Typical development And Theory Flashcards
1
Q
Fine motor: reaching
A
1) Hand to object navigation (3 mo), 2) hand to and across midline (6 mo), 3) one side independent of other
2
Q
Fine motor: grasp
A
1) Palmar (4 mo), 2) thumb involved (5 mo), 3) scissors=thumb + fingers w/o palm (6-9 mo), 4) immature pincer (9-10 mo), 5) mature pincer w/ tips of fingers (12 mo)
3
Q
Fine motor: drawing
A
18 mo scribble, 24 mo lines, 36 mo circle, 3.5 years cross, 4 years square, 5 years triangle
4
Q
Fine motor/cognitive: taking and Stacking blocks
A
6 mo takes 1, 7 mo transfers, 9 mo bangs 2, 10-12 mo takes 3, 14 mo stack 2, 18 mo stack 3, 24-27 mo make train
5
Q
Cognitive: object permanence
A
1) look expectantly at empty hand (2 mo), 2) locate partially hidden (4-8 mo), 3) find an object they see hidden (9-12 mo), 4) find after multiple changes in position (18 mo), 5) infer position through other cues (24 mo)
6
Q
Language: understanding directions
A
1 step age 1 (10-12 months with visual cues like pointing to an object and asking where’s the ball; 15 mo with gesture; 18 mo w/o gesture)
2 step age 2, prepositional commands age 2.5, 3 step age 3
7
Q
Social referencing
A
Look to primary caregiver for signals about how to deal with new experiences (7-10 mo)
8
Q
Joint attention
A
Capacity to coordinate attention with others regarding objects and events (emerge 6 mo, continues to develop to 18 mo)
9
Q
Expressive communication milestones: coo, babble, mama/dada nonspecific, words/word approx, multi word phrases, sentences
A
Coo 1-3 mo, babble 4-6 mo, mama/dada nonspecific late first year, words/word approx 10-15 mo, 2 words age 2 , 3 words age 3, 4 words age 4.
18-24 mo = language explosion
18 mo: 3 or more words besides mama/dada (up to 20-50 words)
2 years 50 words
10
Q
Expressive communication: talk about experiences, tells stories/express thoughts and idea, discuss emotions and feelings
A
Age 3, age 4, age 4-5
11
Q
Social development: imaginative play skill development
A
By 1st birthday socially designed function of objects (push car), then early representational (drink from cup, phone to ear). 18-24 mo less egocentric (drink to doll and others). 24-30 mo symbolic play. Imaginative play
12
Q
Piaget cognitive developmental theory
A
Cognitive development through series of stages reached though child’s exploration of the environment and attempts to understand it
13
Q
Piaget: the four stages
A
1) sensorimotor: age 0 to 2 years. Children understand the world through direct sensations and motor actions. Understanding of object permanence
2) preoperational: age 2 to 6 years. Understanding govern by child’s perspective of the world and world organized around them, difficulty separating internal versus external realities. Use of symbols and language. Transductive reasoning (causal link when two events are in close proximity). Magical thinking.
3) concrete operations age 7 to 11 years. Understanding of conservation and deductive reasoning. Logic and systematic thinking the limited to tangible events. Difficulty with abstract concepts.
4) formal operations 12+ years. Learned through abstract, thought and hypothesis testing.
14
Q
Erickson: social emotional development
A
Eight stage theory of psychosocial development. Describes growth and change throughout the lifespan, focusing on social interaction and conflicts that arise. During each stage people are faced with developmental conflict that impacts later functioning and further growth.
15
Q
Erickson stages
A
1) trust versus mistrust
birth to 18 months.
Caregiver provide trust.
2) autonomy versus shame and doubt
18 months to three years.
Role of independence potty training is key.
3) initiative versus guilt
: 3 to 5 years.
Assert self and play in social interactions.
4) industry versus inferiority,
age 6 to 11 years
pride in accomplishment and abilities.
5) identity versus confusion
12 to 18 years.
Sense of self and personal identity, beliefs, and desires.
6) intimacy versus isolation
18 to 40 years.
close committed relationships with others.
7) generativity versus stagnation
40 to 65 years.
Feeling of usefulness contribution and accomplishment.
8) integrity versus despair
65+ years.
Looking back sense of fulfillment.
16
Q
Attachment theory: security of attachment is predicted by
A
Caregiver current representations of their childhood experiences and caregivers sensitivity response to their child’s cues..
17
Q
Attachment theory: ainsworth
A
Strange situation task, response describes attachment style
18
Q
Attachment theory: categories
A
Secure: reunited with caregiver and uses caregiver to be calmed, returns to play quickly
Avoidant : no overt response to return of caregiver continues to play as though caregiver did not leave
Ambivalent (anxious) : turns to caregiver at return though fretful and not easily soothed and does not return to play
Disorganized : chaotic and or self-destructive behavior at return does not return to play
19
Q
Attachment theory: Mahler
A
Separation-individuation theory.
