Chapter 10 Flashcards
mortality rate for Black infants
more than twice that for White and Hispanic infants
Human growth proceeds in accordance with general principles
(1) orderliness,
(2) discontinuity,
(3) differentiation,
(4) cephalocaudal, and
(5) proximodistal and bilateral
3 cs
consistency in approach, constancy of presence, and continuity of treatment.
Domains of human performance:
- Cognitive
- Affective
- Psychomotor
International Classification of Functioning,
Disability and Health (ICF)
- Body structure and function
- Activities and participation
- Personal and environmental factors
Orderliness
Growth and changes in behavior usually occur in an orderly fashion and in the same sequence.
Discontinuity
Although growth is orderly, it is not always smooth and gradual. There are periods of rapid growth—growth spurts—and increases in psychological abilities.
Differentiation
Development proceeds from simple to complex and from general to specific. An example of differentiation in the infant is seen in an infant’s ability to wave his or her arms first and later develop purposeful use of his or her fingers.
Cephalocaudal
the upper end of the organism develops earlier than the lower end. Increases in neuromuscular size and maturation of function begin in the head and proceed to the hands and feet.
Proximodistal and Bilateral
Proximodistal development means that growth progresses from the central axis of the body (the trunk) toward the periphery or extremities.
Cognitive development
the way a child learns to think, explore, and figure things out.
stages of cognitive development described by Jean Piaget (1896–1980)
earliest stage of cognitive development as sensorimotor
sensorimotor.
At this stage, infants take in a great deal of information through their senses. Tactile and verbal stimulation and auditory and visual cues can have positive, long-range results. The early beginnings of cognitive development can be stimulated by talking to the infant and by face-to-face interactions
piaget todlers
preoperational
egocentrism (seeing the world from a “me-only” viewpoint), rigidity of thought (“Mom is always right”), and semilogical reasoning (“My dog died because I was a bad boy”). Children in this stage are confused about cause and effect, even when it is explained to them, and think in terms of magic
Erik Erikson, a psychologist who, in the 1950s and 1960s, proposed eight stages of psychosocial development.
During infancy, the child is introduced to trust and begins to experience (or not experience) its power.
Erik Erikson
psychosocial development of the toddler
acquiring a clearer sense of himself or herself that is separate from that of the primary caregiver, becoming involved in wider social relationships, gaining self-control and mastery over motor and verbal skills, and developing independence and a self-concept.
Toddler and Preschool Years
- Rapid physical, social, emotional, and cognitive
growth - New challenges
- Early diagnosis of developmental disabilities
- play
Types of Play
Symbolic play
often called pretend play or imaginative play, is when a child uses objects, actions, or ideas to represent other objects, actions, or ideas as play. For example, a child might pretend that a block is a car, a stick is a magic wand, or that they’re cooking with play food.
unoccupied play
(0–3 months), which is when infants discover how their body moves through making a lot of movements with their arms, legs, hands, and feet;
solitary play
(0–2 years), when a child plays alone, not quite interested in playing with others yet;
Onlooker play
(2 years), which involves intently watching others, such as when the health professional entertains the child or when the child observes others at play but does not actively participate;
parallel play
(2+ years), which is side-by-side play characterized by activity that is interactive only by virtue of another’s presence. (Participation by observation and side-by-side types of play may help decrease a young patient’s loneliness, even though he or she cannot fully interact with others.)
associative play
(3–4 years), which children start to interact; involves shared activity and communication but little organized activity
cooperative play
(4+ years), which the child plays with others, having an interest in both the activity and the other children involved; requires following group rules and achieving agreed-on goals.
