Expected Developmental Tasks during Childhood, Adolescence, and Adulthood Flashcards
(117 cards)
1
Q
automatic, innate response to stimulation which are controlled by the lower brain centers that govern involuntary processes
A
Reflex Behavior
2
Q
includes sucking, rooting, and the Moro reflex are related to instinctive needs for survival and protection or may support the early connection to the caregiver
A
Primitive reflexes
3
Q
reactions to changes in position or balance
A
Postural Reflexes
4
Q
resemble voluntary movements that do not appear until months after the reflexes have disappeared
A
Locomotor Reflex
5
Q
Extend legs, arms, and fingers, arches back, draws back head
A
Moro
6
Q
When you touch a baby’s palm, they automatically grasp your finger.
A
Palmar Grasp Reflex
7
Q
_______ is done to avoid moro reflex
A
Swaddling
8
Q
make strong fist (grasping)
A
Darwinian
9
Q
When the sole is stroked, the toes curl inward (in infants) or fan out
A
Plantar Reflex
10
Q
Fencer position (hand-eye coordination)
A
Tonic Neck
11
Q
Mouth opens, eyes close, neck flexes, head tilts forward
A
Babkin
12
Q
Toes fan out; foot twist in
A
Babinski
13
Q
head turns, mouth open, sucking begins
A
Rooting
14
Q
steplike motions
A
Walking
15
Q
_______ is the first sense to develop, the most mature sensory system for the first several months
A
Touch
16
Q
Infants can turn their head from side to side
Grasping Reflex
Starts to coo and play with speech sounds
A
First Month
17
Q
Babies can lift their heads
Can grasp moderate sized things until they will be able to grasp one thing using right hand and transfer it to their left hand
A
Second-Third Month
18
Q
Babies can now hold their head still to find out whether the object is moving
They can already match the voice to faces
Distinguish female and male
Discriminate between faces of their own ethnic group and those of other groups
Size constancy
Infants develop the ability to perceive that occluded objects are whole
A
Second-Third Month
19
Q
Babies can keep their heads erect while being held or supported in a sitting position
Can now roll-over, accidentally
Begin to reach objects
A
Fourth Month
20
Q
Babies cannot sit without support
Can start creeping or crawling
Could successfully reach for objects in the dark faster than they could in the light
They can now localize or detect sounds from their origins, recognizes sound patterns and phonemes
A
Sixth Month
21
Q
a fine motor skill where a baby uses the thumb and index finger to pick up small objects.
A
Pincer grasp
22
Q
Pincer Grasps could already manifest
Can start standing
Can now sit independently
Start babbling
A
Seventh Month
23
Q
Babies can assume sitting position without help
Infants can now learn to pull themselves up and hold on to a chair
A
Eighth Month
24
Q
They can now stand alone
First word
A
Tenth Month
25
Babies can let go and stand alone well
Single words
Eleventh Month
26
Toddlers can now pull a toy attached to a string and use their hands and legs to climb stairs
Use a lot of social gestures
Thirtheeth Month
27
Toddlers can now walk quickly, run, and balance on their feet in a squatting position
Can now talk in two words continuously learning new words everyday
Eighteenth to Twenty-Fourth Month
28
sensory stimulation is changing but perception of the physical world remains constant
Perceptual Constancy
29
provide quick assessment of the
newborns
APGAR Scale (Appearance, Pulse, Grimace, Activity, Respiration)
30
developmental test designed to assess children from 1 month to 3 ½ years
Bayley Scales of Infant and Toddler Development
31
systematic process of planning and providing therapeutic and educational services for families that need help in meeting infants’, toddlers’, and pre-school children’s developmental needs
Early Intervention
32
a type of learning in which repeated or continuous exposure to a stimulus, reduces attention to that stimulus
Habituation
33
if a new sight or sound is presented, the baby’s attention is generally captured once again, and the baby will reorient toward the interesting stimulus and once again sucking slows
Dishabituation
34
ability that depends on the capacity to form and refer to mental representations
Visual Recognition Memory
35
the ability to use information gained from one sense to guide another
Cross-Modal Transfer
36
words that the child understands
Receptive Vocabulary
37
words the child expresses/uses
Spoken Vocabulary
38
tendency to apply a word to objects that are inappropriate for the word’s meaning by going beyond the set of referents an adult would use (e.g. “Dada” not only for her Dad but also to other male strangers)
Overextension
39
tendency to apply the word too narrowly; occurs when children fail to use a word to name a relevant event or object
Underextention
40
the use of short and precise words without grammatical markers such as articles, etc. (“Momi give water”)
Telegraphic Speech
41
language spoken with a higher-than-normal pitch, slower tempo, and exaggerated intonation, with simple words and sentences
Child-Directed Speech
42
rephrasing something the child has said that might lack appropriate morphology
Recasting
43
adding information to a child’s incomplete sentence (“Mama water,” “You want me to give you water?”)
