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NSG250 exam 2 - Coggle Diagram

- - - - body elogates, more proportional to head
      - starts to loose baby fat
      - upper body larger than lower body (high center of gravity)
    - - gross motor
        
        less clumsy, better balance
        
        run with legs close together, rhythm
        
        more strength and endurance
        
        starting to skip, balance on one leg
      - fine motor
        
        draw, color, paint
        
        see hand dominance
        
        build
        
        proficient w eating utensils
  - - - hemispheres
      - left/right sided tendencies
        
        left: verbal tasks, controls right side of body
        
        right: visual recognition, non-verbal imagery, controls the left
        
        90% are right handed
      - entire brain works in most functions
    - - integration of sensory, cognitive, motor skills to acquire new knowledge and skills
      - intrinsic/extrinsic motivation
      - attention
      - practice/proficiency and feedback
    - - poor nutrition
      - lack of stimulation/sensation
      - injury
      - metabolic/medical problems
      - toxins (alcohol, lead)
  - - - some articulation errors are common and resolve on their own
      - multiple/persistent errors need to be addressed
      - dysfluency errors: stuttering is common in 3-4 year olds (brain processes before mouth can form words)
        
        can last 1-2 months, shouldn't be associated with facial grimace, family history, reprimand
        
        when in doubt, children should be evaluated
    - - sentences become more elaborate
      - grammar becomes correct
    - - manners, appropriate topic selection, proper addressing are all results of child being socially aware of conversation flow
      - young preschoolers engage in collective monologues= talking together about different topics
  - - - recognition= ability to correctly identify info/situations previously experienced
      - recall= ability to retrieve stored long term memories
        
        songs, poems, colors, shapes
        
        build on experiences and events
    - - psychodynamic
        
        freud: phallic stage-electra/oedipus complex
        
        Erikson: Initiative v. guilt- child explores outside world and figures out how it works (reward=initiative)
      - cognitive
        
        piaget: preoperational
        
        egocentric= the world in the child's eyes
        
        magical thinking= if I think it will happen and it does, i have powers
        
        symbolic representation= using actions, words, images to represent experiences
        
        conversation of mass
        
        Vygotsky
        
        scaffolding= learning to achieve independence
        
        zone of proximal development= what can you do with/without help
        
        private speech= helps regulate behavior
    - - concretness
      - irreversibility
      - egocentrism
      - centration
      - time, space, sequence
  - - - initiative v. guilt
    - - 2.5- identify w gender markers
      - 5-7 identify gender as permanent
    - - bullying and queen bee emerges
      - different types of aggression
  - - - remove and distract
      - be consistant
      - gentle but firm
      - role model
    - - consistent, follow through
      - role modeling
      - immediate feedback
      - logical outcomes
      - self disclousre/ownership of behavior
      - approproate time out
  - - - piaget: play is the child's work
      - combines/develops sensory, motor, social, intellectual skills
      - creative, imaginative, rewarding
      - types of play
        
        sensory
        
        play w motion
        
        rough and tumble
        
        play w language
        
        dramatic play
        
        games
    - - can cause aggression, obesity, Ibrain (shift in way brain is wored)
  - - - defense mechanisms
        
        denial= refusal to admit the truth
        
        identification= taking on values of someone else
        
        displacement= substitute for real source of emotions
        
        projection= blaming someone else
        
        rationalization= persuading urself that u don't want what you cannot have
        
        reaction formation= behave in the opposite way
        
        regression= returning to earlier stage of development
        
        repression= extreme denial
        
        withdrawal= removal of unpleasant situation
    - - role of punishment/modeling and TV/games
      - types of aggression
        
        hostile: behavior intended to hurt others
        
        Instrumental: not intended to hurt someone but still does
        
        assertiveness: standing up for one's rights
    - - empathy
      - competition
      - nurturing & caring
  - - - 3.6 mill reports yearly
      - parents usually the perpetrators
    - - rejection= actively refusing the request of child's need
      - denial of emotional response= passive withholding of affection
      - degradation= humiliation of the child
      - terrorization= forced to witness or threat of abuse
      - isolation= refusing to allow child to take part in family events
      - exploitation= take advantage of innocence/weakness
    - - self esteem issues
      - trust and isolation issues
      - cant control emotions/behavior
      - more socially withdrawn
- - - - looks at color, pulse, grimace, activity, respivations
    - - average weight= 7-8 lbs
      - average length= 20 in
      - head circumference= 35-36
    - - head larger than body
      - random movements
      - large eyes, small nose and chin
  - - - 0-3 months
        
