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| 5 Major Domains of human development |
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Definition
– Biophysical
– Cognitive: involves thought “mental functions” ie expressing yourself through written and spoken language, read, think and perform task from planning through completion
– Affective: feelings happiness, sadness, anger, intelligence, temperament, and personality
– Social
– Spiritual |
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Id(basic instincts), ego(intellectual activities and logical thought), superego (consciences and awareness),
conflict between instincts
Psychosexual stages-oral, anal phallic, latency, genital |
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| emphasized social NOT biological fators to explain human motivation, therapist and patient one equal level |
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| emphasized ethics and religion |
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| series of conflicts and crises |
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| hiarchy of needs, self actualization needed to be all one can be |
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| stages of moral development |
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| movitvated by rewards and punishment |
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| pleansing others as good members of society |
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| follows laws because they are base on universal ethical principles. Laws that violate principles ignored |
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| believed early stages of development bio factors are main influence, but that we age, cultural, and social influence take over |
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| zone of proximal development in which skill that is almost comprehended will be successful with a minimal amt of support(scaffolding) |
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| how humans come to know what they know. org and adapt hierachial |
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• Reflexive: infant is more reactive to stimuli
• Primary Circular Reactions: (1-4months) infants can repeat interesting actions
• Secondary Circular Reactions : (4-8)infant begins to act more upon objects repeatedly making interesting events last longer
• Coordination of secondary circular reactions: (8-12) infant begins to use objects instrumentally to accomplish goal
• Tertiary circular reactions : means and end are combined in order to experiment w/ actions to determine consequences
• Invention of new means through mental combinations: child is able to mentally devise means to manipulate env’t |
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– Preoperational 2-7
– Concrete operational 7-12
– Formal operational 12 and up |
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| – an object still exists even when it is out of sight |
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| inability to take another person’s iewpoint |
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| focus on one aspect to exclusion of others |
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| Laws of Developmental Direction |
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Cephalocaudal
Proximal to distal
Medial to lateral
Up against gravity |
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| genetic predisposition and innate abilities |
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| formation of associations btw various sensations is foundation of perception |
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| perception CANNOT be reduced to parts, WHOLE>sum of parts |
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| acquisition of motor behavior heavily maturated in origin>maturation or genetic component learned behaviors |
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| theoretical perspective attributes ALL behavior cann describe by princple of conditioning |
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| acquistion of behavior w/ in social context |
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| consciousness, energy, and drive |
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memory, language, calculation, attention, thought, higher cognitive functions, mf of sequencing complex mov’t
• Easily quantified
• More often a focus of intervention following brain injury |
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| process of detecting and orienting to important or desired env’t stimuli. Focus on one thing while something else going on simultaneously is excluded |
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: is registering and storing info and retrieving it as needed. (immediate, recent, and remote memory)
Bower-Memory-mnemonics |
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| the decline of a conditioned response following repeated exposure to the conditioned stimulus. |
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| A process in which a given behavior increases in intensity simply with repeated occurrences. |
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| the tendency for objects to be perceived as unchanging despite variations in the positions in and conditions under which the objects are observed 4-5months recognize bottle |
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| infant knows something continues to exist even when it is out of sight 8-12months |
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| cause-effect relationship |
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Definition
| begins early in infancy within 1-2 months, skill advances as cognitive skills advance and memory skills advance |
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| Cause-effect ages and abilities |
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Definition
Infants: immediate relationships = shake rattle & hear a sound
Toddlers: beginning to anticipate response but response needs to happen relatively soon after the action
Preschoolers: can understand longer time periods before a response; use of memory; can begin to think about consequences from past experiences
School-age & adolescence: using cause-effect to plan ahead |
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| functions that include mental processes of matching sensations with meaning by using information from individual’s sensory environment. (smelling something burning) |
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Definition
• Linguistic: good @ memorizing names, dates, learns by saying, hearing and seeing words
• Logical/Mathematical: likes to figure things out, ask ?, explores patterns and relationships good@math, reasoning, logic, problem solving. Learns categorizing, classifying&abstract patterns/relationships
• Spatial Learner: likes to draw, build, design, and create things. Good@imagining things, sensing changes, slolving mazes/puzzles, reading maps and charts. Learns by visualizing, dreaming, working w/ colors/pic
• Musical Learner: good @ picking up sounds, remember melodies, noticing pitch/rhythm&keeping time. Learns by rhythm, melody, music
• Bodily/Kinesthetic : likes to move around, touch, and use body language. Learns interacting w/ space and processing knowledge through bodily sensation
• Interpersonal: talks w/ people join groups. Learns interacting w/ space and processing knowledge through bodily sensation
• Intrapersonal : work alone, pursue own interest. Learn best by working alone, individual project, using self-paced instruction, having own space |
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| disposition of individual to react in particular way to situation |
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| They adjust easily and quickly to new situations and changes in routine they usually react mildly. When babies with easy temperaments are fussy, they are usually able to find ways to soothe or calm themselves down. Babies with easy temperaments are generally even-tempered |
