CHAPTER 2 Human Growth and Development

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—human evolution (phylog evolution —human © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett OR DISTRIBUTION NOT FOR SALE eny) in order to adapt; to the fittest” of in order eny) “survival dren needing specialized education dren scribed adolescence as a critical developmental stress” and Drang”und “storm or period“Sturm of theory—biological basis Maturational-organismic development;of principle theorythe of organizing of transformational system (closed is structure thought) rules governing Émile—Treatise on Education Émile—Treatise savage” as an “untamed Child OriginThe of Species method to as systematic journal” use of “baby First development observeddocument behavioral of intelligence measurement standardized First chil defective” “mentally identify to was Intention de first that Adolescence work (1904)—classic as method for the of questionnaires Development recall retrospective via development of child study of adults © Jones & Bartlett Learning, LLC © Jones & Bartlett OR DISTRIBUTION NOT FOR SALE © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION

a. a. a. a. a. b. b. b. b. Jean-Jacques Rousseau (1712–1778) Rousseau Jean-Jacques DarwinCharles (1809–1882) Simon Theophile (1857–1911) and Binet Alfred (1873–1961) (1844–1924) Hall Stanley G. Arnold Gesell (1880–1961)

1. 2. 3. 4. 5. Nature Positions: Emphasis on heredity and matura Positions: on heredity Emphasis Nature tional process tional

Classic Developmental Theories Classic Developmental Theories • and Theorists © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC & Bartlett Learning, © Jones SALE OR DISTRIBUTION NOT FOR LLC © Jones & Bartlett Learning, NOT FOR SALE OR DISTRIBUTION CHAPTER 2 M. Elizabeth M. Younger Development Human Growth and Growth Human © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett OR DISTRIBUTION NOT FOR SALE © Jones & Bartlett Learning LLC, an Ascend Learning Company. NOT FOR SALE OR DISTRIBUTION. Temperament and personality Temperament relationships Interpersonal development Moral and other social contexts environment Home Nutritional status Nutritional and well-being health Physical abilities motor and gross Fine and processing, information thinking, Perception, memory expressive and Communication—receptive language Genetic factors and appearance stature Physical

distinct distinct stages) c. c. e. a. a. a. b. b. b. d. d. Psychological and social domain Psychological Cognitive domain Cognitive ( domain Physical Nature (heredity and genetic predisposition) vs. vs. and genetic predisposition) (heredity Nature influence) (environmental nurture discontinuity vs. process) (continual Continuity HUMAN GROWTH AND HUMAN GROWTH AND UNDERLYING DEVELOPMENT: AND SCIENCE OF CHILD THEORY HEALTH

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3. 2. 1. 1. 2. Three Fundamental Domains: distinctions Fundamental Conceptual Three in reality processes overlapping but

• •

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NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, 8 CHAPTER 2 Human Growth and Development

