L8 Child Development PDF 06 Dec 2024

2.2 Growth and development II 06 dec 2024 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT L7- child development Phylogenesis 1sociogeness a evolugo...

2.2 Growth and development II 06 dec 2024 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT L7- child development Phylogenesis 1sociogeness a evolugo deevolamento dentro da me ontogenesis e proprio social (onde nos estamos e chiage desenvolvimento da cranga a vlago entre estes afeta o environmental and cultural factors play a role - genetic + Genetic environmental auteraf Normal t - - ↓ Abnormal - + - - fine J motor motor gross speech and language - 5 domains Cognitive socio emotional ↳ a retardation of each is of relevance  scales Bayley : - Cognitive language - - motor skills - socio emotional adaptative Jahaviou - Child Development Joana Almeida SHAPING THE FUTURE SHAPING OF MEDICAL THE FUTURE EDUCATION OF MEDICAL EDUCATION FM.UCP.PT FM.UCP.PT  Joana Almeida SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT Phylogenesis Ontogenesis Phylogenesis: evolutionary development Ontogenesis: development of an individual organism from fertilization to maturity. Sociogenesis: development of social and cultural structures Sociogenesis SHAPING THE FUTURE OF MEDICAL EDUCATION JA/2022 FM.UCP.PT  Development Model Genetic factors may determine the fundamental Genetic environmental developmental potential, but environmental factors factors and cultural factors have crucial influences on the profile achieved. Positive experiences during early childhood may Normal + + Development enhance brain development, particularly in the area of Linguistic and social skills. Abnormal - + Development Unfortunately, however, the brain is also vulnerable to various insults, particularly in the early + - embryonic stages, but also in later life. - - SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Development domains Development results from adaptive evolution, individual genotype, influences of interactions and environmental experiences. A child’s development proceeds along a predictable pathway; the progress through milestones in a clear and sequential process. 5 domains: fine motor, gross motor, development of speech and language, cognitive and socio-emotional development SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Gross motor development: development of movements (e.g., sitting up, walking) that require the use of large muscle groups Fine motor development: development of precise movements using hands and smaller muscles (e.g., picking up a small object) Language development: development of communication through either spoken or signed language ○ Receptive language: ability to understand and process language ○ Expressive language: ability to formulate language Cognitive development: development of reasoning and problem-solving skills Social and emotional development: development of self-regulation and attachment and interaction with others The Bayley Scales are a quantitative, structured tool designed to measure performance in these domains in young children. Developmental domains are qualitative, broader categories used to describe and observe child development across a lifespan. the cognitive capabilities (thinking, mental processing) the language (both expressive and receptive) the motor skills (movement, muscle activity, gross motor and ne motor skills) the social-emotional (interactions, relationships) the adaptive behavior (how much the child participate in their own self-care) fi  5 domains A retardation of each domain is of relevance. In fact, if there is a delay of just one domain, it is of relevance. An example of this is when ´just´ the motor (gross and fine skills) domain is affected. In such a case, muscle problems are much more probable than an innervation problem or even the involvement of the brain. SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Bayley Scales Contain five areas: the cognitive capabilities (thinking, mental processing) the language (both expressive and receptive) the motor skills (movement, muscle activity, gross motor and fine motor skills) the social-emotional (interactions, relationships) the adaptive behavior (how much the child participate in their own self-care) SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT Developmental milestones Around 6 months, most babies can sit with support and roll over Around 9 months, most babies learn to crawl. Around 9-12 months, most babies will pull themselves up to standing by holding onto furniture. Babies at this stage can walk with support but can't yet walk on their own. By 11-16 months, most babies will start to walk without support. SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Gross motor skills: Walking Sitting Transferring from one position to another Fine motor skills and vision: O manipulation of objects with the hands in order to ear, draw or play Cognitive development: ability to problem solve through intuition and perception ability to retain information and then to apply it when appropriate Language development ability to articulate, receive and express information Verbal Nonverbal (waving, nodding) SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Anim hipotonica hipertonica toricidade reflexo ou + importat e ben a nasce MOTOR DEVELOPMENT (0 – 6 MONTHS) e mascemos com reflexo a Process of gradual strengthening of the muscles and nervous Vamos percendo