Professional Documents
Culture Documents
Normal Development
Dr. Isaguirre
Part 1
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Social:
o ability to interact, to form and maintain relationships with
parents, peers, teachers, siblings, and people at large
o ability to initiate joint attention, to cooperate with others
and to be aware and responsive to feelings of others
Milestones of development
Functional skill acquired at a certain age
Serve as criteria in assessing developmental expectations
Acquired in stages
Gross motor:
Have little association with intelligence
head to foot route
Early stabilization of the head facilitates survival and enable
awareness
Fine motor:
Proximal to distal
Refers to upper extremities and hand manipulation & eye-hand
coordination
Infants and children: blocks, puzzles
Older children: visuomotor or drawing tasks
Earliest visuomotor abilities fairly productive of later cognitive
abilities
Language
Expressive and receptive aspects
Includes prelinguistic vocalizations like crying, babbling, cooing
Social-adaptive skills (personal-social skills)
Depend on environmental factors such as social expectations, level
of parenting skills, education and training
Parents role
Inadequate o incorrect child rearing information
Cross cultural differences variable self-help skills
Cognitive skills
Cognitive development refers to the growth and construction of
processes for thinking
o Remembering
o Problem solving
o Decision making
Maintain areas which develop and can be associated in infancy
o Information processing
o Language (communication)
o Memory
The neonate
Neonatal period (1st 4 weeks)
o Posture
Prone
Visual
Reflex
Social
Supine
Waves bye
Feeds self
Walking is the crowning achievement of this motor years
15-18 months old visit
Has a vocabulary of 3-6 words
Can point to one or more body parts
Understands simple commands
Walks well, stoops, climb stairs
Indicates wants by pointing
2 years old visit
Walks up and down stairs
Begin to run
Scribbles spontaneously
Points to objects or pictures when named
Says several single words
Uses phrases
Follow simple commands
Begins make believe play
2 years old visit
*ready for preschool
Knows full name, age, sex
Names and recognizes common objects
Uses sentences
Speaks clearly
Climbs well
Jumps with both feet
Walks up and down stairs
Holds pencil, makes strokes
Builds a tower of > 6 blocks
Completes 3-pc puzzle
3 years old visit
Jumps in place, kicks a ball, balance on one fot
Rides a tricycle
Knows own name, age, sex
Copies a circle and cross
Has self care skills
Shows early imaginative behavior
Does sentence of 3-4 words, short paragraph
Shows early imaginative behavior
Gross motor milestones
Walking
11 mos
Tricycle
3 yrs
Bicycle
6 yrs
Fine motor milestones
Unfists
3 mos
Midline play
4 mos
Reaches and grasps
5 mos
Transfers
5 mos
Holds bottle
6 mos
Performs pincer grasp 10-12 mos
Copy circle
3 yrs
Draw cross
Square
Triangle
Diamond
Cylinder
Cube
3 yrs
4 yrs
5 yrs
6 yrs
9 yrs
10 yrs
Effective language
Coo
1.5 mos
Babbles
6.5 mos
Receptive language
Understands no
9 mos
4-5 years old visit
Growth patterns:
o Weight: 2 kg/yr
o Height: 6-8 cm/yr
Neurodevelopmental patterns
o Coordination and balance of an adult
o Coordination and use of hands almost fully developed;
mature dynamic tripod grip
Language development
o Pronounce most sounds except f, v, s, z
o Not fully master sh, l, zh
o 1,500 word vocabulary
Cognitive development
o Understand essentials of counting, alphabet, at least 4
colors
5-6 years old visit
Gross motor
o Hopping, skipping, rhythmic dancing
Fine motor
o Hold pencil maturely; drawing, painting, figures have limbs
and face
Language
o Asks meanings of abstract words, count to 20 or more,
distinguish parts of the day, name coins and colors
6-10 years old (school age)
Physical development
o Height: 2-3 inches/yr
o Weight: 5-7 lbs/yr
Motor development smoother, more coordinated
Fine motor
o Hands become steadier
o Paste, tie shoes, fasten clothes
Language
o Mastered basic grammar and syntax
o Figures of speech, clauses
8-10 years old
Letter size become smaller
Part 2
Intellectual development
Intelligence
Types
o Formal intelligence
Academic learning
o Contentional intelligence
Common sense
Difficult to measure
Mental operations