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| : low activity level and difficulty initiating interactions, and adapts slowly to change or unfamiliar routines |
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| Babies with difficult temperaments engage in almost constant physical activity. Children with this temperament may seem restless at times, and they are usually easily distracted. Difficult babies respond vigorously to hunger and other discomforts. Their crying is often loud and intense. At times, difficult babies are very hard to soothe when they're fussy. They also have difficulty soothing themselves. They are usually very light sleepers, and they demand a great deal of attention from parents. |
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| compatibility with demand and expectation of enviornment |
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| : includes any behavioral act that is intentional or not, that influences the behavior, ideas, or attitudes of another person. Ability to convey information (verbal and non-verbal means) |
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| ability to produce vocalizations, gestures, and/or speech |
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| ability to receive and/or comprehend the communicative signals of others |
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| complex, conventional system of arbitrary symbols that are combined and used in a rule-governed manner for communication |
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| rules that govern combination of phonemes producing meaningful words |
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I.C.E.t.o.p
Intellectual
conciousness
energy and drive
temperment
orientation
personality |
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| meaning parameter of language, many different types of meaning can be studied |
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| word order of our language |
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| rules for talking or rules governing what he say and HOW we say it |
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| Prelinguistic period 0-6month |
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Definition
o 0 - 6 months:
Babies make sounds, facial expressions, gesture under different circumstances - adults ascribe meaning to them and respond
Social-affective exchange between infant & care-giver provides the foundation for development of communication skills
Infants can orient to sounds & recognize familiar voices
Infant’s facial expressions, body posture, vocalizations, skin color communicate information to care-giver about state of health, playfulness, alertness |
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o 3-8 months:
Increasing ability to engage attention of care-giver through behavior & vocalizations
Action-based turn-taking develops
Develop ability to understand tones in adults voice or understand familiar words & actions (games) |
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Intentional use of communication signals to have specific preplanned effects on the behaviors of others
Behavioral regulation: signal to another to request or reject objects & actions, protesting or requesting another's behavior
Social interaction: signals to attract attention and maintain attention of another (greeting, calling, requesting a routine or comfort)
Joint attention: signals to direct another's attention to interesting objects or event |
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o 12 - 24 months: Early Vocabulary
More consistent ability to respond to language directed to them, less need for contextual or environmental cues.
Follow simple directions
Respond to inhibition (no)
Developing vocabulary: locate & label familiar objects, body parts, starting to combine words for simple phrases |
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Term
| Phonological development&semantics |
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Definition
• Phonological Development & Semantics:
o 24 - 36 months
Increased ability to respond to words referring to objects/persons not in immediate environment
Increasing use of vocabulary (understand more vocabulary then they use)
Learning basics of sentence grammar, increasing number of words in a sentence
Ability to communicate about future or past events
Comprehension of language (receptive language skills) better than expressive language skills |
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| Phonological Development and Semantics 3-5 years |
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Definition
o 3 - 5 years
o Increased vocabulary (1500+ words by age 4)
o Grammar concepts & syntax developing
o Pronunciation improving
o Gap between comprehension (receptive language) and speech (expressive language) closes |
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| shared beliefs, values, attitudes, language, traditions or customs that defines & characterizes a group of people’s ways of living, approaches to living and interacting with their environment. |
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| distinct biologic attributes possessed by a group of people |
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| reflect the influence of both race and culture on behavior |
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| contrast to disease, refers to negative changes in a person’s well being and social positions w/in cultural group |
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| evaluating other cultures according to the preconceptions of one’s own |
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| : The idea that behaviors/actions need to be judged in relation to the context of the culture in which it occurs (Bohannan, Van der Elst. 1998. Asking and Listening: Ethnography as personal adaptation. Prospect Heights, IL: Waveland Press, Inc.) Looking at activity evaluating what meaning of interaction based on what you know in context |
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| the ability to interact & intervene effectively with individuals from a wide array of cultures. (Bonder, Martin, Miracle. 2002. Culture in Clinical Care. Thorofare, NJ: Slack, Inc, pg. 179)understanding value sets of other group and yours be diplomat |
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| Expressive/overt communication |
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| convey’s feelings ideas, or moods in open way (Italian) |
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| restrained formal communication |
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| controlling emotions or passion and adhearing to traditon standard of correctness w/out emotion |
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| inherented genetic conditions |
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| : (part of person’s genetics)cystic fibrosis, Muscular dystrophy, spinal muscular atrophy |
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| chromosone issues& mutation |
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| anomalies(germinal stage any syndrome) that occur during the germinal stage: Down syndrome, Fragile X, Trisomy 13 & 18, Cornelia de Lange syndrome |
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| infant is affected directly or indirectly by mother’s state of health and nutritional intake |
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| poverty or no insurance possible high risk delivery and delay (if issue medical team finds early can be fixed) |
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| adequate nutrition during last 4 months is critical(baby growing a lot fatty layer, brain grown, lay down neurons no enough protein reduces brain cell growth 40%,low birth weight) |
