Child Development - Exam 2

malnourished pregnant mothers

causes babies to be smaller than usual and stay small for their whole lives

epigenetics

the study of stable changes in gene expression that are mediated by the environment

cross-fostering study

behavioral study in which the young of one species are placed in the care of adults from another species; results: birth rats of attentive moms raised by inattentive moms had genes that were highly methylated (increased stress)

impacts of prenatal stress

risk of prematurity, lower birth weight, increased stress response, risk of depression & anxiety

concordant

term describing tendency of twins to share the same trait or disorder

cephalocaudal development

areas near the head develop before areas further down on the body

proximodistal development

center-outward structures near the torso develop more rapidly than those in the periphery

touch

prenatal sensory experience where babies put their hands on their bodies & umbilical cord and suck their thumbs

taste

prenatal sensory experience where flavors from the mother's diet flavors the amniotic fluid and increases acceptability of similar foods

prosody

characteristic rhythm, tempo, cadence, melody, and patterns of intonation of a language

INCAP longitudinal study

nutritional supplements given to pregnant women in atole, but not fresco; found that women who consumed at least 20,000 calories from supplements cut risk of low-birth weight in half

genetic susceptibility

although usually not seen across generations, patterns of inheritance may suggest a polygenic model

spina bifida

involves disruption in the complete closure of the neural tube

dr. kelsey's impact

rejected application for thalidomide as a sleep aid while working with the FDA and saved many unborn children

rubella

a viral infection characterized by a low-grade fever, swollen glands, inflamed eyes, and a fine, pink rash

extremely preterm infant

born before 28 weeks

very preterm infant

born before 32 weeks

preterm infant

born before 37 weeks

term infant

born 38-42 weeks

post-term infant

born after 42 weeks

preterm baby head shape

less folding in cortex, skinnier, oval shape

chronological age

age as measured in years from date of birth

conception age

age after conception (often used in NICU)

corrected age

age from expected due date (used for developmental assessments until age 2, then chronological)

gestational age

age of an unborn baby as measured in weeks from the first day of the mother's last menstrual cycle.

stress of preterm births

parents feel responsible/overwhelmed/inadequate and elevated post traumatic stress symptoms

toxic stress

severe, frequent, and/or prolonged stress response to adverse events in the absence of a supportive caregiver

physical stressors of the NICU

excessive lighting, unpredictable abrasive sounds, noxious smells

physical developmental care in the NICU

regulate light/sound, aromatherapy, womb sounds/parents voices/singing

clinical stressors of the NICU

excessive procedures, timing of procedures

clinical developmental care in the NICU

tailor to child's needs, revolve activities around sleep/wake cycles, pain management

psychosocial stressors in the NICU

minimal kangaroo care, procedures ignore infant's sleep cues

kangaroo care

treatment for preterm infants that involves skin-to-skin contact; cortisol levels decrease

psychosocial developmental care in the NICU

hand containment, facilitated tucking, holding, swaddling, nonnutritive sucking, cue-based care, kangaroo care

linguistic aspect of shared book reading

language used in books is richer than language of everyday speech

interactive aspect of shared book reading

tend to elicit more interactive communication between infant and caregiver including more frequent verbal responses, eye-contact, touch, and feeling

parental aspect of shared book reading

reduce parental stress and gives parents a sense of control

lariviere and rennick

parents were more likely to report reading more even after discharge from the NICU when they do it in the NICU

nari et al

reading helps language develop better

typical birth position

baby is head down

first stage of labor

averages 12 hours for first birth, 6 for subsequent; cervix dilates; fetus moves down neck of uterus; bloody discharge, nausea, severe pain, and trembling of legs possible

second stage of labor

delivery; lasts 30 min to an hour; pushing in this stage; crowning occurs; baby exits birth canal

third stage of labor

expulsion of placenta and umbilical cord

failure to progress

woman has begun the birth process but it is taking longer than normal.

