Content:
Module Objectives
- Understand that development occurs within systems, reflects contemporary and historical influences
- understand that development occurs across multiple connected domatins
- identify normal patterns of development and be able to spot any red flags in development across all domains
- consider what questions to ask, or things to observe if you do identify a developmental delay
Objectives:
- understanding normal development is key to identifying abnormal development
- so that you can identify common mental and developmental childhood disorders
- understand developmental level so as to communicate with child/adolescent and caregiver appropriately
- understand psychosocial needs of children and adolescents
- spot when these needs are not being met and consider what is needed
Take home/Things to note: serve and return system
Key messages
Development occurs within systems
- the prescence of absence of opportunities and resources can faciliate or undermine healthy development Rapid development in the first 2 years of life lays the foundation for subsequent learning, relationships, behaviour, health, mental health Parents and caregivers are critical resources for young children
- Patterns of interactions shape behaviour and development
Reminder
The developmental checklist are in the context of being achieved within the first 1000 days unless specificed
Resources:
Zubler, J.M., Wiggins, L.D., Macias, M.M., et al. (2022). Evidence- Informed Milestones for Developmental Surveillance Tools. Pediatrics. 149(3):e2021052138
Objectives, refined
- Understand typical development
- understand developmental level as to communicate with child and caregiver appropriately
- understand the psychosocial needs of children
be able to identify common mental/developmental childhood disorders and when psychosocial needs arent met
Typical development
Ingredients for healthy development basic needs met emotional regulation - kdey skill to devleop cognitive stimulation - need to be stimulated for good development stable positive relationshio - needs to have a strong foundation for loving and growth
- serve and return- if a child makes any attempt at communication it should be returned and reciprocated
Developmental systems (Development occurs within systems)
- consider the context the child is in
- what systems is the child within and what interactions occur in these systems
- what are the resources available to the child Consider the holistic models of health to understand potential challanges to development Potential questions to understand developmental systems
- who is in the family
- what is ithe dynamics like
- resources
- beliefs
- support networks
- peers
- neighbours
- school
- culture
Case for example
Therese (2 yrs) Cognitions
- T feels unlovable abandoned
- P feels anxiety about Ts future and failure as parents Developmental expectations
- Emotional regulation skills
- language
- sharing
- independance Problems
- noncompliant
- aggressive
- tantrums Behavioural processes
- modeling from parents
- R- avoids tasks
- R+ parental attention Context (systems factors)
- new baby
- mother PND
- pather extra shifts
- parental upbringing
- culture
- parental disagreement
Case therese presents with: noncompliant behaviour aggressive tantrums culture: children are to be seen not heard parental disagreement with how therese should be raised parental disagreement on development expectations parental d
T wants to become more independent which is interpreted as noncompliance T feels unloved with new child and parent being distant and parents stressing out bc of her behavioural change
Maybe T is seeing when you dont get your way you fight. if T doesnt do what she wants mum comes and is annoyed at her which mean parental attention
Overall might not be a developmental problem just home difficulties but you need to consider the systems to tell
Developmental tasks
Rapid development occurs in the first 2 years that lays the foundation for successful long term development
Implication: assess broadly across multiple domains of development but understand domains are not independant Ask yourself: what would i expect to see in place across different domains of development and what would i expect to see emerging, to check for next time. If there is incongruency what may account for that.
Developmental task: A developmental task is a taak which arises at or about a certain period in the life of the individual, successful achievement of which leads to his happiness and to success with later tasks. while failure lead to unhappiness in the individual, disapproval by the society, and difficulty with later tasks.