system: the initial abrupt and uncontrolled movements give way to a progressive control of the head, limbs and trunk; At around 8 weeks he is able to lift his head on his own for a few seconds, lying on his stomach; Around 4 months complete control of the head: lying on his back he raises his head for several seconds; lying on his stomach he starts to raise himself with the support of his hands and arms and by turning his head; At around 4 months control of hands is finer, being able to hold a At 6 meses crianza nada toy maxer + olha dedes alone (glote( Apos 6 meser n babe pede -anim a nase o sele anda mas perdee xo reflexos da glote 11 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  MOTOR DEVELOPMENT (0 – 6 MONTHS) Between 4 and 6 months uses limbs to move around, rolling backwards and forwards; also shows more efficiency in reaching and grabbing what he/she wants or positioning himself on the floor to play; Develops his own rhythm for feeding, sleeping and elimination; Progressive development of vision; At 1 month, baby is able to focus on objects 90 cm away 12 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  MOTOR DEVELOPMENT (0 – 6 MONTHS) Progressively he/she will be able to use both eyes to focus on an object near or far away, as well as to follow the movement of objects or people; Between 4 and 6 months vision and eye-hand coordination are close to that of an adult; Between 2 and 4 months babies react to sounds and changes in the tone of voice of the people around them; At around 4 to 6 months, he/she already has a great sensitivity to the modulations in the tones of the voice he listen to 13 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (0 – 6 MONTHS) Learning takes place through the senses; Vocalizes spontaneously, especially when in a relationship; Development of the auditory function; From 4 months on, begins to imitate some sounds that listen around; Looks at the parents' face; By the 6th month, understands some familiar words (his name, "mummy", "daddy"...), turning his head when he/she is called. 14 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (0 – 6 MONTHS)  Distinguishes the figure of the caregiver from the other persons with whom he/she relates, establishing a privileged relationship;  Stares and smiles (first social smile appears around 6 weeks of age);  Appreciates social situations with other children or adults;  At around 4 months of age: capacity to recognize the nearest people, which influences the way as baby relates to them, having different reactions depending on the person with whom is interacting. Baby is also able to distinguish known people from strangers, showing preference for familiar faces; 15 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (0-6 MONTHS)  Expresses his/her excitement through body movements, showing pleasure by anticipating feeding or being held;  Crying is his/her main form of communication and can signify different states (sleep, hunger, discomfort...);  Presents fear before loud or unexpected noises, objects, strange situations or people, sudden movements and sensations of pain; 16 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  MOTOR DEVELOPMENT (6 – 12 MONTHS) Muscles, balance and motor control are more developed, and the child is able to sit upright without support and makes the first attempts to stand by grasping support surfaces; From 8 months he/she can crawl or drag himself; From 9 months he/she can start to take his first steps, leaning on furniture; Development of the grasp: between 6 and 8 months, baby is capable of holding objects more firmly and steadily and manipulating them in the hand; at around 10 months, baby is already capable of putting small pieces of food in his/her mouth without help, is capable of knocking two objects against each other, using both hands, as well as acquiring control of the index finger (baby learns to point); 17 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (6-12 MONTHS)  Learning takes place through the senses, mainly through the mouth; artist usally don't have if s  Development of the notion of the object's permanence, i.e., the notion that something continues to exist even if one cannot see it;  Gestures accompany his/her first "conversations", expressing with the body what he wants or feels (e.g., he/she opens and closes his/her hands when he/she wants something);  From 8 months onwards: adds new sounds to his/her vocabulary. The sounds of his/her vocalizations start to accompany the modulations of adult conversation – he/she uses "mummy" and "daddy" with meaning; 18 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (6-12 MONTHS) From the age of 10 months the notion of cause-effect is already well developed: the baby knows exactly what will happen when he/she knocks on a certain object (makes a sound) or when he/she drops a toy. Baby also begins to relate objects to their purpose (he/she puts the telephone to his/her ear); Progressive improvement in attention and concentration span: baby can concentrate for longer and longer periods of time; The first words may appear at around 10 months; 19 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (6-12 MONTHS) The baby is more sociable, actively seeking interaction with those around him (through vocalizations, gestures and facial expressions); Manifesting behaviours of imitation, in relation to small actions he/she sees adults doing (washing his face, brushing his