Michelle Ong Final Exam CHD 166 Infants and Toddlers

1. Habituation - the process or a ilit! of a child to ignore or t"ne o"t something the! ha#e seen or heard on man! occasions in order to foc"s on something else. For example$ a child is a le to t"ne o"t the lo"d pla! in the loc% area that the! hear e#er!da! in order to do their o&n acti#it! in the art area. '. Object Permanence - reali(ing and "nderstanding that an o )ect is still there after it is hidden. For example$ if !o" place a to! "nder a ox$ the child lifts the ox %no&ing the to! is still there as opposed to cr!ing eca"se the! thin% the to! is gone. *. Symbolic play - "sing an item as on o )ect it isn+t necessaril! intended to e. For example$ a child ma! "se a D"plo ,ego loc% as a car or a &ooden loc% as an iron. -. Deferred imitation - &hen a child re.creates an acti#it!/tas% the! ha#e seen efore in another en#ironment or different setting. For example$ a child ma! pretend to gi#e a to! a ! or peer a chec% "p after the! &ent to the doctor for their o&n chec% "p or exam. 0. Secure Attachment - the positi#e relationship a child needs to ha#e &ith parents or other significant people in their li#es in order to gain a"tonom!$ tr"st$ and confidence. 1hen a sec"re attachment is not achie#ed or ro%en it can affect the social emotional de#elopment in a child and then create a domino effect in all other de#elopmental areas eca"se of their lac% of confidence and &illingness to tr! ne& things. 6. Cephalocaudal Sequence the process in &hich a child de#elops in a se2"ence starting from the head then contin"e to de#elop do&n to the feet. For example$ an infant &ill learn to raise their head then gain m"scle strength in the nec% to s"pport the head$ and then gain the a ilit! to roll od! o#er. Finall!$ the! gain strength in the lo&er od! and feet to then &al%. 3. Proximodistal Sequence the process in &hich the child de#elops from the middle of the od! o"t&ard. For example$ a !o"ng infant "ses f"ll arm s&inging mo#ements then as the! get into the older infant stage the! de#elop into "sing hands then to fine motor mo#ement of fingers to master their pincer grasp m"scles. 4. Pincer rasp "sing the th"m and forefinger in a meaningf"l and p"rposef"l manner to pic% "p small o )ects. For example$ an infant pic%ing "p finger food &ith the th"m and forefinger is "sing pincer grasp. 5. Palmer rasp &hen a child "ses the &hole hand 6palm7 to pic% "p small o )ects. This is can e o ser#ed as a gra ing motion. For example$ an infant s&eeping their hand across a s"rface and gra ing a hand f"ll of cheerios 6not appearing to care ho& man! the! get7 is "sing the palmer grasp.

18. !ecepti"e #an ua e this &hat a child "nderstands of &hat is eing comm"nicated ! others. For example$ if the child is as%ed to do something$ do the! respond appropriatel!9 For example$ if !o" as% a child to stomp feet$ do the! stomp or ma%e an attempt to stomp their feet. :ometimes$ &or%ing &ith toddlers$ the! "nderstand &hat is eing as%ed$ the! )"st don+t &ant to do it.

$uestions

11. :t"dies are finding that &hile &al%ers and infant o"nc! seats are mar%eted to ;help< &ith &al%ing or ;easing< and ;comforting< a child$ the! are act"all! inhi iting a child+s a ilit! to gain f"ll od! s"pport and gain the a ilit! to self.reg"late. The! are also finding dangers in the de#ices in that parents tend to lea#e the room or sight of a child &ith a false sense of sec"rit!. Then in)"ries and accidents happen. The est &a! to allo& for large motor de#elopment is to let a child cra&l$ clim $ &al% aro"nd in a ;safe< area. =loc% off areas and remo#e an! potentiall! dangero"s f"rnishings or e2"ipment. >"t o stacles or materials s"ch as pillo&s or ean ags that the child can clim or cra&l o#er. Or$ a great &a! to increase gross motor de#elopment is to ma%e !o"r child come to !o" or their desired acti#it! 6instead of !o" going to the child or ringing them to!s7.To soothe a child$ it is etter to allo& them time to self.reg"late$ other&ise$ the child &ill al&a!s need that item to soothe them. 1'. There are man! signs of a "se and neglect. One of the iggest signs &o"ld e the fail"re to thri#e. If !o" see an o#erall lac% of gro&th ph!sicall! and de#elopmentall!$ it ma! e a sign of a "se. For example$ if a child is &ell elo& their a#erage od! &eight$ can+t concentrate 6affecting de#elopmental gro&th7$ is al&a!s h"ngr!$ and doesn+t ha#e an! other ;medical< conditions associated$ it ma! e a sign of a "se or neglect. ?lso$ the child+s poor ph!sical and h!gienic appearance ma! e an indicator of neglect. For example$ if a child has a se#ere diaper rash$ a repeated sat"rated diaper$ consistent poor h!giene 6dirt! face/ od!/clothes7 and ill.fitting clothing$ these can e signs of neglect and sho"ld e reported. One of the easiest signs of a "se to o ser#e is repeated in)"r! mar%s on a child+s od! that is either al&a!s "nexplained or the parent or caregi#er gi#es the same response ;the! are so cl"ms!< or ;the! fell<. 1e %no& that children can appear &ith "nexplained r"ising d"e to their acti#it! le#el "t$ if it is constantl! occ"rring or the in)"ries don+t match "p &ith the explanation$ or if it is as o #io"s as noticing a r"ised in the shape of a handprint$ that sho"ld e reported immediatel!. 1ile it is an indicator of reporting a "se and neglect$ I thin% the most diffic"lt to 2"antif! is the emotional characteristic of a child. ,oo%ing at s"dden emotional and eha#ioral changes co"ld e an indicator of a "se$ "t it co"ld also e the res"lt of lifest!le changes or health iss"es. That is &h! it is so important to o ser#e a child and get to %no& &ho the! are. For example$ if a child has een a ;happ! and eas! going child< and after !o" fo"nd o"t that a ne& caregi#er has ta%en o#er and this child has ecome &ithdra&n and has eg"n hitting others for no apparent

