Child And Adolescent Development Unit 3 PDF

Child and Adolescent Development Unit 3  Objectives  Describe major newborn reflexes, noting functions served by each;  Evaluate the importance of assessing newborn reflexes;  Describe the sequence of motor development in the first two years of life;  Explain the development of reachin...

Child and Adolescent Development Unit 3  Objectives  Describe major newborn reflexes, noting functions served by each;  Evaluate the importance of assessing newborn reflexes;  Describe the sequence of motor development in the first two years of life;  Explain the development of reaching and grasping; and  Explain how early experiences affect the reaching and grasping skills. Major Newborn Reflexes  Definition of Reflex: ◦ An inborn automatic response to a particular form of stimulation. ◦ The neonate most obvious organized pattern of behaviour.  Normally, developing newborn should respond to certain stimuli with these reflexes. Major Newborn Reflexes  Eye Blink  Moro  Rooting  Palmer Grasp  Sucking  Tonic Neck  Swimming  Stepping https://youtu.be/rHYk1sYsge0  Babinski  Eye Blink Function ◦ Stimulation  Protects infants from ◦ Shine bright lights at eyes strong stimulation. or clap hand near head. ◦ Response  Infant quickly closes eyes. ◦ Age of Disappearance  Permanent. Reflexes and Functions  Rooting Reflex Function  Stimulation  Survival: Helps infant finds nipple/food. ◦ Check is brushed or stroke near the corner of the mouth,  Response ◦ Newborn infant will turn the head in that direction.  Age of Disappearance ◦ 3 weeks(become voluntary head turning at this time) Reflexes and Functions  Sucking Reflex Function  Stimulation Survival: helps a newborn ◦ Newborn lips are touched. find food: mothers breast or bottle, the baby sucks and takes food.  Response ◦ Baby makes a sucking motion.  Age of Disappearance ◦ Replaced by voluntary sucking after 4 months Reflexes and Functions  Swimming Reflex Function  Stimulation Survival: helps infants survive ◦ Place infant face down in pool of water. if drop in water.  Response ◦ Baby paddles and kick in swimming motion.  Age of Disappearance ◦ 4 months- 6 months Reflexes and Functions  Moro Reflex Function  Stimulation Helps infant cling to their ◦ Baby is held horizontally, then swiftly lowered mother. Absence or weakness a few inches, or the head may be lowered a few inches, or a loud sudden noise. of this reflex may suggest a severely disturbed CNS  Response  Baby's arms fling out and then come together as hands open then clutch.  Age of Disappearance ◦ 6 months Reflexes and Functions  Palmer Grasp Reflex Function  Stimulation Prepares infants for voluntary ◦ Place fingers in infant’s hand and press against palm. grasping.  Response ◦ Infants grasp object placed in palm by closing fingers on it. ◦ Grasp can be so strong that they can be raised from a supine position and suspended momentarily.  Age of Disappearance ◦ 3 -4 months Reflexes and Functions  Tonic Neck Grasp Reflex Function  Stimulation Prepares infants for voluntary ◦ When newborn lie on their backs, their reaching. head usually turn to one side or the other.  Response ◦ The arm and the legs on the side toward which the head turns extend, and the opposite arm and leg contract. ◦ ◦ Age of Disappearance ◦ 4 months Reflexes and Functions Stepping Reflex Function  Stimulation Prepares infants for voluntary Hold the neonate in an upright walking. position and touch one foot lightly to a flat surface (such as the bed)  Response ◦ Neonate makes walking motions with both feet. Age of Disappearance ◦ 2 months in infants who gain weight quickly. Reflexes and Functions Babinski Reflex Function  Stimulation Absence of reflex may suggest Occurs when the sole of immaturity of the CNS, defective the feet is firmly stroked spinal chord, or other problems  Response  The big toe then move upwards and the other toes fan out. Age of Disappearance ◦ 12 months Reflexes and Functions  Importance of Assessing Newborn Reflexes  Reflexes in newborn can determine condition of the nervous system.  Assessment should be done for: 1. Weak or absent reflexes; 2. Exaggerated reflexes; 3. Reflexes that persist beyond the point where they should gradually disappear; and 4. Reflexes that disappear and later on re-appear.  