Week 1 Flashcards
growth
quantitative; refers to actual increase in physical size/growth of body systems
development
qualitative changes in skill and ability that accompany growth, ranges of when skills are to be achieved; assessment of the neurological system
critical/sensitive periods
when a child is absolutely biologically primed to learn something and requires an adequate environment to support that (ie. babies w biologic cataracts need them removed by 6 months or else they will never see)
language critical period
18 months - 3 years
proximodistal
inner to outer (direction development follows)
cephalocaudal
head to toe (direction development follows)
walking range
9-18 months
4 areas of development always assessed
gross motor
fine motor
language
social skills
extremely linked to neurology
fine motor skills
single best predictor of cognitive development
language
formative years
0-5; brain growth and neuro devlopment is at its most rapid and the child is biologically primed to learn different skills in this time period. if they do not do well in this time period it can be very hard if not impossible to get it back.
3 periods of exponential brain growth
prenatal, early years, adolescence
factors effecting how a child develops: BIOLOGICAL
genetics prematurity birth/trauma neonatal (first month of life) sex (boys develop slower than girls, testosterone slows development) temperament)
temperament
inborn personality – effects how people respond to the child and is also strongly a/w their resilience and development
factors effecting how a child develops: PSYCHOSOCIAL
environment
nutrition
SES
maternal depression
trust vs mistrust
EE theory of PSYCHOSOCIAL DEVELOPMENT
infancy
encourage parents to stay in hospital and if not bring plenty of items from home, 18 months is the most difficult age for a child to be hospitalized
autonomy vs. shame/doubt
EE
toddlerhood
“no” or “mine”
are realizing they are separate beings
3 ways toddlers begin to express their autonomy
negativism (no)
ritualism
ambivalence (limit their choices and narrow it down for them)
initiative vs guilt
EE
preschool
likes to please, likes to do things, try to get them to do something everyday
industry vs inferiority
EE
school-age
agreeable, wants to please, wants to take pride in something, love being a “help”, tend to be easy to look after
identity vs identity confusion
EE
adolescence
lots of changes, trying different things, figuring out who they are and who they want to be/how to get there
the pt IS the adolescent** introduce yourself to them, ask if they want parents in the room
Jean Piaget theory of
cognitive development
criticism of piaget
underestimated ability of infants, overestimated formal thinking in adolescents
general idea of piaget
that children process information differently depending on their stage of development
sensorimotor stage age
0-2 years
sensorimotor stage shown by
children connect their senses and motor activity to learn about the world
they test everything out
gain control over their reflexes
recognize familiar objects; start imitating others; may develop stranger anxiety
infants repeat actions to achieve wanted results
actions are purposeful
begins to associate symbols w events (ie waving goodbye)
preoperational stage age
2-7 years
preoperational shown by
a stage of thinking that is not always rational or logical but is creative, magical and often bizarre
concrete operations stage age
7-11 years
an operation is a…
mental activity
concrete operations stage shown by
children being very specific in their thinking, they develop things like classification
formal operations stage age
12+ years
formal operations shown by
abstract reasoning develops, ability to think of things that are not tangible
able to turn their thinking inwards to themselves
Kohlberg
moral theory (stage theory of rationalizing why children do what they do)
Gilligan
feminist;
looked at how women look at moral situations; came up with women having an ethic of “caring”
(in actuality what makes a difference in moral decision making is culture, not gender, like she was trying to prove)
Adler
work was based on ecouragement of children and birth order
david elkind
wrote the book “the hurried child”
wrote about what we do to children when we try to hurry up their development
worked a lot on adolescence and came up with imaginary audience and personal fable