b. The Atlas of Infant Behavior (1934)—identified 1. John Locke (1632–1704) © Jones & Bartlettdevelopmental Learning, milestones LLC © Jonesa. &Essay Bartlett Concerning Learning, Human LLC Understanding and NOT FOR SALEc. Developed OR DISTRIBUTION one of the earliest infant tests NOT FOR SomeSALE Thoughts OR DISTRIBUTION Concerning Education 6. Sigmund Freud (1856–1939) b. Child as “tabula rasa” or “blank slate” a. Three Contributions to the Sexual Theory (1905) 2. John B. Watson (1878–1958)—behaviorism b. Stage theory of psychosexual development a. Classical conditioning—neutral stimulus associ- (1) Infancy: Oral stage ated with a meaningful one over time leading to (2) Toddler: Anal© stage Jones & Bartlett Learning, LLC a “conditioned” response© Jones that can & be Bartlett elicited byLearning, LLC (3) Preschool: PhallicNOT stage FOR SALE OR DISTRIBUTIONneutral stimulus aloneNOT as though FOR it were SALE the mean OR -DISTRIBUTION (4) School age: Latency stage ingful one (5) Adolescence: Genital stage b. Psychological Care of the Infant and Child (1928) c. Key principles 3. B. F. Skinner (1904–1990)—student of Watson (1) Id: Principle of pleasure a. Mechanistic-learning theory ©(2) Jones Ego: Principle & Bartlett of reality Learning, and/or self-interest LLC b. Operant© Jones or instrumental & Bartlett conditioning— Learning,beha LLCvior NOT(3) Superego: FOR SALE Principle OR of moralityDISTRIBUTION or conscience is modified,NOT FOR reinforced, SALE ORor DISTRIBUTIONextinguished by 7. Neo-Freudian: Erik Erikson (1902–1994)—stage positively or negatively experienced consequences theory of psychosocial development across the life such as use of positive feedback for good behavior span or “time-out” for misbehavior © Jones & Bartletta. Infancy: Learning, Trust vs. mistrust LLC © Jones4. Albert & Bartlett Bandura Learning,(1925–) and WalterLLC Mischel (1930– b. Toddler: Autonomy vs. shame and doubt 2018)—social learning theory NOT FOR SALEc. Preschool: OR DISTRIBUTION Initiative vs. guilt NOT FORa. InfluencedSALE OR by DISTRIBUTIONboth behaviorism and psychody- d. School age: Industry vs. inferiority namic theories e. Adolescence: Identity vs. role confusion b. Behavior results from interaction of individual char- f. Young adult: Intimacy vs. isolation acteristics, the environment, and the behavior itself g. Middle age: Generativity© Jones vs. stagnation & Bartlett Learning, LLCc. Modeling—learning from© Jones direct observation & Bartlett and Learning, LLC h. Older adulthood: Integrity vs. despair subsequent imitation of what is seen and done by 8. Neo-Freudian: MargaretNOT FORMahler SALE (1897–1985)— OR DISTRIBUTION significant others in theNOT proximal FOR environment SALE OR DISTRIBUTION psychological birth of the infant • Ethologic Theories a. Psychological birth of the child with emerging 1. Konrad Lorenz (1903–1989)—sensitive periods as sense of self as separate from mother biologically programmed periods predisposed for b. ©Inadequate Jones & early Bartlett mothering Learning, and “psychological LLC particular© Joneslearning (e.g.,& Bartlett imprinting Learning,) LLC birth” results in mental illness 2. Harry Harlow (1905–1981)—Wisconsin primate c. NOTPhases FOR of “psychological SALE OR birth” DISTRIBUTION laboratory’sNOT classic FOR rhesus SALE monkey OR DISTRIBUTION experiments on (1) Autism (0–2 months)—no real social aware- maternal deprivation (separation, isolation, and ness or concept of self “terry cloth vs. wire surrogate mothers”) (2) Symbiosis (2–5 months)—mother–infant a. Maternal separation and social isolation resulted dependency in dramatic impairment of social-emotional © Jones & Bartlett(3) Separation–individuation Learning, LLC (6–36 months) © Jones &development Bartlett Learning, LLC NOT FOR SALE OR• Differentiation DISTRIBUTION and practicing (6–12 NOT FORb. PhysicalSALE contactOR DISTRIBUTION and comfort necessary for normal months)—beginning awareness of self as social and emotional development separate from mother 3. John Bowlby (1907–1990) —Attachment and Loss • Rapprochement (12–24 months)— (1969) exploration, emotional refueling, and a. Attachment defined as “an affectional tie the infant ability to sustain© Jones brief separations& Bartlett Learning, LLC forms to another specific© personJones that & bindsBartlett the two Learning, LLC • ConsolidationNOT FOR(24–36 SALE months)— OR DISTRIBUTION together in space and enduresNOT FOR over time” SALE OR DISTRIBUTION increased ability to cope with separations b. Importance of early mothering and consequences through symbolic play of “maternal deprivation” as observed in orphan- 9. Jean Piaget (1896–1980)—interactionist—structuralist ages and asylums stage theory of cognitive development 4. Marshall Klaus (1927–2017) and John Kennel (1922– a. ©Sensorimotor Jones & Bartlettstage: Birth–2 Learning, years LLC 2013) —©Maternal-Infant Jones & Bartlett Bonding Learning,(1976) LLC b.NOT Preoperational FOR SALE thinking: OR 2–7 DISTRIBUTION years a. SeminalNOT studies FOR on SALE the impact OR ofDISTRIBUTION early contact vs. c. Concrete operational thinking: 7–12 years separation on maternal-infant bonding d. Formal operational thinking: 12 years onward b. Influential in advocating change in hospital poli- • Nurture Positions: Emphasis on learning and cies regarding rooming-in and father participation environment in the delivery room © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

