Child development exam 2

APGAR Test

Done 1-5 mins after birth, assesses the health of the baby, a normal baby should be over 7pts out of 10pts.

Labor

Longest stage of birth, starts when the contractions start, contractions increase in frequency, duration, and intensity as the cervix dilates

Delivery

Second stage of birth, mother pushes, baby’s head crowns, baby exists the birth canal and enters the world

Expelling of placenta and umbilical cord

Contractions continue as the placenta and umbilical cord are expelled out of the mom (third stage of birth)

Failure to progress

It takes to long, you could take bath or take oxytocin (Pitocin)

Oxytocin (pitocin)

Drug that starts contractions

Breech presentation

Baby is coming out the wrong way (feet/but first), if umbilical cord wraps around babies neck/body the complications will be bad, can be fixed by massaging the stomach to rotate the baby, but surgery might be needed

C-Section

Surgical removal of the baby, should be avoided if necessary since it is an open surgery

Brazelton Neonatal behavior assessment scale

Test that is done the second day, if done at all, it measures the babies reflexes, response to social stimulus and changes from state to state (sleeping to wake)

Causes of low birth weight

Maternal smoking, twins/triples, younger moms, Tetragons

Consequences of low birth weight

Higher risk of death the first year, language delays, diseases (ADHD, asthma)

Treatments for low birth weight

Skin to skin contact, kangaroo care, infant massages

Sleep for neonates

Sleep for average 16-17 hours a day, 3-4 hours at a time, they are in REM sleep way more than adults. After 4 months they can sleep through the night. They sleep to get away from all the stimulus

Reflexes

Involuntary movements in response to touch, light, sound, or other stimulation, 27 reflexes

Sensation

The activation of the sense organs by a source of physical energy ex. the 5 senses (touching, hearing, smelling, tasting, seeing)

Perception

The interpretation, analysis and integration of stimuli involving our sense organs and brain (everything following senses)

Visual acuity

Clarity of vison - uses Snellen chart (Normal 20/20) (Blindness 20/200) (Infants 2/400)

Robert Fantz

Preferential looking, presented grating stimulus and gray field stimulus and measured which one the baby looked at longer (to see if they can see)

Vision

Last sense to develop

Cataracts

Clouding of a part of all the lens of the eye

Sound localization

Poor at birth, the ability to decode different cues from hearing

Dynamic System’s theory

Central nervous system development (brain needs to support skill), Movement possibilities (are muscles strong enough), Motivation/goals (does he/she want to learn), Environmental support (physically support, is the space walkable)

Social support

Someone encourages the baby to crawl

Cultural support

Does the culture allow it to happen

Fine motor skills

HANDS (reaching, grasping, drawing)

Gross motor skills

MOST OF BODY (Crawling, walking, jumping)

Ghavora Cradle in Tajikistan

Baby is strapped in, hole so it can poop, can pee through an apparatus, all milestones are delayed

Karan Adolph

Studied how infants learn to judge what is safe/unsafe in different postures, “gap” study, learned that children need to relearn what is safe in each posture, it doesn’t transfer

Cognition

Refers to thought processes and mental actives that (how we gain knowledge)

Jean Piaget

“The father of cog. Development”, studied his 3 kids

Assimilation

Making the environment fit you based off existing knowledge ex. Child calls a cat a “dog

Accomodation

Making yourself fit the environment, adjusting your knowledge ex. being taught the difference between a cat and a dog

Circular reaction

The repetition of an action to experience pleasure

Primary reaction

Actions are centered on the baby’s own body

Secondary circular reactions

actions that are focused on events or objects outside of the body

Object permanence

Objects still exist out of sight

Tertiary circular reaction

Actions that are varied through trial and error to produce desirable consequences (LIL SCIENTIST) stage 5

Pretend play and deferred imitation

Treating objects like real things, and delayed coping behavior (stage 6)

Preoperational stage

Children are not able to perform mental operation

Conservation - the amount of physical substance remains the same even if its physical appearance ex. water

Cant reverse, cant centrate

Egocentrism

Ability to distinguish between your own perspective and another person’s perspective

Animism- the tendency to attribute human thoughts and feelings to inanimate objects and forces ex. thunder is angry

Concrete operations stage

7-11 years old

Children become logical thinkers

They understand classification

Classification

Objects can be simultaneously part of more than one class or group

Seriation

The ability to arrange things in a logical order

Formal Operations stage

Last stage, 11-15 years old, can preform tasks that require logical and systematic thinking

Hypothetical-deductive reasoning

The ability to think scientifically and apply the rigor of the scientific method to cognitive tasks

Critiques of piaget

Vague, underestimated kids, understated sociocultural influences, stage theory

Lev Vygotsky

Language is how knowledge is obtained, studied social + cultural development

Social Scaffolding

More competent people provide temporary framework that supports children’s thinking at a higher level than children could manage on their own

Zone of proximal development

The gap between what children can do unsupported and what they can do with support

Information processing

Focus on cognitive processes that exist at all ages, rather than viewing cognitive development in terms of discontinuous stages

ex. attention

memory

Executive function (planning, prioritizing)

Overlapping waves theory

An information processing theory that emphasizes the variability of children’s thinking

There is multiple ways to problem solve