Module 23: Expected Developmental Tasks in Infancy and Toddlerhood Flashcards
1
Q
Reflex Behavior
A
automatic, innate response to stimulation which are controlled by the lower brain centers that govern involuntary processes
2
Q
Primitive reflexes
A
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
3
Q
Postural Reflexes
A
reactions to changes in position or balance
4
Q
Locomotor Reflex
A
resemble voluntary movements
that do not appear until months after the reflexes have disappeared
5
Q
When do early reflexes disappear?
A
Early Reflexes Disappear during the first 6-12 months
6
Q
What are the different early human reflexes?
A
- Moro
- Darwinian (Grasping)
- Tonic Neck
- Babkin
- Babinski
- Rooting
- Walking
- Swimming
7
Q
Moro
A
Extend legs, arms, and fingers, arches back, draws back head (Swaddling is done
to avoid Moro reflex)
8
Q
Darwinian (Grasping)
A
- Plantar
- Palmar
Make strong first
9
Q
Babinski
A
Toes fan out; foot twist in
9
Q
Tonic Neck
A
Fencer Position (Hand-Eye Coordination)
9
Q
Babkin
A
Mouth opens, eyes close, neck flexes, head tilts forward
10
Q
Rooting
A
Head turns, mouth opens, sucking begins
11
Q
Walking
A
Steplike motions
12
Q
Swimming
A
Swimming movements
13
Q
What does the infant’s brain respond to preferentially?
A
At 4 months, infant’s brain responds preferentially to speech
14
Q
What is the first sense to develop completely in infants?
A
Touch is the first sense to develop, the most mature sensory system for the first several months
15
Q
What is the order of the senses that develop in infants?
A
Touch, Taste, Smell, Hearing, and Sight
16
Q
When does sense of smell and taste begin to develop?
A
Sense of smell and taste begin to develop in the womb
17
Q
Motor and Talking Development of the First Month
A
- Infants can turn their head from side to side
- Grasping Reflex
- Starts to coo and play with speech sounds
18
Q
Motor and Talking Development of the Second-Third Month
A
- 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
- 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
19
Q
Motor and Talking Development of the Fourth Month
A
- Babies can keep their heads erect while being held or supported in a sitting position
- Can now roll-over, accidentally
- Begin to reach objects
20
Q
Motor and Talking Development of the Sixth Month
A
- 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
21
Q
Motor and Talking Development of the Seventh Month
A
- Pincer Grasps could already manifest
- Can start standing
- Can now sit independently
- Start babbling
22
Q
Motor and Talking Development of the Eighth Month
A
- Babies can assume sitting position without help
- Infants can now learn to pull themselves up and hold on to a chair
23
Motor and Talking Development of the Tenth Month
1. They can now stand alone
2. First word
24
Motor and Talking Development of the Eleventh Month
1. Babies can let go and stand alone well
2. Single words
25
Motor and Talking Development of the Thirteenth Month
1. Toddlers can now pull a toy attached to a string and use their hands and legs to climb stairs
2. Use a lot of social gestures
26
Motor and Talking Development of the Eighteenth to Twenty-Fourth Month
1. Toddlers can now walk quickly, run, and balance on their feet in a squatting position
2. Can now talk in two words continuously learning new words everyday
27
Perceptual Constancy
+ sensory stimulation is changing but perception of the physical world remains constant
+ Allows infants to perceive that their world as stable
28
Size Constancy
recognition that an object remains the same even though the retinal image of the object changes as you move toward or away from the object
29
Shape Constancy
an object remains the same shape even though its orientation changes
30
APGAR Scale
provide quick assessment of the newborns: Appearance, Pulse, Grimace, Activity, Respiration
31
When should the APGAR Scale be conducted?
1 minute after being born, then after 5 minutes again
32
What are scores of 0-3 in the APGAR Scale associated with?
Scores of 0-3 at 10, 15, and 20 minutes after birth are increasingly associated with cerebral palsy or other neurological problems
33
4 or below (APGAR Scale score)
Needs immediate lifesaving treatment
34
5-7 (APGAR Scale score)
Needs to establish breathing
35
7 or higher (APGAR Scale score)
Good condition
36
9-10 (APGAR Scale score)
Risk of developing ADHD is higher
37
Bayley Scales of Infant and Toddler Development
developmental test designed to assess children from 1 month to 3 1⁄2 years
38
What is measured in the Bayley Scales of Infant and Toddler Development?
Cognitive, Language, Motor, Social-Emotional, and Adaptive Behavior
39
What is accompanied by the Bayley Scales of Infant and Toddler Development?
Accompanied by Behavior Rating Scale taken from the caregiver
40
Home Observation for Measurement of the Environment (HOME)
trained observers interview the primary caregiver and rate on a yes-or-no checklist the intellectual stimulation and support observed in a child’s home
41
What is measured in Home Observation for Measurement of the Environment (HOME)?
Number of books and toys, parents involvement with the child, parental emotional and verbal responsiveness, acceptance of the child’s behavior, organization of the environment, and opportunities for daily and varied stimulation
42
Early Intervention
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
43
Habituation
a type of learning in which repeated or continuous exposure to a stimulus, reduces attention to that stimulus
44
What does familiarity in something breed (for infants)?
Familiarity breeds loss of interest
45
Dishabituation
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
46
Visual Preference
tendency to spend more time looking at one sight rather than another
47
Visual Recognition Memory
ability that depends on the capacity to form and refer to mental representations
48
What things do babies mostly like to look at?
Babies like to look at new things
49
What is unconnected at birth and are mostly gradually integrated through experience?
Senses are unconnected at birth and are only gradually integrated through experience
50
Cross-Modal Transfer
the ability to use information gained from one sense to guide another – as when a person negotiates a dark room by feeling
for the location of familiar objects
51
What develops in the second half of the first year of an infant?
During the second half of the first year, the prefrontal cortex and associated circuitry develop the capacity of working memory (short-term storage of information the brain is actively processing)
52
What is responsible for the slow development of object permanence?
Working memory may be responsible for the slow development of object permanence
53
What do babies start doing between 1-3 months?
Between 6-3 months, babies start cooing
54
What do babies start doing between 6-10 months?
By 6-10 months, they start babbling
55
What do infants start using at about 7-15 months?
Infants start using gestures at about 7-15 months
56
When do infants start recognizing their own name?
As early as 5 months, infants recognize their name
57
Receptive Vocabulary
words that the child understands
58
Spoken Vocabulary
words the child expresses/uses
59
Overextension
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)
60
Underextension
tendency to apply the word too narrowly; occurs when children fail to use a word to name a relevant event or object
61
How do children speak between 18-24 months?
Children between 18 to 24 months, speak in two-word utterances
62
Telegraphic Speech
the use of short and precise words without grammatical markers such as articles, etc. (“Momi give water”)
63
Child-Directed Speech
language spoken with a higher-than-normal pitch, slower tempo, and exaggerated intonation, with simple words and sentences
64
Recasting
rephrasing something the child has said that might lack appropriate morphology
65
Expanding
adding information to a child’s incomplete sentence (“Mama water,” “You want me to give you water?”)
66
Labeling
name objects that children
67
How does storybook reading affect children?
Storybook reading especially benefits children
68
Four Patterns of Crying of Infants
1. Basic Hunger Cry
2. Angry Cry
3. Pain Cry
4. Frustration Cry
69
Basic Hunger Cry
rhythmic pattern that usually consist of cry, followed by a briefer silence
70
Angry Cry
more excess air is forced through vocal cords
71
Pain Cry
sudden long, initial loud cry followed by breath holding
72
Frustration Cry
higher pitch an a more monotonic vocalization is associated with autonomic system activity during stressful procedures in infants
73
Social Smiling
newborn infants gaze and smile at their parents; smile that occurs in response to external stimulus (2 months)
74
Reflexive Smile
a smile that does not occur in response to external stimuli and appear during the first month after birth
75
Anticipatory Smiling
infants smile at an object then gaze at an adult while continuing to smile
76
When do self-conscious emotions arise?
Self-Conscious emotions arise only after children have developed self-awareness
77
Altruistic Behavior
acting out of concern with no expectation of reward
78
Mirror Neurons
underlie empathy and altruism
79
Temperament
+ An early-appearing, biologically based tendency to respond to the environment in
predictable ways
+ Raw materials of personality
80
Easy Children
| Temperament
generally happy, rhythmic in biological functioning, and accepting of new experiences
81
Difficult Children
| Temperament
more irritable and harder to please
82
Slow-to-Warm-Up Children
| Temperament
mild but slow to adapt to new people and situations
83
Dimensions of Temperament
a. Activity Level
b. Biological Rhythmicity
c. Approach/Withdrawal
d. Intensity of Reaction
e. Quality of Mood
f. Persistence/Attention Span
g. Distractibility
h. Threshold of Responsiveness
i. Negative Affect
84
What is infant temperament strongly linked with?
Strong links between infant temperament and childhood personality at age of 7
85
Goodness of Fit
the match between a child’s temperament and the environmental demands and
constraints the child must deal with
86
Kinetic Cues
relies on movement
87
Monocular Cues (4 months)
based on one eye
88
Binocular Cues (5-7 mos)
based on both eyes
