Infant and toddler development
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Infant and toddler development - Marcador
Infant and toddler development - Detalles
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| 🇬🇧 | 🇬🇧 |
| Autonomy vs doubt and shame | 1-3: Toddler gains reassurance from tasks such as self-feeding crawling and walking, and even exploring own body |
| Trust Vs Mistrust | 0-1: Infant learns whether world should be trusted or feared; largely as a response to parents reaction to cries for food, need and affection |
| Intitiative versus guilt | 3-6: children play alone, but around other people. Enjoys "showing off" and "being good." develops a conscious and accepts punishment for wrong doing to clear guilt; generally do not have a concept of time |
| Reflexes that allow an infant to take milk | Sucking and rooting (0-6 mo) |
| Reflex that decreases between 4 and 6 months that allows an infant to depress tongue and take in semisolid food | Extrusion (protrusion) reflex |
| When teething begins | 7-8 months |
| Baby food preferences | Smooth, thin, lukewarm, and bland |
| Most common side effects of immunizations | Low-grade fever, local reaction such as tenderness or swelling at injection site |
| First teeth | Between 6 and 8 months; lower central incisors (usually). |
| Growth rate of preschoolers | 3-5 lb per year and 2.5 inches per year |
| Example includes three year olds talking to toys or pets | Noncommunicative or egocentric language |
| Preschool psychosocial development stage | Initiative vs guilt |
| School-aged psychosocial development stage | Industry vs inferiority |
| The first permanant teeth | 6 year molars, which appear directly behind deciduous molars and define jawline |
| Important cognitive steps in school agers that move them away from preoperational egocentric thinking to concrete, operational, decentered thought | Conservation, Reversibility, decentration, and classification |
| Reflexes present at birth | Monoro, babinski, rooting, and tonic neck |
| Average head circumference at birth | 13.7 in or 35 cm. |
| Average Head circumference at 1 year | 18 in or 47 cm |
| Toddler stage of psychosocial development | Autonomy (Independence) vs doubt and shame |
| Virtures of the toddler | Self-contro and willpower, and discipline |
| Significant toddler development | Growth slows while motor, social, and language develop rapidly |
| Significant toddler mile stones | Stands and walks alone with progression toward balance (as on one foot) Toilet training (partial or fulll) Holds a spoon and drinks from a cup Language explosion... no and mine Parallel play and make believe begin |
| Behavioral characterisitics of a toddler | Negativisim, responds to most things with "no" to assert individuality finds security in ritualism Temper tantrums |
| Toddler play | Parallel, imitation of role models, gradual self control, finger paint, playdough thick crayons, large puzzles (safety concerns) |
| A Preschooler's favorite word | Why... "sponges of information" |
| Physical milestone of preschoolers | Wanna "be big", throw and catch a ball, better balance |
| Preschoolers may gain.... | Less than 6 lbs and about 3 inches annually |
| 20/20 vision is not usually achieved until | Early-mid school age |
| Developmental task for the preschool-aged group | Initiative versus guilt. |
| Virtue of the preschooler | Sense of direction and purpose |
| First missing teeth are usually | Central incisors usually first to go between the ages of 5 and 6 (late preschool) |
| Age of "naughty words" | Preschool 4 and 5 |
| Magical thinking and imagination contribute during the preschool years may contribute to | Fears and anxieties, also nightmares which may lead to sleep disturbances |
| Greatest areas of concern during preschool years | •Sibling rivalry •Phobias and nightmares •Masturbation •Enuresis |
| Appetite of the preschooler | Erratic and decreased (nutritious snacks and rituals are important) |
| Preschool immunizations and screenings (annual visits recommended) | Boosters of MMR, polio, dTP•Vision and hearing •Denver Developmental screening (for developmental delays) |
| Dentist visits should be | Twice a year |
| Preschoolers may show aggression by | Verbally by name calling and physically by pushing, shoving, kicking, and biting |
| Why spanking is ineffective | Removes responsibility from the child |
| Cephalocaudal: | Growth following an orderly pattern from the head downward. |
| Proximodistal growth | Starts in the center and progresses outward. (EX. Child can wave arms before picking things up with fingers) |
| Initiative versus Guilt | The School age child develops a conscience and sense of right and wrong. No concept of time |
| Industry versus Inferiority | The School age child competes with others and enjoys accomplishing tasks. |
| Identity versus Role Confusion—the adolescent goes through physical and emotional changes as he or she develops as an independent person with goals and ideas. Relationship with peers is very important | The adolescent goes through physical and emotional changes as he or she develops as an independent person with goals and ideas. Relationship with peers is very important |
| Sensorimotor phase | The infant uses the senses for physical satisfaction. |
| Preoperational phase: | 2-7 yrs; sees the world from an egocentric or self-centered point of view.•No concept of quantity or time |
| Concrete operations phase: | 7-11 yrs; the child learns to problem solve in a systematic way•Consider another’s point of view•Exhibits reversibility, seriation, and conservation of matter |
| Formal operations phase: the adolescent has his or her own ideas and can think in abstract ways. | The adolescent has his or her own ideas and can think in abstract ways. |
| The school-aged child develops the cognitive skills to understand | Conservation of numbers, mass, weight, and volume; to see different aspects of a problem at the same time |
| Primary concerns for school agers | Sibling rivalry •Responsibilities •Sex education•Substance Abuse |