar grasp

A

Grasp large objects, very open handed

38
Q

Pincer grasp

A

More fine pinching

8-11mo

39
Q

Contrast sensitivity

A

Bold checker board (big and blocky) vs complex checkerboard (difficult)

40
Q

Assimilation

A 
Kitty size of kid's dog 
"dog" 
"No, cat" 
"Dog" 
Using current schemas to interpret external world.
41
Q

Accommodation

A 
"Dog?" 
"Cat" 
"...huh" "cat?"
"Yes" 
Adjusting old schemas and creating new ones to better fit the environment.
42
Q

Sensorimotor stage

A
  • birth to 2yrs
  • building schemas through sensory and motor exploration
  • circular reactions: infant tried to repeat chance event cause by own motor activity
  • see substages (p. 153)
43
Q

Object permanence

A
  • understanding the objects continue to exist when out of sight
  • according to Piaget, develops in substage four
  • not yet complete A-not-B search error
44
Q

Newest research has found: (5 things)

A
  1. Six weeks old (facial imitation)
  2. Six-nine mo old (copy actions w/ objects)
  3. Twelve-fourteen mo old (imitate rationally)
  4. Eighteen mo old (imitate intended, but not completed, actions)
  5. Two year old (imitate entire social role (mommy, daddy, baby)
45
Q

Evaluation of sensorimotor stage

A

Developed when Piaget suggested:
Object search
A-not-B error
Make believe play

Developed earlier than Piaget suggested: 
Object permanence 
Deferred imitation 
Categorization 
Problem solving by analogy
46
Q

Suggested domains of core knowledge (4)

A

Linguistic
Psychologically
Physical
Numerical

47
Q

3 theories of language development

A

Behaviorist- operant conditioning, reinforcement
Nativist- nature, prepared to learn language
Interactions- reinforcement and environment

48
Q

First speech sounds

A

Cooing- vowels

Babbling- consonants and vowels

49
Q

Emotional milestones (5)

A

Happiness (social smiles around 6weeks)
Anxiety (8-12mo stranger anxiety highest)
Social referencing (8-10mo relying on someone else’s reactions)
Self conscious emotions (18mo shame, envy, pride, guilt)
Emotional self-regulation (special growth 2-4mo, 4-6mo, and 18mo)

50
Q

3 types of temperaments for babies

A
  1. Flexible
    - aka easy
    - Most babies (40%)
    - gerber babies, predictable, smiley, resilient, cuddly, not very fussy
  2. Fearful
    - aka slow to warm up
    - 15% of babies
    - cautious, look before they leap, easily over stimulated, slow to notice they are hungry
  3. Feisty
    - aka “difficult”
    - 10% of babies
    - constant physical activity, demand a lot of attention, easily distracted, irregular schedule
51
Q

Psychosocial dwarfism

A

No love and emotion needs for fulfilled. Not growing even though they are eating

52
Q

Eating in early childhood

A

Appetite decreases
Wariness of new foods is adaptive
Need high-quality diet
Children need to try something 15 times before they like it
Should limit juice and eat the actual fruit instead

53
Q

Neophobic

A

Picky eater. Feeling nervous around new foods

54
Q

Malnutrition

A
  • Illness reduces appetite
  • Diarrhea is a danger (children and other parts of the world can die from this)
  • oral rehydration therapy and zinc can help
55
Q

Synaptic pruning

A

2 to 6-year-olds have twice the neurons than an adult brain

Different pathways are pruned in order to make room for the parts that are being used more

56
Q

Car seats

A
  • Infants/toddlers: rear facing until age 2 or max weight and height for seat.
  • toddlers/preschoolers: convertible of forward facing seat with 5 point harness until max height and weight.
  • school age: booster seat until max height and weight for seat, usually 4ft 9in and 8-12 years old.
  • all children: until enough should ride in the back seat of the car (under 13)
57
Q

Things that effect safety (3 things) for kids

A

Car-seats
Bikes (wear helmet)
Guns

58
Q

Firearm safety

A
  • safest home is one without guns
  • ask if firearms are in the home at each visit (regular question from pediatrician)
  • advise locking guns and ammunition separately
  • remove guns if any child/ adolescent is depressed
  • instruct parents to ask if there is a gun in the home before allowing child to play at friends home
  • recommend “media diet” when a sudden shocking event occurs
59
Q

Motor skill development in early childhood

A

Gross motor skills-walking

Fine motor skills-using form, drawing

60
Q

Individual differences in motor skills

A
  • genetics
  • size, shape
  • gender (boys usually encouraged to do “boy” stuff)
  • practice
  • caregiver encouragement
61
Q

Piaget’s pre-operational stage

A
  • ages 2-7
  • gains in mental representation
  • limitations in thinking
  • learning reversibility
  • amnistic thinking “blanky wants spaghetti for dinner”
62
Q

Conservation

A

Things are still the same amount—clay ball—turn into snake

63
Q

Piaget’s class inclusion problem

A

Flowers
4 blue flowers
12 yellow flowers
More flowers total than there are yellow flowers (kids can’t always get this)

64
Q

Who said “play is the work of the child”

A

Maria Montessori

65
Q

Make-believe

A 
with age make-believe becomes:
More detached from real life conditions 
Less self-centered 
More complex 
Sociodramatic play
66
Q

Temper tantrums

A

-manipulative (trying to get away wit something)
-temperamental (something going wrong for kid)
(Time outs are effective—1 min per yr of age)

67
Q

3 ways to deal with a temper tantrum

A
  • substitute activities
  • mutual problem solving
  • ignore

PSY HUMAN GROWTH AND DEVEL (4 decks)

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