Importance of Assessing Newborn Reflexes  Absence or weakness of Moro reflex may suggest a severely disturbed CNS.  Absence of Palmer Grasp reflex may indicate damage to the spinal chord.  Absence of Babinski reflex may suggest immaturity of the CNS, defective spinal chord, or other problems.  If Babinski reflex reappears after vanishing around 3-4 months may signify a malfunctioning CNS. APGAR Scoring  Some infants have difficulty making the transition to life outside the uterus.  They may require special help to do so.  To assess the babies physical condition at the time of birth the APGAR scale is used. APGAR Scoring  A= Appearance: examine the babies (Eg –colour).  P= Pulse: examine the heartrate.  G= Grimace: examine reflex irritability.  A= Activity: examine the muscle tone  R=Respiration: examine the respiration effort. APGAR Scoring  A rating of o, 1 or 5 is given on each of the five characteristics at 1 minute after birth and then at 5 minutes.  APGAR score of 7 or better indicates good physical condition.  APGAR score of 4 and 6 indicates that the baby requires special help (e.g. assistance with breathing on a ventilator). APGAR Score in Later Development  May indicate long-term neurological damage; ◦ Hypoxic ischaemic encephalopathy ◦ Seizure ◦ Long-term developmental outcome APGAR SCORE  APGAR Score - MEDZCOOL (youtube.com) Sequence of Motor Development  Gross Motor Development ◦ Control over actions that help infants to get around in the environment. Include the larger movements of arms, legs, feet, or the entire body. Example:  Crawling  Standing  Walking  Fine Motor Development ◦ Smaller movement. Example  Reaching  Grasping o Grasping an object between the thumb and a finger o Using the lips and tongue to taste objects. Fine Motor Skills Gross Motor Skills  2-6 months  2-6 months  Grasps a rattle, holds bottle with both  Holds head up hands  Pulls at clothes  Rolls from front to back  Reaches, pulls objects to mouth  Sits with little support Sequence of Motor Development Fine Motor Skills Gross Motor Skills  6-9 months  6-9 months  Bangs object on table  Makes stepping movements when supported  Transfers cube hand to hand  Pulls to stand on furniture  Feeds self finger food  Crawls forward/backwards Sequence of Motor Development Fine Motor Skills Gross Motor Skills  9-15 months  9-15 months  Marks paper with crayon  Stands alone well  Puts three or more objects into a container  Walks without support  Builds tower using two cubes  Drinks from a cup  Stoops to pick up toys or look between legs when standing  Feeds self with a spoon Sequence of Motor Development Fine Motor Skills Gross Motor Skills  15-18 months  15-18 months  Finger-thumb pincer grasp  Climbs steps with support  Scribbling, draws line  Builds tower of four cubes, puts four  Rolls a ball in imitation of adult rings on stick  Throws a ball forward  Removes socks  Stands on one foot with help  Turns knobs  Carries large toy while walking Sequence of Motor Development Fine Motor Skills Gross Motor Skills  2-3 years  2-3 years  Runs around obstacles, kicks ball  Undresses self and assists with  Walks up/down steps using dressing alternate feet  Copies a circle and a cross  Walks backwards  Strings four large beads  Seats self in child-size chair  Rides tricycle  Turns single page  Balances on one foot for 5 seconds  Snips with scissors on a line  Buttons/unbuttons large buttons  Moves to music Sequence of Motor Development Motor Skills as Dynamic Systems  Mastery of Motor Skills involves acquiring increasingly complex systems of action.  When motor skills work as a system , separate abilities blend together, each cooperating with others to produce more effective ways of exploring and controlling the environment. Motor Skills as Dynamic Systems  For example , control of the head and upper chest are combined into sitting with support.  Kicking , rocking on all fours and reaching combine to become crawling. Then crawling , standing and stepping unite into walking. Motor Skills as Dynamic Systems  Each new skill is a joint product of the following factors: 1) Central Nervous System development 2) Movement capacities of the body 3) The goal the child has in mind 4) Environmental supports for the skill Change in any element makes the system less stable and the child starts to explore and select new, more effective motor pattern.  Sequence of Motor Development  Gross Motor Development ◦ Control over actions that help infants to get around in the environment. Include the larger movements of arms, legs, feet, or the entire body. Example:  Crawling  Standing  Walking  Fine Motor Development ◦ Smaller movement. Example  Reaching  Grasping o Grasping an object between the thumb and a finger o Using the lips and tongue to taste objects.  Sequence of Motor Development in the first Two Years of Life There are two general patterns of physical growth. 1. Cephalocaudal development refers to growth and development that occurs from the head down.  It consists of development starting at the top of the body and working its way down, i.e., from the head to the feet.  What this means is that the development of the head and brain tends to be more advanced (in the sense that it occurs first) than the rest of the body.  This pattern is largely complete by the beginning of adulthood, though of course other aspects of development continues throughout life.  Sequence of Motor Development in the first Two Years of Life There are two general patterns of physical growth. Proximodistal development occurs from the centre or core of the body in an outward direction.  It consists in the tendency for growth to start at the center of the body and work its way outward, toward the extremities.  This is called the proximodistal pattern.  Thus, the spine develops first in the uterus, followed by the extremities and finally the fingers and toes.  Sequence of Motor Development in the first Two Years of Life  Changes in Body Proportions ◦ Cephalocaudal – head downward growth  At birth, head and legs each represent 25% of body length ◦ Proximodistal – center outward growth  Internal organs followed by limbs  Trend reverses in puberty – hands and feet followed by limbs, then trunk Sequence of Motor Development  Cultural Variation ◦ Early Movement Opportunities ◦ Stimulating Environments  Cultural Variation in Infants Rearing Practices ◦ Some cultures discourage rapid motor development  Example  Japanese women  Rural Indian Women  West Indian Culture  Walking is promoted  Babies hold their head up, sit up and walk considerably faster. Manipulation—Reaching, Grasping, and Releasing  Of all the motor skills, reaching may play the greatest role in infant cognitive development because it opens up a whole new way of exploring the environment.  By grasping things, turning them over and seeing what happens when they are released, infants learn about sight, sounds and feel of objects. Manipulation—Reaching, Grasping, and Releasing  Phase I: ◦ 4 months old ◦ Visually initiated but not visually controlled ◦ Reach for a glowing object in the dark  Phase II: ◦ 6–7 months old ◦ Wrist, hand, finger/thumb control ◦ Pincer like movements for grasping ◦ Visually guided reaching Manipulation—Reaching, Grasping, and Releasing  Manipulation—Bimanual Control  Two-handed reaching  Emerges when infants can sit and walk without support  As infants get older, they are able to hold more than one toy at a time Manipulation—Reaching, Grasping, and Releasing  Relationship of Reaching and Postural Control  Improved postural control assists in reaching and in general exploration and learning.  A vital element and facilitator of significant changes in human development;   Enhances exploration, learning in general, and social interaction as infants develop additional ways to engage with objects and people in their environment. Manipulation—Reaching, Grasping, and Releasing  Proprioception ◦ Sense of movement and location in space arising from stimuli within the body.  Reaching does not require babies to use vision to guide their arm.  Ulnar Grasp  A clumsy motion in which the fingers close against the palm.  Pincer Grasp  Use of thumb and index finger.  Developed at the end of one year.  Ability to manipulate object greatly expands. Early Experience and Reaching  Early experience affects reaching.  Children should be provided with visual stimulation.  Effects of Heavy Enrichment ◦ More stimulation is not necessarily better. ◦ Pushing infants beyond their current stage of development can undermine the development of important motor skills. ◦ Need to be balance