o Recognition
o Attention span
o Retention and recall
o Inductive and deductive reasoning
o Abstraction and generalization
o Organization
IQ tests
o Inaccurate before 5 years of age (*behavior and
developmental skills are inconsistent)
o IQ =
mental age
x 100
Chronologic age
o IQ scores
90-109
normal or average
116-119
above average
50-55 to 70
mild mental retardation
(intermittent support)
Below 20-25
profound (pervasive support)
o Bayley Scales of Infant Development 0-36 months
o Weschler Intelligence Test for Children R (> 6 yo)
o Stanford Binet Test (> 6 yo)
o Cattell Test (2-30 months)
o Minnesota Preschool Test (18 mos 6 yrs)
7 domains of intelligence
o Linguistic
o Musical
o Logical-mathematical
o Spatial
o Bodily kinesthetic
o Intrapersonal
o Interpersonal
o Affinity with nature
Factors affecting intelligence
o Genetics
o Health, physical development
Drives
o Shifts with maturation
o Stages
Oral stage
o Autistic phase
0-3 mos
Passivity
o Symbiotic phase
3-18 mos
Dependency
Aggression, biting
o no stage
o Strives individuality
Stage 3: 3-6 yrs
o Preschool period
o Shows initiative, or ability to work
o Win mother away from father
Stage 4: 6-12 yrs
o Industry vs inferiority
o Children industriously learn skills
o Fear of failure
o *warrior stage
Stage 5: puberty
o who am I? stage
o Adolescents strive to develop an identity
o Conscious with physical appearance
Stage 6, 7, 8
o Encompasses adulthood
o Development continues through life
o Capable of mature unselfish relations
Cognition theory
Deal with processes of learning
Perception, memory, recognition, abstraction, and generalization
Sensorimotor period: 0-2 yrs
o Six stages
Specific responses
Preconceptual stage
Less 1 hr by 3 mos
o Infants consistently picked up
Cry less at 1 yr
o
o
o
18-24
o
o
o
o
o
o
o
o
Accomplishments secure
Preschool
Accepting limits learn acceptable behaviors, tests limits
Interacts with a wider group of adults and peers
Tantrums peak at 2-4 years of age
Curious with genitals
Oedipal stage
Strongly attached to the parent of the opposite sex
4 yo turn-taking behavior
Modesty appears 4-6 yo
Acceptance of parental responsibility
Middle childhood (6-11 yrs)
latency
Energy directed to creativity and productivity
Same sex social groups
Popularity self esteem: important; by winning classmates through
possession; based on their accomplishments and social skills
Adolescents
VARIABLE
EARLY
MIDDLE
LATE
ADOLESCEN
ADOLESCENCE
ADOLESCENCE
CE
Age (yr)
1013
1416
1720 and
beyond
Sexual
12
35
5
maturity
rating[*]
Somatic
Secondary sex Height growth peaks
Physically mature
characteristics
Beginning of
Body shape and
Slower growth
rapid growth
composition change
Awkward
Acne and odor
appearance
Cognitive and
moral
Concrete
operations
Unable to
perceive longterm outcome
of current
decisionmaking
Conventional
morality
Selfconcept/identi
ty formation
Family
Peers
Sexual
Preoccupied
with changing
body
Selfconsciousness
about
appearance
and
attractiveness
Fantasy and
presentoriented
Menarche/spermarch
e
Emergence of
abstract thought
(formal operations)
May perceive future
implications, but
may not apply in
decision-making
Able to think
things through
independently
Questioning mores
Concern with
attractiveness
Increasing
introspection
Attractiveness
may still be of
concern
Stereotypical
adolescent
Emancipation
complete
Increased
need for
privacy
Increased bid
for
independence
Seeks samesex peer
affiliation to
counter
instability
Struggle for
acceptance of
greater autonomy
Intense peer group
involvement
Increased
interest in
sexual
anatomy
Future-oriented
with sense of
perspective
Idealism;absolutis
m
Preoccupation with
peer culture
Peers provide
behavioral example
Testing ability to
attract partner
Firmer identity
Emotional and
physical
separation from
family
Increased
autonomy
Peer group and
values recede in
importance
Intimacy/possible
commitment
takes precedence
Consolidation of
sexual identity
Relationship
to society
Anxieties and
questions
about genital
changes, size
Limited dating
and intimacy
Initiation of
relationships and
sexual activity
Middle school
adjustment
Questions of sexual
orientation
Focus on intimacy
and formation of
stable
relationships
Planning for
future and
commitment
Career decisions
(e.g., college,
work)