breech presentation

birth position in which the buttocks, feet, or knees emerge first; dangerous

cesarean delivery

a birth in which the baby is surgically removed from the uterus, rather than traveling through the birth canal

apgar scale

assesses if extra medical care is needed for a newborn

apgar acronym

appearance, pulse, grimace, activity, respiration

neonatal behavioral assessment scale (NBAS -
Brazelton)

evaluates newborn's engagement with objects/faces/voices, cuddliness, defensive movements, self-quieting activities, transitions from one state to next

types of cries

fussing, anger, pain, non-descript

colic

excessive, inconsolable crying by a young infant for no apparent reason

ways to soothe a crying baby

offer breast, hold on shoulder and rock/walk, swaddle, pacifier, talking/rhythmic sounds, ride in carriage/car/swing, massage, combine methods

neonatal reflexes

placing/stepping, sucking, rooting, palmar grasp reflex

temperament

child's emotional and behavioral style of responding to the world

nine dimensions of temperament

activity level, rhythmicity, distractibility, approach/withdrawal, adaptability, attention span, intensity of reaction, threshold of responsiveness, quality of mood

high activity level

moves often in sleep, wriggles when diaper is changed

low activity level

does not move when being dressed or during sleep

regular rhythmicity

consistent feeding schedule and bowel movements

irregular rhythmicity

awakens at a different time each morning, feeding size varies

distractable

will stop crying for food if rocked or pacifier when diaper changed

not distractable

will not stop crying when diaper is changed, fusses after eating even if rocked

approach

smiles and licks washcloth, always liked bottle

withdrawal

cries when strangers appear

adaptive

passive during first bath, now enjoys it, smiles at nurses

not adaptive

still startled by sudden, sharp noises, resists diapering

long attention span and persistence

if soiled, cries until changed, repeatedly rejects water if wants milk

negative attention span and persistence

cries when awakened but stops almost immediately, only objects mildly to being given something they don't want

high intensity of reaction

cries when diapers are wet, rejects food vigorously when satisfied

mild intensity of reaction

does not cry when diaper is wet, whimpers instead of crying when hungry

low threshold of responsiveness

stops sucking on bottle when approached

high threshold of responsiveness

not startled by loud noises, takes bottle and breast equally well

positive quality of mood

smacks lips when first tasting new foods, smiles at parents

negative quality of mood

fusses after nursing, cries when carriage is rocked

easy babies (40% of infants)

adjusted readily to new situations, quickly established daily routines such as sleeping and eating, and generally were cheerful in mood and easy to calm

difficult babies (10% of infants)

irritable, intense, unpredictable

slow-to-warm-up babies (15% of infants)

inactive, relatively calm reactions to their environment, generally negative moods, withdrawn, adapt slowly

goodness of fit

degree to which an individual's temperament is compatible with the demands and expectations of the social environment

sids

sudden infant death syndrome

heightened vulnerability to sids

smoking during pregnancy, preterm birth, poor prenatal care, maternal anemia, dysfunction in autonomic system, lack of breastfeeding

supine position

lying on back, facing upward (best for baby)

baby's vision

vision that looks like a faded picture seen through a tunnel

sitting position

infants are most likely to look and manually explore objects in this position

visually-guided reaching

emerges at about 3 months

dynamic system theory

a theory that addresses how new, complex systems of behavior develop from the interaction of less complex parts

social referencing

infant's tendency to look to their caregiver for an indication of how to act or feel in unfamiliar situations

affordance

the fit between one's physical capabilities and the features of the environment that allow a particular action to be performed

sensorimotor stage (0-2 years)

explore and understand the world with sensory and motor capabilities

substage 1: modification of reflexes

reflexes like sucking, grasping, orienting (looking/listening) are gradually modified based on circumstances

functional assimilation

need for repetition leads to consolidation and strengthening of the scheme

generalizing assimilation

incorporates increasingly varied objects into schemes

recognitory assimilation

comes to discriminate between objects that will satisfy hunger and those that will not

primary circular reactions

cycles of movement that repeat an interesting sensation that is discovered by chance and is focused on the infant's body

substage 2: first acquired adaptations and primary circular reactions

infant learns to do the action in a systematic way

secondary circular reactions

centered on the effect that the infant's actions produce - often by chance - in the external world

substage 3: secondary circular reactions

4-8 months; actions aimed at repeating interesting effects in the surrounding world

substage 4: coordination of secondary schemes

8-12 months; coordinating two independent actions in order to achieve an end; encounter an obstacle so learn to separate means from end (evidence of intentional behavior)

substage 5: tertiary circular reactions

12-18 months; explores novel features of an object for their own sake, varying actions to discover new phenomenon - focus on results of actions

substage 6: invention of new means through mental combination

external physical exploration gives way to internal mental exploration (child can now use mental symbols to represent objects and events)

a not b error

the tendency to reach for a hidden object where it was last found rather than in the new location where it was last hidden

why babies make the a not b error

the baby thinks the object's existence is not fully independent of the baby's actions