1) normal autistic stage age 0 to one month infant focused on self mother as part of infant
2) normal symbiotic stage age 1 to 5 months acknowledge his mother is main source of need/satisfaction
3) separation individual stage. A) age 5 to 9 months differentiating/hatching. Transforms from internal to external focus, although primary point of reference is mother. B) age 9 to 14 months practicing capacity for separation increases explores freely while keeping optimal distance. C) age 14 to 24 months desire to achieve independence marred by fear of abandonment. D) age 24+ months object constancy, internal mental model of mother.
20
Q
Attachment theory: bowlby
A
Children are biologically programmed to form attachments. Attachments have tremendous impact throughout life. There are clear behavior and motivational patterns. Nurturant and responsiveness are primary determinant of attachment.
21
Q
Behavioral theory: Pavlov classical conditioning
A
Pairing of unconditioned stimulus (eg food or loud flush), which produces an unconditioned response (eg salivation or fear), with a neutral stimulus (eg bell or public bathroom) that ultimately illicit a conditioned response (salivation or fear).
22
Q
Behavioral theory: skinner, operant conditioning
A
Process by which contingencies between stimuli in the environment (antecedents), behaviors, and subsequent effects (consequences) are learned
23
Q
Behavioral theory: reinforcement and punishment
A
Reinforcer are consequences that increase the probability of the behavior
Punishers are consequences that decrease the probability of the behavior
24
Q
Behavioral theory: continuous reinforcement
A
Reinforcement provided following each instance of a desired behavior. Ideal for development of a skill but difficult to maintain in the long term
25
Behavioral theory: non continuous reinforcement
Which one produces best responses and are more sustainable to keep up?
Which has post reinforcement lag?
Ratio=number of repetitions
Fixed ratio: reinforcement after specific number of responses
Variable ratio: reinforcement after variable number of responses with a set mean
Interval=time
Fixed interval: reinforcement (or break) every X minutes
Variable interval: reward every X minutes on average.
Ratio schedules have higher response rates but are harder to maintain
Interval approaches produce, moderate but steady responses and are more sustainable to keep up
Fixed are more predictable and easier to maintain.
Variable are less predictable and harder to maintain
Post reinforcement lag in motivation for fixed approaches
26
Behavioral theory: Shaping
Process of delivering reinforcement for a behavior that is already in the individuals repertoire. Once that behavior is strengthened, the behavior requirement is increased overtime.
27
Behavioral theory: prompting
Antecedent focused strategy to create new clear discriminative stimulus so individual is more aware of available contingencies
28
Behavioral theory: extinction
The process of removing or withholding reinforcement of a behavioral contingency
When attention is the reinforcer extinction is planned ignoring
In the case of classical conditioning, extinction is un pairing of the conditioned stimulus so that the neutral stimulus is once again neutral
29
Ecological theory: Vygotsky
Children learn, actively and through hands-on experience. Parents, caregiver’s peers and culture at large are responsible for developing higher order functions.
Zone of proximal development: gap between what a person can do with help and what they can do without help. Area of learning that occurs when a person is assisted by a teacher or peer with a higher skill set.
30
Ecological theory: bronfenbrenner
Ecological systems theory with multiple levels of influence. Child at the center.
Macrosystem: laws economics, cultural values, customs
Exosystem: media local politics, social welfare services, parent workplace
Mesosystem : how elements of the microsystem interact
Microsystem : caregivers, siblings, parents, peers, school, childcare, neighborhood
Chronosystem: time
31
Ecological systems: Kohlberg
Stages of moral development. An individual progresses through six stages of moral reasoning from infancy to adulthood
three broad categories.
1) preconventional= age 3 to 7. moral reasoning, based on reward and punishment . a) avoiding punishment (good to avoid being punished) and b) self interest (not just one right view handed down by authorities)
2) conventional= age 8-13. moral reasoning, based on external ethics. C) good boy attitude. (being seen as a good person by others) d) law and order morality (aware of larger rules of society and obey rules to uphold law and avoid guilt)
3) post conventional= moral reasoning, based on personal ethics. E) social contract (while rules and laws may exist for the good of the greatest number there are times when they work against the interest of individuals) f) principle (own set of moral guidelines that may or may not fit the law)
32
Temperament: easy
Easy to adopt a new situation in people, quickly develop regular sleep, and feeding schedules
33
Temperament: slow to warm
Slow to adapt to new situations and people, show mildly intense negative responses, need more advanced preparation in time to adjust an observe, slow, initial responsiveness, decreased adaptability, decreased energy and intensity, decreased physical activity, more negative mood
34
Temperament: difficult
Irregular sleep, and feeding patterns and intense reactions
35
Temperament: nine traits
Activity
Rhythmicity
Approach/withdrawal
Adaptability
Intensity
Mood
Persistence/attention span
Distractibility
Sensory threshold
36
Temperament trait that describes physical motion during sleep and activities, high or low energy
Activity
37
Temperament trait that describes regulation of bodies, physiological functions, predictability of weak, becoming tired, hunger, bowel movements
Rhythmicity
38
Temperament trait that describes initial response to new stimuli
Approach withdrawal
39
Temperament trait that describes how long it takes to adjust overtime
Adaptability
40
Temperament trait that describes the energy level of a positive or negative response
Intensity
41
Temperament trait that describes tendency towards happy or unhappy demeanor. Pleasant or unpleasant over behavior in different situations.
