Newborn Reflexes and Piaget's Stages

A reflex where a newborn turns their head towards a touch on their cheek, facilitating feeding.

Reflexive sucking motions are initiated when something touches the roof of the baby’s mouth.

The startle reflex is triggered by a sudden noise or movement, where the baby extends arms, arches back, and then brings arms together.

Known as the "fencing position," when the baby turns its head to one side, the arm on that side stretches out while the opposite arm bends.

Reflex where a baby closes their hand around an object placed in their palm.

A response to a firm stroke of the sole of the foot, where the big toe moves upward and the other toes fan out.

Infants explore the world through their senses and actions, developing object permanence.

Children begin to use symbols, such as words and images, but lack logical reasoning.

A standardized test that assesses language development in children from birth to 7 years. It measures both auditory comprehension and expressive communication, including preverbal behaviors and more advanced language skills.

A comprehensive test evaluating developmental milestones in children aged birth to 7 years across five domains: adaptive, personal-social, communication, motor, and cognitive skills. It is often used for early intervention and developmental screenings.

A standardized test measuring receptive and expressive language skills in children from birth to 3 years. It gathers information from caregivers to evaluate language milestones and identify potential delays.

Strategies used to promote language development in children, focusing on a child's individual needs and communication style.

A type of language intervention strategy that emphasizes following the child's lead and adapting communication to their interests. It involves responding naturally to a child's communication attempts.

A type of language intervention strategy that is adult-directed and structured. It often uses explicit modeling, prompting, and structured activities to target specific language goals.

A combined approach that incorporates both responsive and directive strategies. This balance allows for structured learning while still respecting the child's individual communication style and interests.

A type of language intervention strategy that encourages active participation and interaction. It focuses on fostering turn-taking, joint attention, and social communication skills.

A language intervention program known for its focus on responsiveness and child-directed interaction. It aims to empower caregivers to model best practices and support their child's communication development.

The way in which a caregiver or educator reacts to a child's verbal and nonverbal communication cues. This can be through verbal responses, facial expressions, or gestures.

A way of speaking that is adapted to a child's developmental level, interests, and communication style. It aims to facilitate communication and learning by making language more accessible and engaging.

Using simpler language structures, a higher pitch, warmer tone, slower pace, repetition, and exaggerated facial expressions and gestures to adapt to a child’s developmental level and communication style.

Gestures used to request or show interest. These gestures are typically developed between 8-12 months.

Gestures where the movement of the hand resembles the action or object being represented. This includes iconic and symbolic gestures.

Gestures that are visually similar to an object or action. For example, pretending to drink from a cup.

Gestures that symbolize a concept or idea, but are not visually similar to the object or action.

Convential gestures that are culturally understood to have specific meanings. These gestures are learned socially.

Gestures used to emphasize or give rhythm to speech, but do not have a specific meaning on their own.

The stage of communication where caregivers interpret behaviors like crying or cooing as meaningful. This is a pre-intentional stage.

The stage of communication where children use gestures and vocalizations to intentionally convey wants or needs.

The stage of communication where children use words with intent to communicate. These words are often paired with gestures initially.

Communication that occurs before the use of spoken words, including cooing, babbling, gestures, and vocalizations.

Communication using spoken or signed language. This begins with first words and progresses to complex sentences.

A comprehensive tool that assesses the developmental abilities of children from birth to 5 years in areas such as cognition, communication, social-emotional development, motor skills, and adaptive behavior.

A team model where professionals from different fields work independently, addressing goals specific to their expertise without significant collaboration.

A team model where professionals collaborate on shared goals, integrating their expertise while maintaining distinct roles.

A team model where team members share roles and responsibilities, often with one primary provider implementing strategies across disciplines.