5. Mary Ainsworth (1913–1999)—Patterns of Attachment: (2) Stage 6: Universal ethical principles—child/ © Jones & BartlettA Study Learning, of the Strange LLC Situation (1978)—developed© Jones & Bartlettadolescent Learning, decides LLC on moral standards of NOT FOR SALElaboratory OR DISTRIBUTION paradigm “strange situation” to assess seNOT- FOR SALE behaviorOR DISTRIBUTION through individual reflection and curity or insecurity of the attachment relationship reasoning a. Early maternal responsiveness to infant needs pro- 2. Carol Gilligan (1936–)—gender differences in moral motes secure attachment development b. Secure maternal-infant attachment provides “safe a. Male social development orients to ethic of prin- base” from which© Jones the child & Bartlett can begin Learning,to actively LLC ciples, with moral© issues Jones decided & Bartlett on the basis Learning, of LLC explore the environmentNOT FOR andSALE a source OR of DISTRIBUTION comfort fairness and justiceNOT FOR SALE OR DISTRIBUTION when distressed b. Female social development orients to ethic of in- c. Securely attached infants show more optimal terpersonal relationships, with moral issues de- cognitive gains and, later, school performance, il- cided on the basis of compassion and caring lustrating the interconnectedness of psychosocial • Language Development: L. S. Vygotsky (1896–1934) © Jonesand cognitive & Bartlett domains Learning, LLC 1. Language© Jones as biologically & Bartlett programmed, Learning, but children LLC learn • HumanisticNOT FOR Theories SALE OR DISTRIBUTION languageNOT actively FOR throughSALE direct OR experienceDISTRIBUTION and culture 1. Abraham Maslow (1908–1970) 2. Zone of proximal development (ZPD) —zone between a. Theory of basic needs and human potential de- child’s opportunity to observe/participate and ability rived from study of healthy, creative individuals; to internalize the learned behavior © Jones & Bartlettfew Learning, people achieve LLC self-actualization © Jones & Bartlett Learning, LLC b. Hierarchy of needs NOT FOR SALE OR DISTRIBUTION NOT FORTransactional SALE OR DISTRIBUTION and Contextual Theories (1) Physiologic of Development (2) Safety, security, and stability (3) Affiliation, acceptance, and love • Heredity–Environment Interactions (4) Ego, self-worth, confidence, competence, and 1. Growth and developmental outcomes result from success © Jones & Bartlett Learning, LLC “main effects” and “interaction© Jones effects” & Bartlett of and between Learning, LLC (5) Self-actualization both heredity (nature) and environment (nurture) 2. Carl Rogers (1902–1987)NOT FOR SALE OR DISTRIBUTION2. Reaction range—rangeNOT of FOR phenotypes SALE thatOR DISTRIBUTIONmay a. Client-centered approach from a phenomenologic emerge from similar genotypes developing under var- perspective ied environmental contexts b. Key strategies for intervention • Transactional and Resiliency as Models of Development © c.Jones Unconditional & Bartlett positive Learning, regard, empathy,LLC and 1. Transaction© Jones model & Bartlett first described Learning, in 1975 asLLC a “con- genuineness tinuum of reproductive risk and caretaking casualties” NOTd. Congruence FOR SALE or the OR ability DISTRIBUTION to be genuine by NOTArnold FOR Sameroff SALE (1937–) OR and DISTRIBUTION Michael Chandler • Moral Development (1938–2019) 1. Lawrence Kohlberg (1927–1987)—stages of moral 2. Research based on transactional model emerged in development 1980s; describes risk and protective factors associated a. Based on his original cross-sectional study of 84 with vulnerability and resilience in the face of adversity © Jones & Bartlettschool-aged Learning, boys LLC (10 to 16 years) recruited from© Jones & a.Bartlett Emmy WernerLearning, (1929–1982)—Kauai LLC longitudinal NOT FOR SALE ORtwo suburbanDISTRIBUTION Chicago schools who were later folNOT- FOR SALEstudy OR from DISTRIBUTION birth to adulthood to explore perinatal lowed longitudinally risk and environmental factors on subsequent de- b. Responses to hypothetic moral dilemmas velopmental outcomes, resiliency c. Preconventional or pre-moral level b. Michael Rutter (1933–1987)—epidemiological (1) Stage 1: Punishment-obedience—child be- studies of children of mentally ill parents to exam- haves to ©avoid Jones punishment & Bartlett Learning, LLC ine risk and protective© Jones factors & influencing Bartlett subseLearning,- LLC (2) Stage 2:NOT Instrumental-exchange—child FOR SALE OR DISTRIBUTION be- quent psychopathologyNOT FOR SALE OR DISTRIBUTION haves well for some gain or reward c. L. Alan Sroufe’s (1941–)—longitudinal study of d. Conventional level competence as a developmental construct (1) Stage 3: Good-boy/good-girl orientation— 3. Examples of clinical problems with multifactorial etiol- child behaves for approval ogy better understood through a transactional perspec- © Jones(2) Stage & Bartlett4: Law and Learning, order perspective—child LLC be- tive© include Jones failure & Bartlett to thrive; child Learning, abuse; and LLC attention NOT FORhaves SALE to avoid OR getting DISTRIBUTION caught deficit,NOT hyperactivity, FOR SALE conduct, OR andDISTRIBUTION eating disorders e. Postconventional level • Ecological Model or “Development in Context” (1) Stage 5: Social contract—child/adolescent be- 1. Developed and described by Urie Bronfenbrenner haves in accordance with generally accepted (1917–2005) in 1979 publication—Ecology of Human social norms Development: Experiments by Nature and Design © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