Mood
42
Temperament trait that describes time spent on activities with or without obstacles, the ability to stay on task through frustration or lose interest quickly
Persistence/ attention span
43
Temperament trait that describes the tendency to be sidetracked by things going on around them, external stimuli interfere with behavior
Distractibility
44
Temperament trait that describes how easily a child is disturbed by changes in the environment
Sensory threshold
45
Social learning theory: bandura
Children learn by observing and imitating others actions. The qualities of those observed is important to learning. Vicarious learning from reinforcement and punishment of others actions. Demonstration of behavior can inspire imitation of the same behavior.
46
Social learning theory: self efficacy
Degree to what you believe you can influence your environment
47
Social learning theory: self regulation
Extent individuals are able to monitor their own behavior, evaluate contingencies, and engage in goal directed behavior
48
Social learning theory: self regulation
Extent individuals are able to monitor their own behavior, evaluate contingencies, and engage in goal directed behavior
49
Social learning theory: prochaska states of behavior, change, trans theoretical model
Pre-contemplation, contemplation, preparation, action, maintenance, relapse
50
State of behavior change in which a person does not intend to take action in the near future. Unaware of need to change.
What to ask about?
Pre-contemplation
Ask questions about interest values and future plans and encourage person to consider if the behavior may be a problem given that others seem to be concerned
Learn about healthy behavior and think about pros of changing.
51
State of behavior change in which a person begins to recognize their behavior is problematic and is starting to look at the pros and cons and think about change, ambivalence can put off action
What to ask about?
Contemplation
Ask individual to identify barriers to implementation of change and pros and cons of implementing change
52
State of behavior change in which a person is ready to start taking action in the near future and begin taking small steps toward change such as telling other others and seeking support
What to ask about?
Preparation
Inquire about setting a change date and strategies used
53
State of behavior change in which a person has made modifications and needs to strengthen their commitment to change and fight the urge to slip up.
What to ask about?
Action
Provide praise and support
Substitute positive behaviors for negative ones, rewards for steps to change, avoid people and situations that tempt unhealthy behavior
54
State of behavior in which a person has changed their behavior and needs to be aware of what may tempt them to slip back
What to ask about
Maintenance
Pre-success, provide ongoing support, assist with adjustments to the implementation plan as challenges arise
55
What is Sameroff Transactional Model?
Processes that take place between parents and children in every day interactions. Environments moderate effects of biological risks. Gene expressed differently, depending on environment, and parents respond differently to children based on inherent biological characteristics.
56
What are 3 points of entry in Sameroff’s transactional model
Remediation: directly changing the child
Re-definition: changing parents, attitudes, interpretations and beliefs about the child
Reeducation: directly change parent skills, or knowledge
57
Racial, ethnic identity: cross
Nigrescence model. Stages of identity development focused on black individuals experience. How move from accepting dominant white culture to embracing own black identity.
Starts with pre-encounter in which not consciously aware of race, then have an experience and confront racism. Then a period of exploration and immersion in culture, strong, secure, sense of racial identity. Lastly goes beyond personal identity to social and political.
58
Racial ethnic identity: Helms
White racial identity model
Person searches for an understanding of the personal meaning of racism and the ways by which one benefits from white privilege
Six stages starting with contact (color blind) then disintegration (new experience, leads to guilt and shame) then reintegration (blame the victim) then pseudo independence (look to people of color to confront and uncover racism) then immersion (genuine attempt to connect to White identity and be anti-racist) then autonomy (clear understanding of positive connections to white racial identity while pursuing social justice)
59
Racial ethnic identity: Phinney
Ethnic identity development. Starts with an unexamined ethnic identity (lack of active exploration and passively accepting identity provided by family and society), then ethnic identity search (actively exploring, cultural heritage) then achieved ethnic identity
A focus on adolescence, which is a critical period for identity development
60
Racial ethnic identity: sellers multidimensional model
Multidimensional model of racial identity. Racial identity as a complex construct with multiple dimensions.
