Fcs 330 Test #1

Front 1

Affordances

Back 1

= the discovery of options that a given situation or stimulus provides and infant. Falling down when walking down a ramp (ramp affords the possibility of falling down) (a toy that can be grasped, thrown, listened to has several affordances).

Front 2

Multimodal Approach to Perception

Back 2

How information that is collected by various individual sensory systems is integrated and coordinated. Can an infant recognize something by sight that they have only felt. If you gave an infant a pacifier but he could never see it would his touch senses allow him to identify the pacifier as such?

Front 3

Sense of Smell =

Back 3

babies 12 – 18 days old can distinguish their mothers on scent alone. Bottle fed babies could not distinguish mother on smell alone.

Front 4

Auditory Perception =

Back 4

hearing begins prenatally, infants are more sensitive than adults to certain very high and very low frequencies which increases in the first two years. Later middle range frequency improves.

Front 5

Binocular Vision =

Back 5

the ability to combine the images coming to each eye to see depth and motion (achieved around 14 weeks). Before this infants do not integrate images coming from both eyes and sight is blurred. Page 139 Visual Cliff

Front 6

Distance Vision =

Back 6

20/200 – 20/600 infants only accurately see material up to 20 feet as compared to the adult accuracy of 200 and 600 feet. Is only 1/10 to 1/3 that of an adults distance vision. By six months an infant’s distance vision is 20/20 that identical of an adult’s

Front 7

Nonorganic Failure to Thrive -

Back 7

infants that show similar signs of being deprived of food. By the age of 18 mo children stop growing due to a lack of stimulation and attention from their parents. (underdeveloped, listless, and apathetic) lack of emotional stimulation.

Front 8

Weaning =

Back 8

the gradual cessation of breast or bottle-feeding is subjective and culturally driven.

Front 9

Solid Foods =

Back 9

infants usually start solids around 4-6 months.Foods are introduced gradually for allergy purposes.

Front 10

Reasons for not bottle feeding =

Back 10

not having clean water, income to buy formula, may water down formula

Front 11

Reasons for not breast feeding

Back 11

include difficulty producing milk, medicine, infectious disease AIDS, mother is ill, practical reasons job that does not have flexible schedules even for pumping.

Front 12

Breast or Bottle:

Back 12

1940’s led a belief that bottle feeding was preferred and breast feeding put babies at risk. The amount of milk could be measured in bottle fed babies. Bottle fed babies helped mothers maintain rigid schedules.

Today breast fed babies is what is encouraged for the first 12 months. Nutrients and immunity against respiratory illnesses, ear infections, diarrhea, allergies, easily digested sterile, convenient, some evidence indicates it may enhance cognitive development. Only 70% of US woman breast feed (highest rate among women of higher SES, more education, older woman, and social and cultural support). Babies that sleep with the mother and nurse at will wake frequently.

Front 13

Obesity =

Back 13

weight greater than 20% above the average for a given heights.

Front 14

Perception =

Back 14

the sorting out, interpretation, analysis and integration of stimuli involving the sense organs and brain. Mental processing
Infants’ understanding of the world around them are sensation and perception.

Front 15

Sensation =

Back 15

the physical stimulation of the sense organs.

Front 16

Dynamic Systems Theory - How Motor Development is Coordinated (Esther Thelen / Developmentalist) =

Back 16

a theory of how motor skills develop and are coordinated.

How motor behaviors are assembled through the coordination of a variety of other skills. For example in order for an infant to be able to pick up a small object like a marble they must have the visual ability to do such as well as the environment enabling such activity. (muscles, perception, cognition and motivation) Children’s interaction with their environment lead to advancements in motor activity.

Front 17

Kwashiorkor =

Back 17

disease swelling of water in face, stomach & limbs

Front 18

Marasmus =

Back 18

a disorder of sever malnutrition during infancy causing infants to stop growing (results in death)

Front 19

Undernutrition =

Back 19

some deficiency in the diet.

Front 20

Malnutrition =

Back 20

the condition of having an improper amount and balance of nutrients. Physical growth is stunted, IQ scores are lower,

2 million children in the US live in poverty which puts them at risk for malnutrition.

Front 21

Nutrition =

Back 21

physical growth is fueled by proper nutrients. Without good nutrients infants cannot reach physical potential and suffer cognitive and social consequences.

Front 22

Environment =

Back 22

enriched environments that promote physical development can accelerate some motor skills.

Front 23

Cultural =

Back 23

cultural factor may inhibit or advance certain motor development

Ache people of South America carry their infants often for the first two years of life due to the limitation of open space.

Kipsigis people of Kenya Africa parent teach their infants to be independent, sit up and walk from very early ages (8 weeks)

Not all motor development can be accelerated (1 mo olds cannot be taught to stand and walk)

Front 24

Norm-

Back 24

The term for the average performance of a large sample of children of a given age.
Norms are useful if they are based on data from large, heterogeneous, culturally diverse sample of children.
Issues that Affect Motor Development:

Front 25

Supplement to the Apgar Test
27 categories of responses in four general aspects of infants’ behavior

Back 25

1. interactions with others, alertness, cuddliness
2. motor behavior
3. physiological control (ability to be soothed from upset)
4. responses to stress

Front 26

Brazelton Neonatal Behavior Assessment Scale (NBAS)

Back 26

A measure designed to determine infants’ neurological and behavioral responses to their environment.

Front 27

Milestones (benchmarks) of motor development/

Back 27

Fifty percent of children are able to perform certain motor skills at certain age points. Specific timing for a skill varies widely.

Front 28

Developmental Norms =

Back 28

the average performance of a large sample of children of a given age. Permits comparisons between a particular child’s performance on a particular behavior and average performance. (averages broad interpretations)

Front 29

Pincer grasp =

Back 29

thumb and index finger meet to form a circle. Children typically learn to pick up objects with their whole hand, later they learn more precise motor control.

Front 30

Fine Motor Skills

Back 30

Use of small muscle groups to ensure future more complexed intricate locomotive development (reaching and grasping for objects, picking up and grasping a spoon, holding a pencil, picking up small objects like marbles, holding a cup without spilling it contents)
Simple sequential developmental patterns are combined with more sophisticated ones.

Front 31

Gross Motor Skills =

Back 31

Use of large muscle groups to ensure future more complexed locomotive development (walking, throwing, jumping).

Front 32

Child Development

Back 32

study patterns growth, change, stability

Front 33

Topical Areas

Back 33

3: physical, cognitive, social

Front 34

Social/ Personality Dev

Back 34

social interactions, changes, growth, stability

Front 35

Cognitive Dev

Back 35

growth and change intellectual capabilities

Front 36

Personality Dev

Back 36

characteristics differente 1 person from another

Front 37

Social Dev

Back 37

grow, change, remain stable

Front 38

Physical Dev

Back 38

physical makeup brain, nervous system, muscles, senses, and basic needs

Front 39

Prenatal

Back 39

conception to birth

Front 40

Infancy & Toddlerhood

Back 40

birth to age 3

Front 41

Preschool

Back 41

ages 3-6

Front 42

Middle Childhood

Back 42

ages 6-12

Front 43

Adolescence

Back 43

ages 12-20

Front 44

Entry into adolescence is dependent upon

Back 44

sexual maturity

Front 45

Race

Back 45

biological/ physical & structural

Front 46

Ethnicity

Back 46

cultural background, nationality, religion & language

Front 47

Cohort

Back 47

groups born same era & vicinity

Front 48

History Graded Influence

Back 48

biological environmental influence historical event