Infant Growth And Development Flashcards
(81 cards)
1
Q
Growth
A
Inc in physical size of a who or any parts; corresponds to chronological age
2
Q
Development
A
Continuous, orderly series of conditions that lead to activities, new motives for activities, and eventual patterns of behavior; based on the oldest standard (ex: 15 months is the oldest age for walking)
3
Q
Are patterns of growth and development universal and basic to all humans?
A
Yes
4
Q
Cechalocaudal
A
Grows head first
5
Q
Proximodistal
A
Grows trunk and center body first and extremities and digits last
6
Q
Differentiation
A
Grows with gross motor control before fine motor control
7
Q
Critical periods
A
Skill/body part must develop in this time for full development
8
Q
Sequential trends
A
Stages, critical periods, positive and negative stimuli
9
Q
Factors influencing development
A
Genetics, nutrition, prenatal and environmental factors, family and community, cultural factors
10
Q
Prenatal Period
A
Germinal, embryonic, and fetal
11
Q
Germinal stage
A
Conception to 2 weeks
12
Q
Embryonic period
A
2 weeks to 8 weeks
13
Q
Fetal period
A
8 weeks to 40 weeks (birth)
14
Q
Neonatal
A
Birth to 28 days
15
Q
Infancy
A
1 month to 12 months
16
Q
Why do we need to learn G&D?
A
Anticipatory guidance—prepare parents for future, know what to expect at various stages, gain better understanding of reasons behind illness, enhance social development, community relationship, school and life achievement
17
Q
Infancy weight
A
Lose up to 10% of initial birth weight in the first 2W but gain 1 oz/day until 6M; double weight by 6M, triple by 1 year
18
Q
Baby head size and fontanelles
A
0.5 inches/month for first 6M; fontanelles are where plates on the skull come together—assess hydration and intracranial pressure; posterior closes at 6-8W, anterior closes 12-18M; needs to stay open for brain to grow
19
Q
VS for babies
A
Respirations 30-60/min, HR 100 (sleep)—160 (cry), blood pressure avg 75/42 systolic 60-80, diastolic 40-50; temperature 90-99.5 rectal, auxiliary 97.6-98.6
20
Q
***Hemopoietic system for infants
A
Fetal hemoglobin present for first 5 months (RBCs live shorter but can carry more oxygen), maternal iron stores diminish at 5-6 months
21
Q
***GI system G&D for infants
A
digestive system immature (no enzymes) and don’t begin to function until 3 months; drool a lot bc poor swallow reflex; amylase (complex CHO) and lipase (fat) not fxn until 4-6 months; solid food not well tolerated, not broken down; coordination of suck and swallow develops around 4-6 months
22
Q
***Body fluids for infants
A
Immature kidneys—can’t concentrate urine; total body fluid shift occurs from 75% water at birth primarily in ECF (make babies prone to dehydration)
23
Q
***Endocrine system for infants
A
Immature; infants vulnerable to imbalances in fluid and electrolytes, glucose concentration, AA metabolism, stress; adipose tissue not initially present and thermoregulation (shiver) develops over first few months
24
Q
Rooting reflex
A
Appears: birth
Disappears: 3-4M
Elicited by: head midline, stroke cheek
Response: infant opens mouth and turns head to stimulated side
25
Asymmetric tonic neck reflex
Appears: birth
Disappears: 4-6M
Elicited by: with baby supine, rotate head to one side, hold 15 sec
Response: arm and leg extend on facial side, arm and leg on other side flex
26
Palmer grasp
Appears: birth
Disappears: 3-6M
Elicited by: place finger into infant’s palm and press
Response: infant flexes fingers around the finger
27
Moro (startle) reflex
Appears: birth
Disappears: 4M
Elicited by: present loud noise or allow infant’s head to drop slightly
Response: arms spread and fingers extend and then flex, then arms come toward each other, may cry
28
Infant vision growth
- Birth to 1M—follow object to midline, see 8-10 inches
- 2M—lift and look—follow person around the room with eyes
- 3M—interested in faces, begin to associate visual stimuli and event
- 4M—hand regard—realize hand is there, follows past midline; recognize familiar objects, follow parents
- 6M—directed reach—reach for bottle or person to pick them up; depth perception
- 7M—transfer object from hand to hand
- 10M—object permanence; can remember an object that is hidden from view
29
***Infant hearing
- Discriminate mother’s voice at birth
- 3-6M localizes sound; understand a few words (bye bye, so big, no no)
- 6-12M say first meaningful word
- 12M hears and follow simple command (no no)
30
Infant teeth and symptoms
First deciduous tooth emerges at 5-6M, may see low grade fever, fussy, swell
31
Infant taste
Well developed—bitter and sour taste resisted and sweet is accepted
32
Infant gross motor control
Newborn’s movements are random and uncoordinated; reflexes perform many bodily functions and responses to external stimuli
- 5M roll from belly to back
- 6M roll from back to belly and sit with support
- 7M sit alone leaning forward on hands (tripod)
- 8M infants sit UNSUPPORTED and unassisted
- 10M can go into sitting position from prone or supine
33
Infant head control
1M - marked head lag
By 3M - can hold head up
By 4-6M - well-established head control
34
Tummy time