Four dimensions:
1) salience: how relevant race is in a particular situation or moment
2) centrality: how important race is to an individuals overall self-concept
3) regard: positive or negative feelings and individual has about their racial group
4) ideology: belief about the nature of race and race relations
61
Racial ethnic identity: Umana Taylor
How ethnic and racial identity develops in adolescence, how it affects academic success, mental health, and well-being
62
Family systems theory: Coleman
Concept of social capital within families
Importance of strong family networks and intergenerational closure as a key factor in children’s development and social mobility
View the family as a complicated emotional unit, consisting of family member interdependence and behavioral impact. This theory explains that the family scheme and family member interconnections exert a significant influence on behavior and children. Negative emotions precipitated by parental conflict may inundate family members and disrupt interactions, causing noteworthy effects on the parent child relationship, including parent child, interpersonal conflict, and other relationship consequences
63
Gesell: maturational theory
Genetic mechanisms involved in development. Development is a fixed sequence. There is variation in rate of development. Environmental influence necessary for socialization.
Described streams of development which are a gross motor fine motor, receptive, language, expressive language, self help/adaptive and cognitive/problem-solving
Development proceeds in a cephalocaudal and ulnar-radial direction
64
Freud’s theory
Childhood experiences and unconscious desires influence behavior. Conflicts occurred during each stage that can have lifelong influence on personality and development.
Stage 1 oral birth to one year: weaning process less dependent on caregivers
Stage 2 anal one to three years. Toilet training.
Stage 3 phallic 3 to 6 years. Differences between males and females
Stage 4 latent six to puberty. Super ego developed and id suppressed
65
Developmental surveillance
Longitudinal and continuous, ask and attend to concerns, ask about medical and developmental history, observed child, identify risk, and protective factors
Every well child visit
66
Developmental screening
Use of standardized instrument
Screen at 9, 18 and 30 months
Autism specific screening at 18 and 24 months
67
What makes a good standardized tool?
High sensitivity and specificity of at least 70 to 80%
High reliability or consistency in results
68
Gross motor milestones age 2 to 5
2: kick ball, run
2.5: jump off ground both feet
3: tricycle, alternate feet up and down stairs
4: catch large ball most of the time
5: hop on 1 foot up to 10 times
69
Reflexes: Moro
Arms abduct with startle
Disappears 2 months
70
Reflexes: palmar
Fist closes into grasp with touch of palm
Disappears 5-6 months
71
Reflexes: stepping
Appears to walk when held upright
Disappears 2 months
72
Reflex: tonic neck
When head turns to one side, ipsilateral arm extends and contralateral arm flexes (arm of same side stretched out and arm of opposite side bends in)
Birth to 5-7 mo
73
Reflexes: parachute
When lowered to the ground, extend arms forward to prop
6-7 months and persists
74
Parallel play
Children play independently near each other but may watch each other and copy their actions
Starts Age 18 mo to 2 or 2.5 years and continue to 3.5 years —> for the purposes of the boards, 2 years
75
Age that a child shows affection but as independence is gained will move away more from parents while looking back to check in
18-21 mo
76
Age that children develop more complex fears (of the dark)
Age 3
77
Play and social development in 3-5 year olds
3: imaginative, cooperative, starts to share
4: more fantasy play, knows difference between real and imaginary, starting moral development, understands deception
5: increased self regulation, apologizing for unintentional mistakes, relate to friends, compliment, play with regular turn taking and sharing
78
When to suspect attachment disturbance
Suspect disturbance, if at 9 to 12 months fails to show preference for caregivers in times of stress
79
Age most children can copy chores
18 months
80
Age most children can play with more than 1 toy or use more than one item at a time
24 months
81
Most children of age ___ can:
Make sounds other than crying, react to loud sounds, calms down when spoken to or picked up, looks at your face, seems happy to see you, smiles when you look at or talk to them, watches you as you move, looks at toy for several seconds, holds head up when on tummy, moves both arms and both legs, opens hands briefly
2 months
82
Most children of age __ can:
Make cooing sounds, makes sounds back when you talk, turns head toward sound of your voice, smiles on own to get your attention, chuckles, looks at you/moves/makes sounds to keep or get your attention, open mouth when sees breast or bottle, looks at hands with interest, holds head steady without support, holds toy when you put it in their hand, brings hands to mouth, uses arm to swing at toys, pushes onto elbows/forearms in tummy time
4 months
83
Most children of age ___ can:
Take turns making sounds with you, raspberries, squealing, knows familiar people, look at self in mirror, laughs, puts things to mouth to explore, reaches to grab toy they want, close lips to show no more food, rolls tummy to back, pushes up with straight arms on tummy, leans on hands to support self while sitting