Expanding
44
rhythmic pattern that usually consist of cry, followed by a briefer silence
Basic Hunger Cry
45
more excess air is forced through vocal cords
Angry Cry
46
sudden long, initial loud cry followed by breath holding
Pain Cry
47
higher pitch an a more monotonic vocalization is associated with autonomic system activity during stressful procedures in infants
Frustration Cry
48
newborn infants gaze and smile at their parents; smile that occurs in response to external stimulus
Social Smiling
49
a smile that does not occur in response to external stimuli and appear during the first month after birth
Reflexive Smiling
50
infants smile at an object then gaze at an adult while continuing to smile
Anticipatory Smiling
51
underlie empathy and altruism
Mirror Neurons
52
An early-appearing, biologically based tendency to respond to the environment in predictable ways
Temperament
53
the match between a child’s temperament and the environmental demands and constraints the child must deal with
Goodness of Fit
54
Children begin to lose their babyish roundness and take on the slender, athletic appearance of childhood
Brain is approximately 90% of adult weight
Cannot turn or stop suddenly or quickly
Can jump a distance of 15-24 inches
Can ascend a stairway unaided, alternating feet
Can hop
Handedness is evident
All primary teeth are evident
Can now pick up tiny objects between their thumb and forefingers (tho still clumsy)
Know the difference between reality and imagination
Can use 900 to 1000 words
Typically begin to use plurals, possessives, and past tense
3 years old
55
Peak of the density of synapses in the prefrontal cortex
More effective control of stopping, starting, and turning
Can jump a distance of 24-33 inches
Can descend a long stairway alternating feet if supported
Able to categorize objects to identify similarities and
differences
Can tell the differences in size
They conversate in sentences and may be declarative, negative, interrogative, or imperative
Can recognize facial expressions, recognize emotions thru vocal cues and body postures
4 years old
56
Can start, turn, and stop effectively in games
Can descend a long stairway, unaided
Run hard and enjoy races with each other
Hand, arm, and body move together under better command of the eye
Can now count to 20 or more and know the relative sizes of the numbers 1 through 10
Speech is quite adultlike
Children understand the public aspects of emotions (understand the things that causes others to be sad or happy)
5 years old
57
Brain is 90% of its peak volume
Permanent teeth begins to appear
Has an expressive vocabulary of 2,600 words and understands more than 20,000
6 years old
58
Children start to understand that mental states can drive emotions
7 years old
59
beginning of the ability to reconstruct in thought what has been established in behavior
Preoperational Thought
60
allows a child to pick up approximate meaning of a new word after hearing it only once or twice in conversation
Fast Mapping
61
a concept and involves the rules for putting together sentences in a particular language
Syntax
62
practical knowledge of how to use language to communicate
Pragmatics
63
speech intended to be understood by a listener
Social Speech
64
talking aloud to oneself with no intent to communicate with others
Private Speech/Egocentric Speech
65
development of fundamental skills that eventually lead to being able to read
Emergent Literacy
66
simplest level; begins during infancy, consisting of repeated practice in large muscular movements
Functional Play
67
use of objects or materials to make something
Constructive Play
68
involves imaginary objects, actions, or roles
Dramatic Play
69
organized games with rules, procedures, and penalties
Formal Games
70
child does not seem to be playing but watches anything of momentary interest
Unoccupied Behavior
71
child spends most time watching others play
Onlooker Behavior
72
child plays alone
Solitary Independent Play
73
plays beside the other children independently
Parallel Play
74
children talk, borrow, and lend toys, follow each other around and play similarly
Associative Play
75
child plays in a group organized for some goal to make something, play formal game, or dramatize a situation
Cooperative/Organized Supplementary Play
76
combination of Unoccupied and Onlooker categories is often a manifestation of shyness
Reticent Play
77
involves interaction with peers
Social Play
78
combines sensorimotor/practice play with symbolic representation
Constructive Play
79
the use of physical force with the intention of causing a child to experience pain but not injury for the purpose of correction or control of the child’s behavior
Corporal Punishment
80
designed to encourage desirable behavior or discourage undesirable behavior by settling limits, demonstrating logical consequences of the action, explaining, discussing, etc.
Inductive Techniques
81
intended to stop or discourage undesirable behavior through physical or verbal enforcement
Power Assertion
82
include ignoring, isolating, or showing dislike for a child
Withdrawal of Love
83
wrestling, kicking, tumbling, grappling, and chasing, accompanied by laughing and screaming
Rough-and-tumble Play
84
experiences in different contexts influence each other
Spillover
85
form of education that promotes social responsibility and service to the community
Service Learning
86
analytical abilities
Componential Knowledge
87
original thinking, experience-based
Experiential Intelligence
88
knowing your way
around
Contextual Intelligence
89
inside information, know-how, “hacks”, not formally taught or openly expressed; commonsense knowledge of how to get aged
Tacit Knowledge
90
students decide for themselves, ideally, what they want to believe
Commitment within Relativism
91
the degree of thought and independent judgement it requires – and a person’s flexibility in coping with cognitive demands
Substantive COmplexity
92
cognitive gains from work carry over to nonworking hours
Spillover Hypothesis
93
treated as family members despite a lack of blood relationship
Fictive Kin
94
emotional element, involves selfdisclosure, which leads to connection, warmth, and trust
Intimacy
95
motivational element, based on inner drives that translate physiological arousal into sexual desire
Passion
96
cognitive element, the decision to love and make the relationship work (exclusive or marry)
Commitment
97
No intimacy, passion, nor commitment
Casual Interactions
e.g., friends, acquaintances
Nonlove
98
Intimacy present
There is closeness, understanding, emotional support, affection, bondedness, and warmth
e.g., ka-talking stage mo na ayaw makipag-meet up at walang label
Liking
99
Passion present
Strong physical attraction
e.g., crushes, someone na naka-salubong mo sa kanto tapos crush mo agad
Infatuation
100
Commitment only
Found in long-term relationship that have lost both intimacy and passion
e.g., arranged marriage (justin-hailey charot)
Empty Love
101
Intimacy and Commitment present
Long-term, committed friendship, no physical attraction
e.g., Couple with no sex life charot, BESTIEEEEES
Companionate Love
102
Passion and Commitment only
Couple makes commitment without allowing themselves to develop intimacy
e.g., Fuck Buddies
Fatuous Love
103
Passion and Intimacy only
Drawn to each other physically and bonded emotionally but not committed to each other
Romantic Love
104
All three component of love completed
Consummate Love
105
baby’s buttocks are the first part to emerge from the vagina which can cause respiratory problems
Breech Position
106
stringy, greenish-black waste matter formed in the fetal intestinal tract
Meconium
107
slowed or arrested physical growth with no known medical cause, accompanied by poor developmental and emotional functioning
Nonorganic Failure to thrive
108
baby has a weak neck muscles, and a large, heavy head, shaking makes the brain bounce back and forth inside the skull
Shaken Baby Syndrome
109
difficulty focusing on near objects
Presbyopia:
110
gradual hearing loss
Presbycusis
111
minimum amount of energy that your body needs to maintain vital functions while resting
Basal Metabolism
112
formalized suicides; dishonor to self, family, or society
Altruistic
113
loss of social supports as an important provocation for suicide
Egoistic
114
result of marked disruptions, such as sudden loss of job
Anomic
115
loss of control over one’s own destiny
Fatalistic
116
formulation of a specific method for killing oneself
Suicidal Plans
117
a death in which the victim plays an indirect, hidden, partial, or unconscious role
Subintentional Death