        hands in fisted position, being to hold objects in hand
        
        random/uncontrolled arm movements
        
        watches hand movements, brings hands to mouth
        
        swing at target w/ whole arm
        
        follows movements with eyes
      - 3-6 months
        
        reaches with both arms
        
        begins to transfer objects from one hand to the other
        
        hold hands together
        
        begins to notice objects a few feet away
      - 6-9 months
        
        begins to grasp/hold onto objects, can squeeze
        
        raking grasp
        
        looking for object while holding another
        
        pokes at objects with index finger
        
        takes objects in mouth
        
        explore textures/sensory input w/ mouth
        
        play w own hands
    - - birth: clears face to side when on tummy
      - 1 month: lifts head up when on tummy
      - 2 m: lifts chest up when on tummy
      - 3 m: supports self on forearms when on tummy, keeps head steady when sitting
      - 4 m: rolls from back to side, lifts head when pulled to seated position
      - 5 m: pushes on hands when on tummy, rolls from back to tummy/tummy to back
      - 6 m: sits with hands in front (tripod) bears most of weight when in supported standing
      - 7 m: belly crawls, sits without hands supporting
      - 8 m: crawls forward on hands and knees
      - 9 m: moves to seated position from laying down
      - 10 m: pulls to stand
      - 11 m: stands alone without support
      - 12 m: walks with one hand held
  - - - deficient in nutrients like calcium, iodine, iron
      - calcium needed for bones and teeth
      - not enough iodine results in enlarged thyroid and developmental delays
      - iron- anemia and fatigue
    - - nutrients are taking from the muscles
      - storage of fat is depleted due to lack of food
  - - - vision isn't developed at birth (can only see 7-10 in away)
      - by 3-4 months, can use motion and shapes and spatial positioning
      - color comes in around 6 months
      - can imitate facial expressions of others
      - depth perceptions comes in within 1st year
    - - babies startled by loud noises
      - soothed by low pitches
      - hearing gets better after first few months when fluid leaves ears
      - infants can localize sound
    - - newborns can distinguish tastes
      - can react negatively to strong odors
      - as early as 4 days, can identify mothers smell
      - sense of touch is developed pre-term (helps infants in NICU)
  - - - physical
      - cognitive
        
        Piaget: sensorimotor stage (0-2)
        
        infants know the world through movements and sensations and learns via basic actions (sucking, grasping, listening, etc)
        
        infants learn object permanence
        
        they realize they are separate from everything around them, and that heir actions makes things happen in the world
        
        adaption= when we experience new events and adjust mental schemes
        
        object play= how infants play with objects changes as they develop
        
        memory= memory for visual events, tied to actions
        
        symbolic representation- requires use of actions, events, ideas to pretend (like in play)
        
        language development (50 words by 18 m)
        
        phonemes- basic units of language, sound that the letters make
        
        morphemes- basic units of meaning, can have multiple
        
        semantics- how meaning is assigned to morphemes, can change in context
        
        syntax- how words are combined into meaningful sentences
        
        grammar- rules of combining language
        
        RECEPTIVE language development: understanding of language
        
        EXPRESSIVE language development; using words/answering, slow at first but catches up to receptive around 21 months (lang. explosion)
      - psycho-social interpretations
- - - - has an emotional bias
    - - easy= positive mood, regular routines, adapts to new people/situations
        
        chess and thomas say 40%
      - difficult= cries often, negative mood, irregular routines, difficult with change
        
        chess and thomas say 10%
      - slow to warm up= positive and negative moods, moderately regular routines, bad reaction to change but can adjust
        
        chess and thomas say 15%
      - not categorized= displays a combo of all other temperments
  - - - secure
        
        engages with others when mother is around, attached to mother
        
        distressed when mother leaves, greets mom when she returns
        
        comfortable with closeness
      - avoidant
        
        shows no emotion to mother or stranger
        
        doesn't seek mother out when she returns
        
        acts similar between mom and strangers
        
        focuses on the environment
      - anxious/resistant
        
        child irritated when strangers around
        
        when mother leaves, child is too distressed to continue play/explore
        
        when mother returns, child is upset and rejects her
      - disorganized/disoriented
        
        child is distressed when mom leaves and may feel relief when she returns
        
        child may show anger and not let mother comfort/sooth
        
        mothers who experience trauma before birth and have depression may have children like thus
    - - behavioral problems in childhood can be linked to insecure attatchment
      - can lead to attachment issues later in life
        
        Erikson: trust v. mistrust (are child's needs met?)
        
        attachment formed between child/caregiver from 0-2 forms the basis for all future relationships
  - - - toddlers without secure attachments are more likely to have a difficult time with autonomy and independence
    - - at 2, children start to cooperate, share, help, and respond empathically to others
        
        development of empathy: linked to secure attachment and how kids are treated when hurt
        
        mothers who are warm= child has more empathy
        mother who controls with anger= less empathy
      - linked to cognitive development and developing sense of self
    - - toddler begins to realize that they are separate and unique
      - 7 months- stranger anxiety begins
      - 1 year- can realize that they can cause things to happen (cause and effect)
      - 18 months- can recognize themselves in mirrors/pictures
      - social referencing= children look at others to see their emotional reaction and they react based on the perceived look
  - - - Freud: how the child copes with the 1st major conflict between parents and self control
        
        toilet training is no longer considered major issue in social and personality development- movement away from freud
      - too early/too strict could create an anal fixation, interfering with development
      - too relaxed can cause other issues
      - Anal retentive: may have experienced overly strict/harsh potty training as children and may grow to be overly obsessed with order
      - anal expulsive individuals: may have experienced very lax potty training, resulting them to be messy and disorganized
  - - - key in attachment
      - learn about world through vision
      - cant learn from parents faces- can't see things modeled
      - parents may feel child is unresponsive
      - delays in alnguage and motor skills
      - early intervention- talk to them, sing, noisy toys
    - - vision makes up for lack of hearing in first few months
      - communication decreases- teach hand signs
      - sometimes takes up to 2 years to discover
      - lack of startle reflex- 1st sign
      - more tantrums
      - needs special training at home
      - can lead to social, intellectual and psych problems later
  - - - child may experience distortions and delays in the language, sense of self, cognition
    - - results of malnutrition
      - weight in the 3% of infants in the normal range
      - listless and withdrawn, some are immobile