Lay infant on belly to get them to roll onto their back—very important; should always be supervised
35
Infant gross locomotion
4-6M - inc coordination in arms, can push self backwards with arms
8-10M - can crawl forward on belly first
11M - able to creep on hands and knees (belly off floor)
6-7M - bear all their weight on legs
9M - can pull up on things (pull on furniture to stand but fall when let go)
10-12M - cruise (hold onto things to step)
12M - walks well with one hand held; step ind soon after
15M - WHEN MOST BABIES WALK WELL
36
Walkers for babies
4 wheel things that you put the baby in to help them walk - NOT recommended bc puts spine in wrong position and can get them in bad spots
37
Infancy fine motor development
1-3M - only reflexes that are replaces by voluntary grasps
1M - hand mostly closed
3M - desires to grasp—voluntary, not reflexive anymore; can bring hands to midline, can hold object put in hand
5M - two-handed voluntary, hold one object while looking at another, grasp object with whole hand
4-6M - intentionally bring things to mouth
6M - holds bottle, grasps feet
7M - can move things from hand to hand
8-9M - pincer grasp begins to develop
11-12M - refined pincer grasp (finger foods help develop)
38
At 2 months infants can…
- hold head erect in mid-position
- turn from side back
39
At 3 months infant can
- hold head erect and steady
- open or close hand loosely
- hold object put in hand
- desire to grasp
40
At 4 months infant can…
- sit with adequate support
- may roll over front to back
- hold head erect and steady while sitting
- bring hands together in midline and play with fingers
- grasp objects with both hands
41
At 5 months infants can…
- Balance head well when sitting
- sit with slight support
- pull feet up to mouth when supine
- grasp objects with whole hand (Rt or Lt)
- hold one object while looking
- two-handed voluntary grasp
42
At 6 months infant can…
- sit alone briefly
- turn over completely (abdomen to abdomen)
- lift chest and upper abdomen when prone
- hold own bottle
- grasps own feet
43
At 7 months infant can…
- sit alone (tripod)
- hold cup
- imitate simple acts of others
- can move things from hand to hand
44
At 8M infants can…
- Sit alone steadily
- drink from cup with assistance
- eat finger food that can be held in one hand
45
At 9M infants can…
- rise to sitting position alone
- crawl (pull body while in prone position)
- hold one bottle with good hand-mouth coordination
46
At 10M infants can…
- Creep well (hands and legs)
- walk but with help
- bring the hands together
47
11M infants can…
- Walk holding on furniture
- stand erect with minimal support
48
12M infants can…
- stand alone for variable amounts of time
- sit down from standing alone
- walk in few steps with help or alone (hands held at shoulder height for balance)
- pick up small bits of food to transfer to mouth
- refined pincer grasp
49
Kohlberg for infants
Preconventional—not much moral dev but learn authority is handed down by adult and listen based on reaction they get; morality is external and based on fixed rules
50
Erikson for infants
Trust vs mistrust; must be in sync with caregiver; infants can’t tolerate frustration (don’t understand delayed gratification); bc an infant is entirely depending on caretakers, quality of care they receive plays role in shaping child’s personality
51
Piaget for infants
Sensorimotor—progress from simple reflexes to simple repetitive acts; begin to use symbols; learn they are separate from others and objects; intelligence takes the form of motor actions
- Birth-1M - reflexive
- 1-4M - primary circular reactions (all about them—movements focused on their own body; awareness of own self, show interest in others)
- 4-8M - secondary circular reactions (interact with environment—cause and effect—kick makes sound or movement)
- 9-12M - coordination of secondary schema (responses are more complex, object permanence around 10-12M, can reach behind something to pick up an object)
52
Infant sexuality
Begins at birth from parental feedback (positive and accepting from parents); heightened oral sensitivity, skin to skin contact
53
Infant attachment
Depends on infant’s ability to discriminate mother from others and dev of object permanence; parent-infant attachment is critical to mental health (want to see baby cry when mom leaves—realize they care); learn that cry means attn, smile back, fear of strangers, responds to name
54
Infant behaviors influencing attachment
Different crying, smiling, vocalization; crying when mother leaves room; visual-motor orientation (look at mom more); approach thru locomotion; clinging; exploring away from mom using her as a base
55
First social smile
6-8 weeks—smile in response to a person not an item; learn thru imitation
56
Infant social development timeline
1W - preference for human face
6-8W - social smile (smile at human, not bc toy or item)
3M - excitement at new things
4-6M - personable and interactive, not much stranger danger, happy
6-7M - stranger fear—result of parent bond; if infant goes to everyone, parent-baby might not have bonded well
7M - imitate actions and noises show displeasure when things not wanted