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| : heart defects, limb defects, larger than should be, hyper glycemic |
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| cariac disease&high blood pressure, anemia |
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| growth, not enough oxygen to fetus cardiac issue, not enough birth during delivery |
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| depends on drugs, timing,amount |
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| cervix doesn’t stay close premature delivery |
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| increase blood pressure, edema, creates protein in blood |
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| placenta less efficent, fetus not getting enough oxygen |
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| birth weight, neurological subtle ones |
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• Multiple births (twins or more): premature birth, second born increase risk of oxygen deprivation, share same placenta discordant twins
• Site of implantation: sometimes implant near cervix no way out need to have csection
• Malformations with no known cause: muscular skeletal problem, organ transposed vessels of heart |
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Definition
Gestational age ( how long in uterus)
– Term: WHO 37 - 41 weeks GA
– Pre-term: <37 weeks GA
– Post-term: >42 weeks GA |
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AGA: appropriate for gestational age (range of normal)
– LGA: large for gestational age (more than ga)
– SGA: small for gestational age (under ga) |
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| scoring system to correlate with recovery from birth process |
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| 5-6months–(supine)abduction of upper extremities with extension of elbows wrist and fingers . Response to a sudden change in head position or loud noise |
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| on supine fingers flex around person’s 0-2 months fingers |
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| Tonic Labrinthine reflex When infant is in prone flexion is initiated. While in supine extension is initiated. |
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| tonic neck reflex Turning head to one side, causing upper and lower limbs to extend on the side that the baby is looking. The opposite side flexes |
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| unable to see view point of another person |
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focus on one aspect of problem and ignoring other parts of the problem
• Focus on states: does not understand how a object can transform to another state (Example: ice melts into water) |
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| magical thinking & illogical thought |
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| cannot logically understand the outcome of a sequence of events (must be magical); may order sequence of events unrealistically; fantasy/imaginary thinking (Example; cartoon character super powers are “real”) |
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| cannot follow a line of reasoning back to the beginning |
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Crayon held in fist
Wrist flexed & in slight supination
Arm moves as a unit |
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Crayon held in fingers
Wrist straight & pronated, slight ulnar deviation
Forearm moves as a unit |
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Crayon held in crude approximation of thumb, index & middle fingers
Proximal grasp on crayon
Hand moves as a unit at the wrist |
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Crayon held with thumb, index & middle finger opposition
Ring & little finger form an arch
Wrist slightly extended
Crayon grasped distally
MCP joints stabilized; movement at PIP joints |
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| developmental progress of prewritting and drawing skills |
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Definition
1-1 1/2: scribbles
2 - 3 years: horizontal, vertical & circular strokes
3 - 4 years: copies circle, cross
4 - 6 years: copies square, triangle, diamond |
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| Development progress scissors |
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Definition
Prerequisite skills:
Attention & interest
Ability to open/close hand
Muscle strength
Bilateral control & eye-hand coordination |
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Use of scissors requires:
Perceptual & visual-motor skills
Ability to maintain body position
Ability to control hand holding scissors
Ability to control other hand to hold paper |
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| Play aids in development of gross&fine motor skills |
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| reaching & grasping; moving to get toys; developing balance & mobility; joy of skill mastery as child learns what their body can do during play; sensory stimulation through movement & exploration |
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| Play aids in development of cognitive skills |
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| size, shapes, classification, object permanence, cause-effect, relationships between properties of objects |
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| play aids in spiritual development |
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| learn to develop a sense of moral responsibility, learning roles & responsibilities; concern for others |
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| play aids in social develpment |
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| learn imitation, role-play, and cooperation, turn taking |
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| : sensory-motor play through movement of own body, looking about environment (infancy) |
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| independent play with toys, engrossed in onw play w/ minimal attention to proximity of others (toddler-preschool) |
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| observe activites of peers, may ask question or make suggestions but often will not actively join in (toddler-early preschool years) |
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| 2 or more children engaged in simliar activites in close proximity with occasional interaction, not usually cooperative in activities (preschool) |
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| child is still interested in his/her own interest but w/in group. Borrowing&lending toys may occour NO group goal (preschool) |
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| organized activities center on a group goal. Usuall one or 2 leaders (school-aged) |
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| begins 0 – 2 years) sensory-motor: learning characteristics of objects & movement interaction with those objects |
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| symbolic/imaginary/pretend play |
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(begins 2 – 4 years) Associated with language development; Child uses objects to represent feelings, actions, roles
Appropriate objects or toys: household objects, dolls, stuffed animals, dress-up materials, & toy sets (farm, etc.) |
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| creative or constructive play |
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(begins ~4 – 7 years) Use of materials to make another object; task oriented
Appropriate objects or toys: Arts & crafts, construction toys |
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(begins~7+ years) Actions & result of actions are based on rules
Appropriate objects or toys: cards, game boards etc. |
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