2. Person–place–process model measuring approximately 0.8 inches (2 cm) less than © Jones & Bartletta. Microsystem—immediate Learning, LLC settings within which © Joneshead & Bartlett circumference Learning, LLC NOT FOR SALEa child OR spends DISTRIBUTION time during development (e.g., NOT FOR3. Initial SALE 8–10% OR weight DISTRIBUTION loss in average newborn in first home, school, hospital) 3–4 days of life is usually regained by 7 days if formula b. Mesosystem—relationship or linkages between fed, 14 days if breastfed microsystems (e.g., service coordination) 4. Weight doubles by 6 months, triples by 1 year, and c. Exosystem—settings that may indirectly influence de- quadruples by 2 years velopment (e.g., parent’s© Jones workplace, & Bartlett school boards) Learning, LLCa. Weight gain of 5–7 oz ©(150–210 Jones g) &weight Bartlett gain per Learning, LLC d. Macrosystem—broad-basedNOT FOR historical, SALE OR cultural, DISTRIBUTION week during first 6 monthsNOT FOR SALE OR DISTRIBUTION demographic, and institutional context (e.g., man- b. Weight gain of 12–20 oz per month during months aged care and welfare reform initiatives) 6–12 3. Understanding how and why a child changes or stays c. Average weight gain in second year is 8–9 oz the same over time requires examination not only of (240–270 g) per month the© child’s Jones emerging & Bartlett capabilities Learning, but also theLLC quality d. By 1 ©year, Jones birth weight & Bartlett should be Learning, tripled LLC of NOTthe settings FOR (places SALE and OR processes) DISTRIBUTION where children 5. Length NOTusually FOR increases SALE by 50% OR by DISTRIBUTION1 year, doubles by spend time; communication/linkages between these 4 years, and triples by 13 years—increases by 1 inch settings; influence of policy decisions; and overall so- (2.54 cm) per month during first 6 months, and then cial, cultural, and political context 0.5 inch (1.3 cm) per month through first year © Jones &4. BartlettExamples ofLearning, clinical interventions LLC better understood © Jones6. Head & Bartlett circumference Learning, increases LLC 0.5 inch (1.3 cm) per through an ecological perspective include early inter- month during first 6 months, and then 0.3 inch (0.65 NOT FOR SALEvention OR services, DISTRIBUTION home visiting services, and care co- NOT FORcm) SALE per month OR through DISTRIBUTION first year ordination/case management strategies 7. Serial measurements and observation over time with 5. Collaborative effort toward integration of scientific use of standardized growth charts—http://cdc.gov/ knowledge concerning childhood development and growthcharts/ implications for policy© andJones practice & Bartlett Learning, LLC8. Cranial sutures/fontanels© Jones & Bartlett Learning, LLC a. Cranial sutures close during first year of life NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION INFANT GROWTH AND b. Posterior