6 months
84
Most children of age __ can:
Make babbling sounds, lifts arms to be picked up, shy around strangers, shows several facial expressions, looks when you call their name, reacts when you leave, smiles/laughs with peek a boo, look for objects dropped out of sight, bangs two things together, gets to sitting position independently, sits without support, rakes food, moves things one hand to the other
9 months
85
Most children of age __ can:
Wave bye, mama/dada specifically, understands no, plays pay a cake, puts something in container, looks for things he sees you hide, pulls to stand, cruises, drinks from cup without lid if you are holding it, picks up things between thumb and pointer finger
12 months
86
Most children of age __ can:
Try to say 1-2 words besides mama/dada, looks for familiar object when you name it, follows directions with gesture, points, copies other children while playing, shows an object he likes, claps when excited, hugs stuffed animal, shows you affection, tries to use things the right way (phone, cup, book), stacks at least 2 blocks, takes a few steps independently, uses fingers to feed self
15 months
87
Most children of age __ can:
Try to say 3 or more words besides mama/dada, follows 1 step directions without gestures, moves away from you but makes sure you are close by, points to show/share, puts hands out for you to wash them, looks at book with you, helps with dressing, copies chores, plays with toys in simple way (pushing car), walks without holding on to anyone or anything, scribbles, drinks from cup without lid may spill, feeds self with fingers, tries to use spoon, climbs in and off couch or chair without help
18 months
88
Most children of age __ can:
Point to things in a book when you ask, says at least 2 words together, points to at least 2 body parts, uses more gestures than waving or pointing (blowing kiss, nodding), noticed when others are upset, looks at your face to see how to react to new situation, holds something in 1 hand while using the other hand, tries to use switches/knobs/buttons on toy, plays with more than one toy at the same time, kicks ball, runs, walks up a few stairs, eats with spoon
24 months
89
Most children of age __ can:
-says about 50 words, says more than two words with one action word (doggie run), names things in a book when you point, says pronouns, plays next to other children and sometimes with, shows you what can do (look at me!), follows simple routines when told, uses things to pretend (feeding doll a block as food), simple problem solving (stand on stool to reach something), shows knows at least 1 color, uses hands to twist things, takes some clothes off by himself, turns book pages
30 months
90
Most children of age __ can:
Conversation with at least 2 turns, asks wh questions, says action in picture, says first name when asked, talks well enough for others to understand most of the time, calms down within 10 min after leaving somewhere, notices other children and joins them to play, draws circle, avoids touching hot objects when warned, strings items together, puts on some clothes by self, uses fork
3 years
91
Most children of age __ can:
Sentences at least 4 words, words from song/story/nursery rhyme, talk about 1 thing that happened during day, answer simple questions, pretends to be something during play, asks to go play with children if none are around, comforts others who are sad or hurt, avoids danger, likes to be a help, changes behavior based on location, names a few colors, tells what comes next in a story, draws person with at least 3 body parts, catches large ball, serves food or pours water with supervision, unbuttons some buttons, holds pencil between finger and thumb
4 years
92
Most children of age __ can:
Tell story she heard or made up with at least 2 events, answer simple questions about a story, conversation greater than 3 turns, uses or recognizes simple rhymes, follows rules or takes turns when playing games with other children, sings/dances/acts for you, does simple chores, counts to 10, names numbers when you point to them, uses words about time (today, tomorrow, yesterday, morning, night), pays attention 5-10 min during activities, writes some letters in their name, names some letters, buttons some buttons, hops on 1 foot
5 years
93
Developmental milestones of laughing and smiling
2 months: smile when talked to
4 months: smile to get own attention, chuckle when caregiver tries to make them laugh
6 months: laugh and squeal
94
Piaget: first stage
1) sensorimotor: age 0 to 2 years. Children understand the world through direct sensations and motor actions. Understanding of object permanence
95
Piaget: second stage
2) preoperational: age 2 to 6 years. Understanding govern by child’s perspective of the world and world organized around them, difficulty separating internal versus external realities. Use of symbols and language. Transductive reasoning (causal link when two events are in close proximity). Magical thinking.
.
96
Piaget: third stage
3) concrete operations age 7 to 11 years. Understanding of conservation and deductive reasoning. Logic and systematic thinking the limited to tangible events. Difficulty with abstract concepts.
.
97
Piaget: fourth stage
4) formal operations 12+ years. Learned through abstract, thought and hypothesis testing.