reason$ it co"ld e a sign of a "se or neglect. I thin% this area is the hardest responsi ilit! of a teacher. 1hile !o" don+t &ant to pass )"dgment and ass"me neglect or a "se$ !o" &ant to protect the children as m"ch as possi le. It is so important to o ser#e and doc"ment and e#en ;ta%e a professional< approach to as% the parent if things are going o% at home.

1*. I thin% the most important mar%ers of identif!ing possi le ?"tism :pectr"m Disorder are echolalia$ s"dden loss of social s%ills$ and the diffic"lt! changing foc"s from one o )ect/acti#it! to another . ma! e as m"ch as to perse#erate on one tho"ght. 1hile man! of the mar%ers can also indicate other t!pes of dela!s or medical conditions$ it is m! opinion that these are ;red< flags that re2"ire referral. Echolalia 6repeating the speech of another7 in response to another person+s interaction is not "s"all! identified or associated &ith an! other de#elopmental dela! or medical condition and is considered ;at!pical< eha#ior. Minimall!$ I &o"ld refer for a speech cons"ltation. 1hile loss of social s%ills and diffic"lt! to foc"s can e signs of other dela!s or conditions 6illness$ neglect$ ?DD$ ?DHD7$ com ined &ith the other mar%ers$ a referral sho"ld also e made. I feel$ these three areas 6echolalia$ loss of social s%ills$ and lac% of foc"s7 impact learning in the most critical &a!. ,ac% of inter#ention or e#en dela!ing inter#ention in these areas can significantl! impact a child+s a ilit! to de#elop. =eca"se there are no iological mar%ers$ o ser#ation of eha#iors and de#elopmental gro&th is the onl! &a! to identif! possi le ?:D. Therefore$ referring o"t for additional ;professional< insight$ I feel is al&a!s etter than dela!ing inter#ention eca"se !o" are ;not s"re<. 1-. O ser#ation is a central part of caring for infants eca"se the more !o" o ser#e$ the more !o" %no& a o"t a child and !o"r program. It is the integral part of !o"r c"rric"l"m and lesson plans on &hat and ho& to teach the children. @o" cannot teach a child e!ond their c"rrent s%ill le#el if !o" do not o ser#e 6to assess7 the s%ills that child c"rrentl! has. There are different &a!s to o ser#e. @o" can e a participant and act"all! engage &ith the child as !o" are o ser#ing or !o" can stand ac% and o ser#e as a non.participant. Either &a!$ !o" are gaining information on that child. F"rther$ the more !o" o ser#e$ the more !o" %no& a o"t the children. This is essential if !o" are r"ling o"t the need for medical or eha#ioral inter#ention. For example$ if !o" ha#e o ser#ed a child al&a!s engaging &ith peers and spea%ing to e#er!one has s"ddenl! ecome &ithdra&n from peers and al&a!s cling! to the teacher$ !o" %no& 6from o ser#ation of their normal demeanor7 that !o" m"st inter#ene and see% o"t possi le reasons for this eha#ioral change. 10. ?ccording to the Aational To! co"ncil there are three criteria for &hich to choose a to!. One is safet!. The to! m"st e free of sharp edges and small parts that ma! come off 6potential cho%ing ha(ard7 and there sho"ld not e an! "nsafe feat"res 6often gi#ing to!s for older children can e "nsafe for toddlers and infants7. The other is

ho& the to! is "sed. That is$ if the to! can e "sed in m"ltiple &a!s and if it can e "sed creati#el!. ?nd$ the last is the opport"nit! for s%ill "ilding. 1hat s%ills can the child learn9 =efore o"r exercise in class$ I tho"ght choosing a to! &as a simple tas% in that if !o" follo& these g"idelines$ !o" &ill not go &rong &ith to! selection. Ho&e#er$ I didn+t ta%e into acco"nt other people+s perception of ho& to!s are "sed and &hat s%ills the! percei#e a to! can teach. For example$ I &o"ld rate an electronic to! lo& for m"ltiple "se and s%ill "ilding. I feel it can onl! e "sed the &a! the man"fact"rer designed it press this "tton to get this to happen. ?nd$ eca"se there is no open ended opport"nit! or imaginati#e or creati#e gain from this to! and the! &o"ld "s"all! sit do&n alone$ I consider no other s%ill set eing gained 6ph!sical or social7. On the other hand$ others #ie& this as a m"lti."se to! &ith potential for man! s%ill "ilding opport"nities eca"se it has m"ltiple "ttons and responds to a child+s action.