hair, etc.); From 10 months on, greater interest in interacting with other babies; Formation of a strong affective bond with the mother figure (caregiver) - attachment; 20 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (6-12 MONTHS) Presence of separation anxiety, which manifests itself when he/she is separated from his/her mother, even if only briefly; Presence of anxiety before strangers: this is also a normal stage in the baby's emotional development and manifests itself when strangers approach him directly; From 8 months onwards there is a greater awareness of oneself; At this stage it is common for babies to show a preference for a certain object (a blanket, a soft toy) - it is an object of comfort when he is sad. 21 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  defedencia similar to - Ate 3 anos nada ecras !! (Cria couna+ charges) CHILD DEVELOPMENT (SHERIDAN MODEL) Tem Posture and Global haver come Affective contact Motor Skills Vision and fine Object handling motor skills Hearing and Symbolic Speech activity Social behaviour School education and gaming and learning Personal interrelationship 22 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Postural Development and Global Motricity 23 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Practical development and fine motor skills 24 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  MOTOR DEVELOPMENT (12 – 24 MONTHS)  Starts to walk, goes up and down stairs, climbs furniture, etc.  balance is initially quite unstable as the leg muscles are not yet well strengthened. However, from 16 months, baby is able to walk and stand up safely with much more controlled movements;  Improvement of fine motor skills through practice - the ability to hold an object, to manipulate it, to pass it from one hand to the other and to let go. At around 20 months, he/she will be able to carry objects in his/her hand while walking; a subir deson encomga mandan tricido 25 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (12 – 24 MONTHS) Increased development of memory, through the repetition of activities - allows the anticipation of events and the resumption of an activity momentarily interrupted, to which he/she dedicates a longer concentration time. In the same way, through his/her daily routine, the baby understands the sequence of events of the activities that surround him/her; Understands simple orders, initially accompanied by gestures and from 15 months onwards without the need to use gestures; 26 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DVELOPMENT (12 – 24 MONTHS)  Although it may still be limited to one word at a time, baby's language begins to acquire different tones of voice to convey different meanings. Progressively baby will be able to combine single words into two-word sentences;  Motor experiences help to develop cognitive capacities. For example, at around 20 months baby knows that a toy hammer is for hitting and he/she must use it; 27 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (12 – 24 MONTHS)  Between 20 and 24 months is also able to play make-believe (symbolic play);  Helps with simple domestic tasks. Is able to take off some clothes;  Can doodle;  Makes cube towers;  Joins two words in a sentence ("that's it!");  Points to a part of the body (eyes, nose);  Recognizes him/herself in a mirror or photo. 28 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (12-24 MONTHS)  Imitates and copies behaviours that observes;  Increased autonomy: he/she feels satisfaction for being independent from his/her parents when inserted in a group of children;  Baby interactions with other children are still limited: his/her play takes place in parallel and not in interaction with them;  He/she is very sensitive to the approval/disapproval of adults; 29 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (12-24 MONTHS)  Great reactivity to the emotional environment in which he/she lives; even if he/she does not understand, baby is aware of the emotional states of those around him/her, especially his/her parents;  Baby is learning to trust, so:  need to know what he/she is learning to trust,  need to know that someone cares for him/her and meets his/her needs;  Develops a sense of ownership over his things, and finds it difficult to share them 37 start shaving  Develops a sense of ownership over his/her possessions, and finds it difficult to share them;  Although he/she is usually in a good mood, he/she sometimes exhibits mood swings ("tantrums"); 30 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  MOTOR DEVELOPMENT (2 – 3 YEARS) As their balance and co-ordination increases, the child is able to hop on foot together and limber up; pedals on a tricycle. It is easier to manipulate and use objects with the hands, such as a crayon for drawing or a spoon for eating alone; Gradually begins to control sphincters. 31 JA/ 2021 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (2 – 3 YEARS)  A phase of great curiosity, constantly asking "Why?  As his/her language skills develop, the child begins to express himself in other ways;  Can regularly produce sentences of 3 or 4 words. From 32 months, already able to converse with an adult using short sentences and to continue talking about a subject for a brief period;  Development of self-consciousness: the child can refer to him/herself as "I" and can manage to describe him/herself in simple sentences such as "I'm hungry". 