98
Social development age 4
more fantasy play, knows difference between real and imaginary, starting moral development, understands deception
99
Social development age 5
increased self regulation, apologizing for unintentional mistakes, relate to friends, compliment, play with regular turn taking and sharing
100
Defense mechanism:
One of the girls refuses to admit, she finds the boys to be attractive
Denial
Avoiding acceptance that an event or source of anxiety exists or happened
101
Defense mechanism:
One of the girls insists that a boy is attracted to her and that she is not attracted to the boy
Projection
Ascribing one’s own feelings to another
102
Defense mechanism: girls giggle as similar age boys pass their way
Regression
Returning to an earlier phase of psychological function when anxiety exists
103
Defense mechanism:
One of the girls develops an upset stomach in anticipation of running into the boys
Somatization
Converting feelings and emotions to bodily symptoms
104
Defense mechanism: one of the girls states that a boy did not ask her to the dance because he is intimidated by her intelligence
Rationalization
Using rational explanations to justify behavior or beliefs
105
Defense mechanism: one girl finds a boy to be attractive, but talks badly about him to her friends
Reaction formation
Acting in the opposite way of one’s thoughts or emotions (extreme kindness towards a person with whom the individual is angry)
106
Defense mechanism: one girl jokes that she is head over heels for one of the boys after tripping on the sidewalk in front of him
Humor
Using comedy to express feelings and decrease discomfort for self and others experiencing the event
107
Defense mechanism: feeling let down one of the girls goes for a run after hearing that her friend accepted an invitation to the dance from the boy she had hoped would invite her instead
Sublimation
Satisfying an impulse in a socially acceptable manner
108
Eight defense mechanisms and the four classifications
Pathologic: denial, projection
Immature: regression, somatization
Neurotic: rationalization, reaction formation
Mature: humor, sublimation
109
Ruler question
Technique used in motivational interviewing to evaluate patient’s attitudes towards making change can be expanded to explore barriers to change
For example, on a scale of one to 10 what do you think the benefit is? If say they are a four I wonder why you answer a four instead of a six what would make it a seven
110
Rolling with resistance
Technique and motivational interviewing in which barriers are not challenged head on rather the patient is redirected to help generate their own solutions to problems
111
Age that a child should be able to participate with motivational interviewing techniques
Age 7
Piaget’s operational stage
112
Age follows rules and takes turns when playing games with other children
Age 5
113
Age sings, dances, or acts for you
Age 5
114
Age does simple chores at home
Age 5
115
Age tells a story she heard with at least 2 events
Age 5
116
Age answers simple questions about a book after you read it
Age 5
117
Age keeps conversation going with more than 3 back and forth exchanges
Age 5
118
Age uses or recognizes simple rhymes
Age 5
119
Age counts to 10
Age 5
120
Age names some numbers (1-5) when you point to them
Age 5
121
Age uses words like yesterday, tomorrow, morning, and night
Age 5
122
Age pays attention 5-10 min during activities
Age 5
123
Age writes some letters in her name
Age 5
124
Age names some letters when you point to them
Age 5
125
Age buttons some buttons
Age 5
126
Age hops on one foot
Age 5
127
Age pretends to be something else during play
Age 4
128
Age asks to go play with children if none are around
Age 4
129
Age comforts others who are hurt or sad
Age 4
130
Age avoids danger
Age 4
131
Age likes to be a helper
Age 4
132
Age changes behavior based on where he is
Age 4
133
Age says sentence with 4 or more words
Age 4
134
Age says some words from a song, story or nursery rhyme
Age 4
135
Age talks about at least one thing that happened during the day
Age 4
136
Age answers simple questions (what is a coat for, what is a crayon for)
Age 4
137
Age names a few colors of items
Age 4
138
Age tells what comes next in a well known story
Age 4
139
Age draws a person with 3 or more parts
Age 4
140
Age catches a large ball most of the time
Age 4
141
Age served self food or pours water with supervision
Age 4
142
Age unbuttons some buttons
Age 4
143
Age holds crayon or pencil between fingers and thumb (not fist)
Age 4
144
Age calms down within 10 min after you leave her
Age 3
145
Age notices other children and joins them in play
Age 3
146
Age talks with you in conversation using at least 2 back and forth exchanges
Age 3
147
Age asks wh questions
Age 3
148
Age says what action is happening in a picture or book
Age 3
149
Age says first name when asked
Age 3
150
Age talks well enough for others to understand most of the time
Age 3
151
Age draws a circle
Age 3
152
Age avoids touching hot objects when you warn her
Age 3
153
Age strings items together
Age 3
154
Age puts on some clothes like loose pants or jacket
Age 3
155
Age uses fork
Age 3
156
Age plays next to other children and sometimes plays with
Age 30 mo
157
age shows you what she can do by saying “look at me”
Age 30 mo
158
Age says about 50 words
Age 30 months
159
Age says two or more words together with one action (doggie run)
Age 30 mo
160
Age names things in a book when you ask
Age 30 mo
161
Age says pronouns (I, me, we)
Age 30 mo
162
Age uses things to pretend like feeding a block to a doll as if it were food
Age 30 mo
163
Age shows simple problem solving skills like standing on a small stool to reach something
Age 30 mo
164
Age follows two step instructions
Age 30 mo
165
Age shows knows at least 1 color (which one is red? And points to it)
Age 30 mo
166
Age uses hands to twist things (turn doorknob, unscrew lid)
Age 30 mo
167
Age takes off some clothes by himself (loose pants or jacket)
Age 30 mo
168
Age jumps off ground with both feet
Age 30 mo
169
Age turns book pages one at a time
Age 30 mo
170
Age notices when others are hurt or upset
Age 24 mo
171
Age looks at your face to see how to react to a new situation
Age 24 mo
172
Age points to things in a book when you ask (where is the bear?)