fontanel closes by 6–8 weeks of age DEVELOPMENT (BIRTH–2 YEARS) c. Anterior fontanel closes by 12–18 months of age 9. Dental development • Physical Domain: Major tasks—physiologic regulation/ a. Formation of teeth begins during the third fetal motor© control Jones & Bartlett Learning, LLC month© Jonesand continues & Bartlett through adolescenceLearning, LLC 1. Definitions b. Primary or deciduous teeth are first set of teeth a. NOTPreterm—newborn FOR SALE with OR gestational DISTRIBUTION age estimated that NOTare later FOR replaced SALE by permanent OR DISTRIBUTION teeth as less than 37 weeks. Late preterm is newborn c. Eruption timing can vary greatly, but eruption born at 34 weeks to 36 weeks. sequence of deciduous teeth is generally consis- b. Low birth weight (LBW) ≤ 2,500 g tent—see Figure 2-1 (1) Very low birth weight (VLBW) ≤ 1,500 g 10. Motor development © Jones & Bartlett(2) Extremely Learning, low birth LLC weight (ELBW) ≤ 1,000 g © Jonesa. &Early Bartlett reflexive Learning, responses—involuntary LLC responses NOT FOR SALEc. Assessment OR DISTRIBUTION of weight for gestational age NOT FOR toSALE stimuli OR that DISTRIBUTIONmay be viewed as precursors to late (1) AGA—appropriate for gestational age motor skills (2) LGA—large for gestational age; weight is above (1) Survival reflexes the 90th percentile; often associated with dia- (a) Breathing, hiccups, sneezes, spitting up as betic pregnancies infant tries to regulate breathing, sucking, (3) SGA—small for© gestationalJones & age Bartlett Learning, LLC and swallowing© Jones & Bartlett Learning, LLC (a) SymmetricNOT intrauterine FOR SALE growth OR retarda DISTRIBUTION- (b) Temperature controlNOT FORreflexes—cry, SALE shiver OR- DISTRIBUTION tion (IUGR)—weight, length, and head cir- ing, tucking legs close to body cumference are SGA; reflects long-standing (c) Feeding reflexes—sucking, rooting, cry- compromise and/or factors that are intrin- ing, and swallowing sic to the infant such as a syndrome complex (2) Nonsurvival reflexes—Babinski, stepping, © Jones(b) Asymmetric & Bartlett intrauterine Learning, growth LLC retarda- ©swimming, Jones grasping,& Bartlett Moro, Learning, or startle LLC NOT FORtion SALE(IUGR)—underweight OR DISTRIBUTION for length and (3) NOTOntogeny FOR of infant SALE reflexes OR DISTRIBUTION head circumference; reflects acute com- (a) Palmar grasp—strongest by 1–2 months, promise extrinsic to fetus such as placen- disappears by 3 months tal insufficiency (b) Plantar grasp—disappears after 8 months 2. Average U.S. newborn is 20 inches (50.8 cm) long and (c) Moro reflex—disappears by 6 months © Jones & Bartlettweighs 7.5 poundsLearning, (3,389 LLCg), with head circumference © Jones & Bartlett(d) Stepping—disappears Learning, LLC before voluntary NOT FOR SALEof 14.2 inchesOR DISTRIBUTION (35 cm) and with chest circumference NOT FOR SALEwalking OR DISTRIBUTION