32 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  COGNITIVE DEVELOPMENT (2 – 3 YEARS)  Memory and concentration capacity have increased;  The child is beginning to form mental images of things, which leads to the understanding of concepts  progressively, and with the help of parents, he/she is able to understand concepts such as inside and outside, up and down;  At around 32 months, begins to learn the concept of simple number sequences and different categories. "filhoconta dero: importade -s e ten reso des moto · gualidade , pa ele impfer 33 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  SOCIO-EMOTIONAL DEVELOPMENT (2-3 YEARS)  The mother is still a very important figure for the child's security and does not like strangers.  From 32 months onwards, the child should react better when separated from its mother to be in the care of another person, although some children achieve this progress with less anxiety than others;  Imitates and tries to participate in adults' behaviour;  Is able to participate in activities with other children, such as listening to stories. 34 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  & SOCIO-EMOTIONAL DEVELOPMENT (2-3 YEARS) Although the ability to freely express emotions is considered healthy, the child will need to learn to deal with his/her emotions and to know which feelings are appropriate, which requires practice and parental help; binnas At this stage, tantrums are one of the child's most common ways of getting attention - usually due to changes or events, or a learned response (tantrums are usually related to the child's frustration and inability to communicate effectively). 35 SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  THE 5 STAGES OF CHILD DEVELOPMENT 1. Newborn Cantil 1 month) During the first month of life, newborns exhibit automatic responses to external stimuli. In other words, a newborn will turn her head toward your hand when you stroke her cheek or grab your finger when you place it in her hand. A newborn is able to see close-up objects, recognize certain smells, smile or cry to indicate a need, and move her head from side to side. Newborns may show signs developmental disabilities, such as spina bifida, genetic disorders and fetal alcohol syndrome. SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT 2. Infant Infants develop new abilities quickly in the first year of life. At three to six months, an infant can control his head movements and bring his hands together. By six to nine months old, an infant can sit without support, babble and respond to his name. Between nine and twelve months old, a baby can pick up objects, crawl and even stand with support. Slow development in infants may be signs of down’s syndrome and other developmental disabilities. SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT 3. Toddler As children reach the ages between one and three years, toddlers learn to walk without help, climb stairs and jump in place. They can hold a crayon, draw a circle, stack one block on top of another, use short sentences and even follow simple instructions. The centers for disease control and prevention (CDC) recommends screening for autism at 18 to 24 months, or whenever a parent or health care professional has a concern. SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT 4. Preschool Between the ages of three and five years, children refine their motor skills. They can throw a ball overhand, skip and hop, stand on one foot for ten seconds or longer, dress themselves, and draw a person with features. Signs of developmental disabilities, such as cerebral palsy, may appear during this stage of development. 5. School age School age children are six to 12 years old. They are capable, confident, independent and responsible. Peer relationships, particularly relationships with friends of the same gender, are important to school age children SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Red flags These indicators suggest that development is seriously disordered, and that the child should be promptly referred to a developmental or community pediatrician: positive indicators (the presence of any of the following) loss of developmental skills at any age parental or professional concerns about vision, fixing, or following an object or a confirmed visual impairment at any age (simultaneous referral to pediatric ophthalmology) hearing loss at any age (simultaneous referral for expert audiological or ear, nose, and throat assessment) persistently low muscle tone or floppiness no speech by 18 months, especially if the child does not try to communicate by other means such as gestures (simultaneous referral for urgent hearing test) asymmetry of movements or other features suggestive of cerebral palsy, such as increased muscle tone persistent toe walking SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT  Red flags negative indicators (activities that the child cannot do) sit unsupported by 12 months walk by 18 months (boys) or 2 years (girls) walk other than on tiptoes run by 2.5 years hold object placed in hand by 5 months (corrected for gestation) reach for objects by 6 months (corrected for gestation) point at objects to share interest with others by 2 years SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT Be Happy!! Obrigada SHAPING THE FUTURE OF MEDICAL EDUCATION FM.UCP.PT Joana Almeida; e-mail [email protected] Joana Almeida; e-mail [email protected]