Age 24 mo
173
Age says at least 2 words together (more milk)
Age 24 mo
174
Age points to at least 2 body parts
Age 24 mo
175
Age uses more gestures than waving or pointing (blow kiss, nod yes)
Age 24 mo
176
Age holds something in one hand while using the other hand
Age 24 mo
177
Age tries to use switches, knobs, or buttons on a toy
Age 24 mo
178
Age plays with more than one toy at the same time
Age 24 mo
179
Age kicks a ball
Age 24 mo
180
Age runs
Age 24 mo
181
Age walks up a few stairs with or without help
Age 24 mo
182
Age eats with spoon
Age 24 mo
183
Age feeds self
1) with fingers
2) eats with spoon and
3) fork
Age 18 mo for finger feed
Age 2 for spoon
Age 3 for fork
184
Age moves away from you but looks to see if you are close by
Age 18 mo
185
Age points to show you something interesting
Age 18 mo
186
Age puts hands out for you to wash them
Age 18 mo
187
Age looks at few pages of book with you
Age 18 mo
188
Age helps you dress him by pushing arm through sleeve or lifting up foot
Age 18 mo
189
Age tries to say 3 or more words besides mama or dada
Age 18 mo
190
Age follows one step direction without gesture (give me without gesture)
Age 18 mo
191
Age copies you doing chores
Age 18 mo
192
Age plays with toys in a simple way (pushing a car)
Age 18 mo
193
Age walks without holding on to anyone or anything
Age 18 mo
194
Age scribbles
Age 18 mo
195
Age drinks from cup without lid and may spill
Age 18 mo
196
Age feeds self with fingers
Age 18 mo
197
Age tries to use spoon
Age 18 mo
198
Age climbs on and off couch or chair without help
Age 18 mo
199
Age copies other children while playing (taking toys out of a container when another child does)
Age 15 mo
200
Age shows you an object she likes
Age 15 mo
201
Age claps when excited
Age 15 mo
202
Age hugs stuffed animal or toy
Age 15 mo
203
Age shows you affection (hugs, kisses, cuddles)
Age 15 mo
204
Age tries to say one or two words besides mama/dada (ba for ball, da for dog)
Age 15 mo
205
Age looks at familiar object when you name it
Age 15 mo
206
Age follows directions with gesture and words (give me with hand out)
Age 15 mo
207
Age points to ask for something or get help
Age 15 mo
208
Age tries to use things the right way (phone, cup, book)
Age 15 mo
209
Age stacks at least two blocks
Age 15 mo
210
Age takes a few steps on his own
Age 15 mo
211
Age uses fingers to feed some food
Age 15 mo
212
Age plays games with you like pat a cake
Age 12 mo
213
Age waves bye
Age 12 mo
214
Age calls parent mama or dada
Age 12 mo
215
Age understands no
Age 12 mo
216
Age puts something in a container (block in a cup)
Age 12 mo
217
Age looks for things he sees you hide
Age 12 mo
218
Age pulls to stand
Age 12 mo
219
Age walks holding on to furniture
Age 12 mo
220
Age drinks from cup without lid as you hold it
Age 12 mo
221
Age picks things up between thumb and pointer finger
Age 12 mo
222
Age is shy, clingy, fearful of strangers
Age 9 mo
223
Age shows several facial expressions
Age 9 mo
224
Age looks when you call her name
Age 9 mo
225
Age reacts when you leave
Age 9 mo
226
Age smiles or laughs when you play peek a boo
Age 9 mo
227
Age makes a lot of different sounds like mamamama or bababababa
Age 9 mo
228
Age lifts arms to be picked up
Age 9 mo
229
Age looks for objects when dropped out of sight
Age 9 mo
230
Age bangs two things together
Age 9 mo
231
Age gets to sitting position by herself
Age 9 mo
232
Age moves things from one hand to the other
Age 9 mo
233
Age uses fingers to rake food toward himself
Age 9 mo
234
Age sits without support
Age 9 mo
235
Age knows familiar people
Age 6 mo
236
Age likes to look at self in mirror
Age 6 mo
237
Age laughs
Age 6 mo
238
Age takes turns making sounds with you
Age 6 mo
239
Age blows raspberries
Age 6 mo
240
Age makes squealing noises
Age 6 mo
241
Age puts things in mouth to explore them
Age 6 mo
242
Age reaches to grab a toy she wants
Age 6 mo
243
Age closes lips to show does not want more food
Age 6 mo
244
Age rolls from tummy to back
Age 6 mo
245
Age pushes up with straight arms when on tummy
Age 6 mo
246
Age leans on hands to support self when sitting
Age 6 mo
247
Age smiles on his own to get your attention
Age 4 mo
248
Age chuckles when you try to make him laugh
Age 4 mo
249
Age looks at you, moves, or makes sounds to get or keep your attention
Age 4 mo
250
Age makes cooing sounds (ooo, aahh)
Age 4 mo
251
Age makes sounds back when you talk to him
Age 4 mo
252
Age turns head toward sound of your voice
Age 4 mo
253
Age opens mouth when sees breast or bottle
Age 4 mo
254
Age looks at her hands with interest
Age 4 mo
255
Age holds head steady without support when you are holding him
Age 4 mo
256
Age holds toy when you put it in his hand
Age 4 mo
257
Age uses arm to swing at toys
Age 4 mo
258
Age brings hands to mouth
Age 4 mo
259
Age pushes up onto elbows/forearms when on tummy
Age 4 months
260
Age calms down when spoken to or picked up
Age 2 mo
261
Age looks at your face
Age 2 mo
262
Age seems happy to see you when you walk up to her
Age 2 mo