Upper teeth Erupt Shed © Jones & Bartlett Learning, LLC © JonesCentral incisor& Bartlett8–12 Learning, mos. 6–7 LLCyrs. NOT FOR SALE OR DISTRIBUTION NOTLateral FOR incisor SALE 9–13OR mos.DISTRIBUTION7–8 yrs. Canine (cuspid) 16–22 mos. 10–12 yrs.

First molar 13–19 mos. 9–11 yrs.

Lower teeth Erupt Shed Second molar 23–31 mos. 10–12 yrs.

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION First molar NOT14–18 FOR mos. SALE9–11 OR yrs. DISTRIBUTION Canine (cuspid) 17–23 mos. 9ffz–12 yrs. Lateral incisor 10–16 mos. 7–8 yrs.

Central incisor 6–10 mos. 6–7 yrs. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTIONFigure 2-1 Primary Teeth EruptionNOT FOR SALE OR DISTRIBUTION Reproduced from American Dental Association. (2012). Tooth eruption. Retrieved from www.ada.org/~/ media/ADA/Publications/Files/patient_56.ashx

(e) Asymmetric tonic neck (fencing) reflex— e. Tertiary circular reactions—active exploration and diminishes© Jones by 3–4 & months,Bartlett disappears Learning, by LLC trial-and-error learning© Jones (12–18 & months) Bartlett Learning, LLC 6 months f. Mental combinations—ability to problem-solve sim- (f) GrossNOT and fineFOR motor SALE milestones—age OR DISTRIBUTION of ple situations withoutNOT trial FOR and error SALE (18–24 OR months) DISTRIBUTION attainment varies, but sequence is gener- 4. Language development—receptive language pre- ally consistent cedes expressive abilities (see Table 2-1) • Cognitive Development: Major tasks—sensorimotor and • Psychosocial Development: Major tasks—development early© Jones language & development Bartlett Learning, LLC of good© fitJones between & temperament Bartlett Learning, and environment; LLC de- 1. Vision velopment of secure attachment relationship NOTa. Presence FOR SALE of blink OR reflex DISTRIBUTION and pupil constriction to 1. Temperament—theNOT FOR SALE “how” OR of DISTRIBUTIONbehavior rather than light are indications of newborn vision “what” or “why” b. Newborns can focus on objects between 4 and 30 a. New York Longitudinal Study (NYLS) defined nine inches away, including caretaker’s face during feeding dimensions of temperament—activity, rhythmic- c. Binocular vision develops between 4 and 6 months ity, approachability, adaptability, intensity, thresh- © Jones & Bartlettd. Visual Learning, acuity is difficultLLC to measure during in©- Jones & Bartlettold of arousal, Learning, mood, distractibility, LLC and attention NOT FOR SALE ORfancy; DISTRIBUTION distance acuity has been estimated betweenNOT FOR SALEb. Categories OR DISTRIBUTION of temperamental profiles 20/150 and 20/400 in newborns, improves to 20/70 (1) Easy—rhythmic, approachable, adaptable, by 2 years, and 20/30 by 5 years positive moods, and low intensity (40%) 2. Hearing (2) Slow-to-warm-up—less active, more avoidant, a. Infants have greater auditory acuity for high- rather less adaptable, more negative moods, and low than low-frequency© Jones sounds & Bartlett Learning, LLC intensity (15%)© Jones & Bartlett Learning, LLC b. ResponsivenessNOT to FOR“motherese” SALE as OR high-pitched DISTRIBUTION (3) Difficult—arrhythmic,NOT FOR more SALE avoidant, OR DISTRIBUTIONless “baby talk” adaptable, more negative moods, and high in- 3. Sensorimotor development (Piaget) tensity (10%) a. Reflexes (birth–1 month) (4) Intermediate high and intermediate low (35%) b. Primary circular reactions (1–4 months)—adapta- 2. Parent–infant interaction and the attachment © Jonestion of reflexes& Bartlett to the environmentLearning, through LLC coordin- relationship© Jones & Bartlett Learning, LLC NOTation FOR of twoSALE actions, OR such DISTRIBUTION as seeing and grasping a. NOTSynchrony—sensitive, FOR SALE ORcoordinated, DISTRIBUTION mutually regu- c. Secondary circular reactions (4–8 months)—in- lated, and reciprocal style of social interactions that creased awareness of objects, persons, and ex- evolve between parent and infant during the first pected responses year of life leading to a secure attachment by 1 year d. Coordination of means and ends (8–12 months)— b. Emotional development begins with physiologic ex- © Jones & Bartlettobject Learning, permanence LLC emerges with the awareness that© Jones & Bartlettperience Learning,and expression LLC of “comfort/discomfort” and NOT FOR SALE ORpeople DISTRIBUTION and objects continue to exist when out of sightNOT FOR SALElater differentiatesOR DISTRIBUTION into more fine-tuned emotions