8M - imitate sounds (usually consonants; gibberish)
10M - understand simple commands and “on”
12M - v interactive showing pleasure and displeasure, doing some things themselves
9-12M - separation anxiety—fearful of parent leaving
57
Infant effects of prolonged separation
Emotional deprivation during first 3Y of life, physical growth slower, more prone to disease and infection; stages are protest, despair, and depression
58
Reactive attachment disorder
Occurs after absent or maladaptive attachment; child may refuse eye contact, poor impulse control, destructive to self and others; may become antisocial; nurses can be warm, responsive, interactive with infant
59
Infant sensory development
- birth—hearing and touch well-developed
- 6Y—sight fully developed
- 2M—smiles and turns head to locate sounds
- 6M—taste preferences
- 7M—responds to own name
- 12M—able to follow objects
-1Y—can vocalize 4 words
60
Emotional development
Emotions unstable; affection and love for family members
- 10M—expresses beginning of recognizable emotions like anger, sadness, pleasure, jealousy, anxiety, affection
- 12M—clearly distinguishable emotions
61
Infant stress and coping
Stresses by caregiver loss, loud noises, lights, sudden movement; don’t understand bodily harm so no fear of needles
62
Infant sleep
First 4M, sleep 16-20h/day; by 5M, most infants sleep thru night with 2 daytime naps
63
Infant play (3-6M)
Some discriminate interest, at 4M laughs aloud; sensory stimulation (rattles, crinkly books), learn to distinguish self from environment; solitary play for short periods but parents can talk, sing, laugh; appropriate toys are mobiles, mat with dangling things, exersaucer (baby in middle with things around but it doesn’t have wheels)
64
Infant 7-12M play
Sensorimotor skills and discriminate btwn who /what they will play with; promote sense of security (push/pull toys, nesting toys); sense of security; gross and fine motor stimulation; beginning casual relationships; object permanence; infants more interactive
65
Is interaction or toy more important?
Quality of interaction with people
66
Infant crying development
Crying (1-1.5h/day, up to 3W, up to 2-4h/day ay 6W, then Dec); different cries for different needs and wants by end of first year; vocalization begins 5-6W
67
Infant language development
2M coos, cry is differentiated
3-4M consonant sounds, laughs aloud
5-7M vowel sounds
8M imitating sounds, combining syllables
9-10M understand simple commands and no
12M say 3-5 words with meaning besides mama and dada
68
Infant hearing
Pretty good from birth; BAER hearing test done at birth; ability to hear correlates with ability to enunciate well; ask about hx of otitis media (ear aid device); early referral to MD to assess for possible fluid in ears (effusion); repeat hearing screening test; SLP as needed
69
Red flags in infant development
- can’t sit alone by 9M
- can’t transfer objects hand to hand by 1Y
- abnormal pincer grip/grasp by 15M
- can’t walk alone by 18M
- can’t speak recognizable words by 2Y
70
***Easy child temperament
Self-soothes, laid back, fun, transitions easily, happy; parents need to know they still need to interact and engage
71
***Slow to warm up temperatment
Shy, take more time to warm up, may reject or withdraw from new situations; more cautious; parents must be patient, cautiously expose baby; gradually introduce baby to daycare/new situations
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***Difficult child temperament
May not sleep or be able to self soothe, may need constant physical activity, restless, easily distracted, may be very hungry in an angry way; demand lots of attention, need patience and reminder they did not cause this, address feelings of anxiety; consistency very important
73
Nursing care for separation and stranger anxiety
Don’t force baby to go to someone they don’t know, be patient, don’t slip out/leave child (tell them you’re leaving and when you’ll be back)
74
Spoiled child
Gets what they want when they want it; not confused with ADD or other situations; need consistent, clear guidelines and rules; need to be soothed and loved but need to have tantrums instead of giving in
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How to set limits for infants
Discipline begins 6-18M; set limits to ensure safety, start with strength “no” and negative eye contact, remove child from unsafe situation; use gestures
76
Parachute reflex
Begins: 6-8M
Ends: Never
How to elicit: Suspend infant prone and lower quickly toward table
Response: infant should extend arm, hands, and fingers
77
Babinski reflex
Begins: birth
Ends: 2 years
How to elicit: stoke the bottom of the sole of the foot going from the heel to the toes
Response: arms spread and fingers extend and then flex, then arms come toward each other; may cry
78
Infancy height
Height inc 1 inch/month until 6M, inc height by 50% by 1Y; head grows 0.5 in/M for first 6M
79
Baby hands at 1 month
Hand mostly closed
80
When are reflexes replaced with voluntary grasps?
After 1-3 months
81
When can babies intentionally bring things to their mouths?
4-6M
