Developmental Milestones Flashcards

(15 cards)

1
Q

What are the two directional patterns of motor development in infants?

A
  • Cephalo-caudal (head to toe) and proximo-distal (centre to extremities).
  • These patterns reflect how control develops first in the head and torso before the limbs and fingers.
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2
Q

What are typical gross motor milestones from birth to 30 months?

A

• 1–4 months: Reflexive movements, lifts head when prone, sits with support
• 5–9 months: Sits without support
• 5–10 months: Pulls to stand
• 5–11 months: Crawls
• 10–17 months: Stands and walks independently
• 18–30 months: Runs and jumps

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3
Q

What are typical fine motor milestones in the first year?

A

• 2 months: Briefly holds objects
• 3–4 months: Reaches for objects, brings to mouth
• 4–5 months: Transfers objects between hands
• 5–6 months: Bangs objects together
• 6–8 months: Grasps, manipulates, uses thumb-finger grasp
• 10–12 months: Uses refined pincer grip (thumb and forefinger)

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4
Q

What factors influence motor development in infants?

A
  • Environmental stimuli, caregiver interaction, intrinsic motivation, and personality.
  • These shape how and when motor skills emerge.
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5
Q

How does visual perception develop in infants?

A

• 0–4 months: Poor eye coordination, focus limited to 15–25 cm, sensitive only to high contrast (black, white, red)
• 5–8 months: Depth perception and color vision develop
• 9–12 months: Improved distance judgment, supporting mobility

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6
Q

How does auditory perception develop in infancy?

A

• Prenatal: Inner ear fully developed by third trimester
• Newborns: Respond to sound, prefer mother’s voice and organized sounds (e.g., music, speech)
• Hearing is tested at birth using EOAE or behavioral methods like rattles

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7
Q

What are Piaget’s four stages of cognitive development?

A
  1. Sensorimotor (0–2 yrs): Understands world through senses and actions; lacks mental representation
  2. Preoperational (2–6 yrs): Uses language/images; lacks logical operations
  3. Concrete Operational (7–12 yrs): Logical thinking about concrete events
  4. Formal Operational (12+ yrs): Abstract and logical reasoning
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8
Q

What is object permanence and when does it develop?

A

The understanding that objects continue to exist even when out of sight. Typically develops by the end of the sensorimotor stage (~2 years). Linked to separation anxiety and motor exploration.

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9
Q

What is egocentric thinking in child development?

A

The inability to adopt another person’s perspective. Common in the preoperational stage (2–6 years) and typically diminishes around age 7. Children assume others share their sensory experiences and preferences.

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10
Q

Why is there such wide variability in developmental milestones?

A

Development is influenced by genetics, environment, motivation, and personality. Children may reach milestones at different times without any long-term differences or complications.

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11
Q

What is the significance of the ‘baby race’ metaphor in development?

A

It illustrates how parents often compare developmental timelines, but such comparisons are usually unhelpful. There is a broad range of normal development, and early achievement doesn’t predict long-term outcomes.

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12
Q

When should developmental delays be assessed?

A

When a child consistently misses major milestones or shows significant delays in motor, language, or cognitive development. This may indicate underlying medical, neurological, or developmental conditions.

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13
Q

What are common interventions for developmental delays?

A

• Physical therapy: Supports gross motor development
• Occupational therapy: Enhances fine motor and daily living skills
• Speech therapy: Improves expressive and receptive language, builds confidence

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14
Q

How are infants and toddlers assessed despite limited communication?

A

Through creative behavioural assessments, similar to those used in animal research. Observations of responses to stimuli help infer sensory and cognitive abilities.

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15
Q

What are some reasons a toddler might not respond to their name?

A

Possible hearing impairment, social development differences (e.g., autism), or simply disinterest. Hearing tests are often the first step in assessment.

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