263
Age smiles when you walk to or smile at her
Age 2 mo
264
Age makes sounds other than crying
Age 2 mo
265
Age reacts to loud sounds
Age 2 mo
266
Age watches you as you move
Age 2 mo
267
Age looks at a toy for several seconds
Age 2 mo
268
Age holds head up when on tummy
Age 2 mo
269
Age moved both arms and legs
Age 2 mo
270
Age opens hands briefly
Age 2 mo
271
Normal infant crying curve
Peaks at 6-8 weeks
If healthy and no signs of illness, reassurance and education, calm environment and self care for parent
272
Colic definition
Excessive crying
Rule of 3s, 3 hours per day on 3 or more days for at least 3 weeks
273
If there is colic, management
Rule out organic cause (infection, hair tourniquet, corneal abrasion). These would present more suddenly
Some studies show probiotics can help
Elimination diet for milk protein allergy only if other symptoms (fussiness with feeds, reflux, vomiting, diarrhea)
Otherwise reassurance/education
274
Strengths and limitations of piaget’s theory
Strengths: importance of understanding how kids learn, process of learning (assimilation, accommodation), invented new cognitive tasks and interview techniques
Limitations: does not account for individual differences, does not address role of culture and social context, does not account for learning environment, uses high SES sample, underestimates abilities of infants and young children, overestimates abilities of adolescents
275
Development of self regulation
Feature of preschool years. Involves the use of cognitive processes to regulate behavior and emotional responses. Preschoolers gradually develop skills to better cope with frustration and delayed gratification, display increased behavioral flexibility, and learn how to use verbal negotiation strategies.
As these skills develop most preschoolers exhibit, brief behavioral outburst that may include losing their temper, low intensity, destruction of property (throwing things) low intensity, deceitfulness, and occasional aggression.
Reactive aggression is a common response to conflict with peers and his characterized by outbursts that are reactive to frustration, provocation or threat, and these episodes typically resolve quickly
276
Temperament and sibling relationships
Temperament strongly influenced by genetics
Temperament of older sibling has significant impact on younger siblings rating of sibling relationship
Sibling relationships more likely to be reported as positive among dyads in which older sibling has an easy rather than difficult temperament
277
What type of reinforcement schedule?
Every student given points for their efforts every 10 minutes
Fixed interval reinforcement schedule
Easier to maintain, moderate response rate
278
What type of reinforcement schedule: random subset of students give points for their effort after each lesson
Variable ratio
(Each individual student gets the reward after a variable number of lessons)
High and steady response, more intense and difficult to maintain
279
Ice cream after piano practice
Example of which and define the term
A)positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
A) positive reinforcement
Adding a desired reward after a behavior increases the behavior
280
Timing out a toy in response to fighting over it
Example of which and define the term
A)positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
D) negative punishment
Removing some desirable in response to a behavior decreases the behavior
281
Leaving early to avoid traffic
Example of which and define the term
A)positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
B) negative reinforcement
Removing a noxious element (traffic) in response to a behavior increases the behavior (leaving early)
(more likely to leave early in order to avoid traffic)
282
Spanking in response to crying
Example of which and define the term
A)positive reinforcement
B) negative reinforcement
C) positive punishment
D) negative punishment
C) Positive punishment
Adding a noxious response (spanking) after a behavior decreases the behavior
283
Developmental deviance
Represents uneven nonsequential development and is always abnormal
Children with autism spectrum disorder, often display, developmental deviance when they have good memory but comprehension or they can recognize the name, letters, words and animals, but are not able to use language to communicate their needs
284
Developmental dissociation
Significant difference in the rate of development between two developmental streams. For example, a child may have advanced, receptive language, skills, and significantly delayed expressive language skills.
285
Theory of mind tasks: what these are and by what age
-diverse desire task
-content false belief task
Diverse desire: two different people can have two different desires for the same thing. Age 3.
Content, false belief: child knows the truth. Child judges, another person’s false belief about what is in a distinctive container when the child knows what’s in the container (Sally Ann). Age 5.