Table 2-1 Language Milestones © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FORBirth–5 months SALE OR DISTRIBUTIONCoos NOT FOR SALE OR DISTRIBUTION Vocalizes pleasure and displeasure sounds differently (laughs, giggles, cries, or fusses) Makes noise when talked to 6–11 months Understands “no-no” Babbles (says “ba-ba-ba”) ©Says Jones “ma-ma” & Bartlett or “da-da” Learning, without meaning LLC © Jones & Bartlett Learning, LLC NOTTries toFOR communicate SALE OR by DISTRIBUTIONactions or gestures NOT FOR SALE OR DISTRIBUTION Tries to repeat your sounds Says first word 12–17 months Answers simple questions nonverbally Says two to three words to label a person or object (pronunciation may not be clear) © Jones & BartlettTries to Learning, imitate simple LLC words © Jones & Bartlett Learning, LLC NOT FOR SALEVocabulary OR DISTRIBUTION of four to six words NOT FOR SALE OR DISTRIBUTION 18–23 months Vocabulary of 50 words, pronunciation is often unclear Asks for common foods by name Makes animal sounds, such as “moo” © Jones & Bartlett Learning,Starts LLC to combine words, such as© “more Jones milk” & Bartlett Learning, LLC Begins to use pronouns, such as “mine” NOT FOR SALE OR DISTRIBUTIONUses two-word phrases NOT FOR SALE OR DISTRIBUTION

Data from Johns Hopkins Medicine. (2014). Age-appropriate speech and language milestones. Retrieved from http://www.hopkinsmedicine.org/healthlibrary/conditions/adult/pediatrics/

© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC (1) Social smile NOTin response FOR SALEto persons OR begins DISTRIBUTION c. Average U.S. 6-year-oldNOT weighs FOR about SALE 46 pounds OR DISTRIBUTION around 6 weeks (21 kg) and is 46 inches (117 cm) tall (2) Emergence of fears and anxiety accompanies 2. Motor development the cognitive milestone of object permanency a. Central nervous system (CNS) maturation during tod- © Jonesas the &infant Bartlett distinguishes Learning, “mother” LLC from dler ©and Jones preschool & years Bartlett allows forLearning, better control LLC and “stranger”; fear of strangers (stranger anxiety) coordination of both gross motor and fine motor skills NOTbegins FOR around SALE 6 monthsOR DISTRIBUTION and peaks about 12 b. MotorNOT development FOR SALE milestones—see OR DISTRIBUTION Table 2-2 months; separation anxiety begins between 8 • Cognitive Development: Symbolic thinking and in- and 9 months and peaks around 14 months creased language development c. Attachment (definition)—the enduring and spe- a. Preoperational thinking (Piaget) cific affective bond that develops over the first year (1) Preconceptual (2 to 4 years) © Jones & Bartlettof life Learning, LLC © Jones &(2) Bartlett Intuitive Learning,(2 to 7 years) LLC NOT FOR SALE(1) SecureOR DISTRIBUTION attachment—underlying emotion is love NOT FORb. Centration—preschoolers’SALE OR DISTRIBUTION tendency to focus on (2) Insecure-avoidant—underlying emotion is anger one idea or characteristic feature of an object or (3) Insecure-anxious—underlying emotion is situation at one time anxiety/ambivalence (1) Egocentrism—tendency to focus thinking and (4) Insecure-disorganized—underlying process is understanding about the world from their own confusion/dysfunction© Jones & Bartlett Learning, LLC perspective only © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION(2) Animism—everythingNOT animate FOR SALEor inanimate OR DISTRIBUTION TODDLER AND PRESCHOOLER thinks and feels the way the preschooler does GROWTH AND DEVELOPMENT c. Difficulty distinguishing fact from fantasy—nor- mative “lying,” nightmares, imaginary friends, and • Physical Domain: Major tasks—locomotion and con- potential to feel responsible for bad or good things tinued© motor Jones development & Bartlett Learning, LLC happening© Jones based & on Bartlett their own Learning, thoughts, feelings, LLC 1. PhysicalNOT growthFOR SALE OR DISTRIBUTION or behaviorsNOT FOR SALE OR DISTRIBUTION a. Reduced rate of growth between 2 and 6 years, d. Language development resulting in fewer caloric needs and decreased (1) Expressive language appetite (a) Up to 425-word vocabulary with 75% b. Growth in length is approximately 3 inches (7.6 speech understandable—2 years © Jones & Bartlettcm) per Learning, year and weight LLC gain approximately 4 © Jones & Bartlett(b) Increased Learning, complexity LLC of sentences includ- NOT FOR SALEpounds OR (1.8 DISTRIBUTION kg) per year NOT FOR SALEing OR 4 to DISTRIBUTION 5 words—3 years

Table 2-2 Motor Milestones © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALEAt birth–3 OR months: DISTRIBUTION NOT FORWalks SALE down OR stairs DISTRIBUTION with a same-step foot placement Lifts and turns head when lying prone Jumps 2 inches off ground or over a 2-inch hurdle When lying supine, will turn head to hear or see Jumps down from a step height something Stands on one leg for 1–3 seconds Random movements become more purposeful but Kicks a ball 3–6 feet are typically large,© jerky Jones movements & Bartlett Learning, LLCThrows a ball underhand© Jones & Bartlett Learning, LLC Brings hands to mouthNOT FOR SALE OR DISTRIBUTIONBegins learning to catchNOT a ball FOR from SALEa short distanceOR DISTRIBUTION Grasp is a reflex Stacks more than one object (blocks) At 3–6 months: Strings large beads Actively moves arm (reaches and swipes) when child Imitates drawing horizontal lines or circular scribble sees an object of interest At 3–4 years: Grasps© Jones object &voluntarily Bartlett Learning, LLC Can run© around Jones obstacles & Bartlett Learning, LLC PlaysNOT with FOR own SALEhands and OR feet DISTRIBUTION Can standNOT on FORone foot SALE for 3–5 OR seconds DISTRIBUTION Watches/plays with hands/toys at midline Stands on tiptoes for 3–5 seconds Transfers toys from hand to hand Can walk on a line without stepping off When lying prone, lifts head and chest with weight Can hop on one foot on hands Rides a tricycle © Jones & BartlettHolds head Learning, upright and LLC steady © JonesCan & jumpBartlett forward, Learning, down, and LLC over objects with NOT FOR SALERolls from OR stomach DISTRIBUTION to back and back to stomach NOT FORfeet SALE together OR DISTRIBUTION At 6–9 months: Catches a medium-sized ball Uses index finger to poke Throws a ball overhand and underhand Holds an object in each hand and plays with each Can build a tower of nine small cubes Copies drawing of a circle Transfers objects from© