DEV Midterm PDF

DEV Midterm Week 1 What is development dependent on? -- opportunity. Developmental lifespan perspective - Growth is multidimensional (biological, psychological, social) - Growth is multidirectional (simultaneous growth and decline in each stage and area of development) - Disconti...

DEV Midterm Week 1 What is development dependent on? -- opportunity. Developmental lifespan perspective - Growth is multidimensional (biological, psychological, social) - Growth is multidirectional (simultaneous growth and decline in each stage and area of development) - Discontinuous development is more common. - Interacting forces on development - Age graded influences: age norms like feeding, walking - Historical graded influences: events during a period (covid, civil rights, war) - Historical human development theories - Behaviorism - Watson classical conditioning - Skinners operant conditioning - (punishment and reward) - Social learning theories - Cognitive development theory: changing the way you see something. - More recent theories - Information-processing (systems influence our development and behaviours) - Sociocultural theory and ecological systems theory - Bioecological model: individual microsystem, mesosystem, middle Exosystem, broad macrosystem - microsystem: individual - meso: family, childcare, neighborhood - exo: friends, workplace, community, health services - macro: values, laws, customs Period Age range Description ------------------------- ---------------------------------------------------------------------------- ------------------------------------------------------------------------------ Prenatal Conception to birth (if someone is premature, correct for age until 2 yrs) Cell turning into human Infancy and toddlerhood Birth-2 years Imitate Early childhood 2-6 Play years, friends, motor skills, language Middle childhood 6-11 School years, logical thought, athletics, academics, Adolescence 11-18 Puberty, autonomy Early adulthood 18-40 Leave home, education, work, intimate relationships, children Middle adulthood 40-65 Height of career, leadership positions, help children be independent Late adulthood 65-death Adjust to retirement, decreased health, death of partner, time of reflection Occupational perspectives on health (OPH) - doing: - active or passive engagement in occupation, can be passive (being assisted, being engaged) - being: - time for rest - reflection on how one feels about participation in an occupation. - discovering meaning - becoming: - highest potential and best outcome - personalized and realistic - belonging: - being part of something, fitting in, connecting with others. - Equity, inclusion Transactional relationship - Participation in occupations depends on: - Child's social contexts - Engagement in family, cultural, and community activities - Societal and political norms - Physical, psychological, social-emotional, or mental trauma may alter development. Occupation-centered lens: Top down (disability first, referral) - Partners with family, child, caretakers. - Improve occupational performance in child's context. - Bottom up is person-first, look at skills and go from there. Occupational science: more global perspective - Study of human activity or occupations. - Benefits of participation. - Rationale for selection of occupation. - Significance/meaning. - Development is not linear or sequential. - Quantitative evaluations needed to generalize. Types of occupational injustices - Occupational deprivation - Denied access due to factors outside one's control. - Parents loose occupations from sick child. - Occupational apartheid - When occupations are limited to people based on age, race, ability, ethnicity. - Structural barrier issue. - Occupational marginalization - Exclusion from engagement based on social norms. - Women in the army. - Occupational imbalance - Spending too much time on one thing and forgetting others - Work life balance, common for families caring for children. - Occupational alienation - Not meaningful work - Loss of identity and meaning - Taking any job to make money. Just right challenge - Challenging and motivating but not defeating. +-----------------------------------+-----------------------------------+ | Occupational-centered models | Frames of reference | +===================================+===================================+ | - Considers unique human | - Connect theory to practice | | features/values. | interventions. | | | | | - Strengths, challenges, goals. | - Provide structure for | | | intervention/activities for | | - Consistent terminology, | specific populations or | | principles, assessments, | conditions | | interventions. | | +-----------------------------------+-----------------------------------+ Top down: 1. Interview with family/caregiver 2. Evaluation of specific skills 3. Consider client factors after Bottom up: 1. Considers client factors. 2. Determine factors limiting participation. Dynamic systems theory: - Performance or action patterns that emerge from the interaction and cooperation of many systems, both internal and external to the child Experience-expectant brain growth - Experiences that infants and toddlers encounter during critical period of brain development. - Positive experiences = normal growth. - Negative experiences or poor opportunities = delays or cognitive deficits Experience-dependent neuroplasticity: (experience dependent throughout lifetime) - Use it or lose it - Use it and improve it (practicing) - Specificity (of what needs to change) - Repetition - Intensity - Time - Salience (how prominent is the skill that's needed -- typing? How important it is) - Transference (from fixed environment to home/school environment \-\-- autism) - Interference (how much you're prevented from doing an activity \-\-- sensory issue?) What do reflexes show? - How the nervous system is working - Disappears over time Neonatal 0-3/4 months (sensory motor) - Trying to organize systems - Hard to sooth if they don't have good sensory integration - Touch: realizing they have control over their hands 4-6 months (sensory motor) - Vision: more head strength to keep vision straight - Touch: more sensation, digital exploration, texture of objects - Movement: head control, start sitting, more body control 6-12 months (sensory motor) - Touch: more control over objects, vocabulary comes from playing (pairing language with play) - Movement: associate words with action, understand balance, see how objects relate, start anticipating, maintain posture without thinking Body growth - Height: - Doubles in first year of life - 2 years is 75% more than birth - Weight - Doubles after 5 months - Triples after 1 year - Quadruples after 2 years Body proportions - Cephalocaudal (head to tail) trend - In utero head grows much faster - At birth: head is ¼ of body length, legs only 1/3 of length - Can't reach arms above head - Proximodistal (near to far) trend - Head, chest, trunk arms and legs hands and feet Skeletal growth - Through Xray of long bones - Cartilage - Girls have faster skeletal growth and maturation than boys Arousal and sleep - Rapid brain growth in first two years - Need lots of sleep when born, decreased with age - Cultural considerations: - regimented schedule: work schedules can interrupt norm for baby - co-sleeping with parents: risk of suffocation, kids could get reliant to sleep growth - heredity - nutrition: 25% more caloric intake supports growth - breast feeding: passes on immunity, socialization by being held, bonding - malnourishment: impacts organs for a long time after period of malnutrition classical conditioning - natural response - reflexes operant conditioning - feedback - reinforcer or punishment habituation - attention to stimuli until it is not novel anymore imitation - seen at very early age - diminishes some - important for learning perception development - hearing - 4-7 months: have preferences - 6-7 months: distinguish between musical phrasing and types of music - 12 months: recognize songs - Speech perception - Newborn prefer speech sound to non-speech sounds - 5 months: syllable stress in native language - 6 months: recognize speech sound patterns clusters - Visual perception: high contrast - Infants: prefer faces, familiarity - 5 months: respond to emotions - 7 months: wider range of emotions - Start with one aspect, then shift to more refined attention - Depth perception - 2-3 weeks: blink reflex - 2-3 months: binocular vision - 5-7 months: visual cliff drawing, aware of 3D, partially hidden objects - Intermodal perception - Multiple sensory stimuli at one +-----------------------------------+-----------------------------------+ | Deferred imitation | Inferred imitation | +===================================+===================================+ | 6-9 months: recalling novel | 12-18 months: imitate more | | actions for 1-6 days | efficient and purposeful actions | | | | | 12-18 months: transfer/recall | Attempt to perform actions as | | novel actions of parents, peers, | they would expect they would | | etc. to different situations | happen | +-----------------------------------+-----------------------------------+ Client-focused occupational analysis - Specific to person and their chosen way to perform occupation or activity - Meaning of activity or occupation to that individual (positive or negative) - Current occupational performance as well as potential future occupational performance - Not focused on specific performance components, but rather if participation in an occupation is meaningful to the individual - Activity the child wants to do AND those they must do Caregiving - Health professional and "specialized knowledge" - Disconnect between recommendations and reality in individual's personal and environmental contexts - Tension between caregivers and educational providers - Challenges with transitions in educational settings and services provided - Caregivers' well-being if typically dependent on competing demands, the child's level of dependence, child's behavior, and impact on family function Emotional development - Trust vs mistrust: thrive when you can be trusted - Autonomy vs shame: shame impacts development and leads to not trying new things - Parental happiness, well-being, caring, nurturing - Environmental and personal contexts - Conflicts around trust in 1^st^ year are critical in emotional development - Sense of self as person - Autonomy: allowing for exploration and discovery vs controlling - Confidence and trust through development Behavior and emotions - Basic emotions: happiness, anger, sadness, fear - Emotions are energizing: laughing, smiling, crying, anger - Shapes how children organize, control, and react to environment and social cues - Stranger fear or social anxiety depends on early experiences Social referencing - 4-5 months recognize and react to different types of expressions - 8-10 months social referencing - Deciphering emotional cues of voice may influence engagement - Recognize happy vs angry sounding voice Self-conscious emotions - Attached to the reaction of parent/caregiver - Realize cause & effect of actions - Emerges between 18-24 months - Guilt, shame, embarrassment, envy, pride - Parental guidance on when to feel for moral development Emotional regulation - Requires volitional control - Based on experiences and parental support in rationalizing and shifting attention - Parents who "read cues" and adjust reactions to facilitate regulation - As cognition and language skills increase, regulation of emotions improves - By 2 yrs., child can talk through emotions and variables that caused emotions Body and brain growth - Grow 2-3 inches and 5lbs per year - End of preschool: loose teeth (nutrition can impact permanent teeth growth) - Tooth decay: brushing problems with kids - 6 years old: 90% of adult brain weight Development up to 6 years old: - Left hemisphere: language (but not only left side) - Right hemisphere: spatial - Prefrontal cortex is developing rapidly: executive function - Specialization of right (spatial skills) and left hemispheres (language) Handedness: - Left-handedness: dual use of brain sides for R & L hemispheres - Dominant left cerebral hemisphere -- depends on which side of brain is more specialized to coordinate motor control - Limited evidence that left handedness is inheritable Left handedness and disability - Left hemisphere brain damage - Maternal stress - Prolonged labor - Prematurity - Rh incompatibility - Breech delivery - Adapt ability to use right hand Hippocampus - Memory, spatial awareness Amygdala - Social cues - Emotional regulation - Fight or flight Pituitary gland - Growth hormones - Thyroid Reticular formation - Helps whole brain work (orchestra) - Attention, arousal Cerebellum - Balance, coordination, motor control Corpus callosum - Connects 2 hemispheres Piaget's pre-operational 2-7 years - Pretend play starts happening - Mental representations and symbolic play - Sensory motor experiences lead to mental representations which are then connected to words - Make believe play leads to internal representational schemes and advances - Moves from pretending with "like" objects and moves to total pretend without the use of objects - Self-centered (feeds self) to detached pretend play (doll performs action) - Transition to complex schemes: sociodramatic play - Using 2 spoons to practice eating Gross motor skills - 2-3 years: walk, jump, push riding toy with feet - 3-4 years: walks upstairs, throws and catches, pedals and steers tricycle - 4-5 years: runs, skips, catches ball with both hands, rides tricycle rapidly - 5-6 years: increases running speed, mature throwing, rides bicycle with training wheels Reading 5-7 years - Moves from single unit or symbol to individual letters making up words - Phonological awareness: letters have individual sounds which leads to decoding - Individual sounds lead to the ability to put speech segments together and link them to written symbols - Phonological awareness then leads to literacy skills and spelling - Grammar comes along with acquisition of spoken language - Rich language and assisted literacy through reading of books, sound games, and adult emphasis on language when reading books improves these skills. Language - 2 years: 250 words - 6 years: 10,000 words - Fast mapping: connecting words with underlying concepts - Asian languages use more verbs and fewer nouns, so children acquire understanding of verbs earlier than western cultures - Private speech: self-talk through tasks Egocentric - Only able to see things from their perspective - Things look different to other people Conservation - Unable to see physical characteristic stay the same even if the appearance has changed - Objects can change in appearance while maintaining properties Preschoolers - Growth slows down so children become less hungry - Picky eating can emerge - Right to refusal - Autonomy - Poverty affects eating - Nutrition is essential for development and control of obesity - Poverty impacts health food choices Infectious disease - Malnutrition increases risk for infectious disease - Hinders growth -- connection between nutrition and child development - Weak immune system with poor nutrition - ½ of child deaths are from infectious diseases Immunizations - 17% children non-immunized - More children in poverty lack immunizations - Health insurance, missed appts, lack of PCP - Misinformation & vaccination refusal Childhood injury rates - Accidental injuries: have more preventions like car seats - Influence of personality traits and behavioral characteristics - Highest in poverty and in instances of childcare shortages Diagnosis of autism spectrum disorder - Parents and caregivers - Professional observations - American psychiatric association's diagnostic and statistical manual Research on autism - Abnormal brain function: genetic or prenatal environmental causes? - Children with ASD in 1 year have larger brains excessive growth of PFC - Deficient left-hemisphere response to speech sounds - Impacts speech and language processing - Amygdala: emotional processing - Connections between amygdala & temporal lobes: interpreting facial expressions Signs and symptoms of autism - Social communication and interaction skills - Avoid eye contact - Doesn't respond to name - No facial expressions - Restricted or repetitive behaviors or interests - Echolalia: repeating words or phrases - Obsessive interests - Don't like change - Delayed language, skills, epilepsy, lack of fear or excessive fear - Difficulty developing and understanding relationships M-Chat - Evaluate risk for ASD in toddlers Cerebral palsy - Occurs when rapid myelination of sensory and motor tracts and CNS structures happens - Pre-natal (70-80%), during birth, post-natal up to 2 years - Group of permanent disorders of the development of movements and posture that cause activity limitations attributed to nonprogressive disturbances in the developing fetal or immature infant brain Cerebral palsy deficits - Sensory disturbances (sensation, perception) - Cognition - Communication - Behavior - Non-progressive Potential causes of CP - Multiple births - Prenatal infections - Low birth weight - Multiple pregnancies - Maternal health, stress, hypertension, drug use - Gestational diabetes - Trauma Motor impact - Dependent on location and extent of brain lesions - Paralysis - Spasticity - Abnormal motor control/patterns Diagnosis of CP - PMH of infant and risk factors - Exams - Standardized motor assessment - Neuroimaging Predictive tool for detection of CP - Prechtl qualitative assessment of general movements - Assessment of spontaneous movement - Detects abnormal writhing (cramped) Clinical and motor signs - Diagnosed 12-24 months - Spasticity - Dyskinesia (involuntary movements) - Ataxia (poor muscle control) - Hypotonia (low muscle tone) Athetosis: - Damage to corpus stratum in basal ganglia - Difficulty maintaining posture - Involuntary movements Chorea: - Random, unpredictable rapid, ongoing movements Ataxic: - Poor balance, coordination, postural control, equilibrium - More volitional control by individual movements CP comorbidities - Chronic pain - Epilepsy - Intellectual disability - Musculoskeletal problems - Behavioural disorders - Sleep disorders - Functional blindness - Hearing impairments Physical growth 6-11 years - Girls: lighter between 6-8 yrs, grow taller at 9 yrs, more fat - Boys: taller between 6-8 yrs, more muscle than girls. - Ligaments not stable bc bones growing fast - Growing pains Growth 6-11 years - 20 teeth lost and replaced (girls earlier than boys) - Facial bones elongate and jaw widens Physical changes - Flexibility - Balance - Agility - Coordination - Strength and endurance - Force - Cognitive skills: attention, memory Myopia: nearsightedness - more in readers, TV watchers, computer users bc eye strain hearing - narrowing of eustachian tube (inner ear): middle ear infections - more common in infants and toddlers - frequent ear infections can lead to hearing loss asthma - leading cause of school absences and hospitalization for children sickle cell anemia: - inherited - rigid, sticky, affects blood flow - pain, swelling, infections, delays in growth, vision issues cystic fibrosis: - hereditary disorder - thick mucus, blocks pancreatic ducts, intestines, bronchi which leads to respiratory infections diabetes - poor production of insulin hormone - metabolism of carbohydrates leading to elevated glucose in blood instrumental activities of daily living - participating in more complex activities with more responsibility - caring for pets - money management reflexes - rooting: touch side of face, opens mouth and turns head in direction of touch - palmar grasp: fingers flex with palm touch - plantar grasp: pressure on foot = toe flexion