flowchart LR id1[Determinants: Physical, psychological, social, and cultural demands] id2[Successful mastering of developmental tasks] id3[Consequences: personal individuation and social integration] id1-->id2-->id3
| Age period | Task |
|---|---|
| Infancy to preschool | Social: Secure relationship with caregivers Cognitive/social: Language Cognitive: Differentiation of self from enviroment (red dot on nose in front of mirror) Social/emotion: Self control and compliance |
INFO
The multiple domains of development end up effecting one another. These are: emotional, behavioural, cognitive, social, and physical
Physical
Theme: independent motor control and locomotion
| Age | Birth | 3 months | 6 Months | 9 Months | 12 Months | 18 months | 24 months | 36 months |
|---|---|---|---|---|---|---|---|---|
| Motor Skills | Survival reflexes/crawling motion when on back | head control, lifting head up, push | Sit briefly unaided, rolls from back to tummy, transfer block between 2 hands | Standing up. walk holding furniture/fingers. crawl, pick up button with thumb and forefinger | Walk unaided, make mark with crayon | Climb stairs, throw ball in box, build tower with three cubes | run, walk backwards, place square peg in square hole, build tower six blocks. | Dress seld, toilet training underway (day vs night), ride a balance bike |
Cognitive
Theme: making sense of the world and the things in it
- Cause and effect if i push this cup over then it will fall and an adult will come put it back
- Active explorlation/discovery/environment exploring and curiosity
- Object permanence if i cant see it it can still exist
- Mental representations words and symbols have meaning associated with them. eg “what does the cow saw, “moo""
- Goals directed behaviour intentionally starting to manipulate items
- Use of tools see above
- Imitation imitate someone or something and see what happens
- Memory allows higher levels of learning and social connections
Social: Language Development
This is accelerated by language stimulation. the more you talk to your child the faster they develop
| 3 months | 6 months | 12 months | 18 months | 2 years | 3 years | 4 years | 5 years |
|---|---|---|---|---|---|---|---|
| Cooing and gurgling | Babbling | First words | Knows 5 to 40 words | 150-300 words, 2-3 word sentences | 900-1000, asks short questions | 2000 words, 5+ word sentences | Identifies letters, creates longer sentences |
Social: relationshops and interactions
- attachment/relationship development
- social smiling
- crying
- laughing
- social referencing
- self awareness
Caregiver relationship attachment
- Bond between child and primary caregiver
- the relationship allows infant to:
- seek proximity to the attachment figure
- provides soothing when distressed
- develop an interal working model of a secure base
- Caregiver becomes a safe haven from which child can explore the world Learning to converse: serve and return (example video in the lecture)
Social and emotional milestones
Theme: learning to understand, predict, and influence interaction with others
| 2 mths | 4 mths | 6 mths | 9 mths | 12 mths | 18 mths | 24 mths |
|---|---|---|---|---|---|---|
| Begins to smile, Can briefly calm self, directs gaze towards caregivers | smiles spontenously at people | knows those who are familiar, likes to interact in play with others, looks at self in the mirror | may be afraid of strangers, has favourite toys | nervous with strangers, cries when caregiver leaves, cooperate with dressing, brings a book to be read, repeats sounds | afraid of strangers, affection for familiar people, simple pretend play | copies others especially those who are familiar excited with other children, parallel play, increasing independance |
Behavioural milestones
- activation of skill in other domains
- talking and gesturing
- initating and responding to social interactions
- exploring the environment
- pretend play
- grasping objects
- independant movement
- expressing emotion
- follow simple instructions
Take 1:
understanding normal development is key to identifying abnormal development
so that you can identify common mental and developmental childhood disorders
understand developmental level so as to communicate with child/adolescent and caregiver appropriately
understand psychosocial needs of children and adolescents
spot when these needs are not being met and consider what is needed
children need basic needs met emotion regulation cognitive stimulation stable positive relationships
- serve and return
- all communication needs to be responded and reacted to development occurs within systems
features of systems children are developing within family support networks peers neighborhoods school culture
rapid development occurs in the first 2 years the lays the foundation for successful long-term development
implication assess broadly across multiple domains of development domains are not independant
asl yourself: what would i expect to see in place across different somains and what would i ecpact to see emergind to check next time
developmental task a task which is representative of normal development and opens up new views tasks and development
developmental tasks infancy to preschool i affect the world around me
secure relationship with caregivers language differentiation of self from environment self control and compliance
multiple domains of development they all are separate and yet inteconnected physical emotional behavioural cognitive social
cognitive development cause and effect active exploration discovery of objevts enviroment object permenacne mental representation goal directed behaviour use of tools imitation memory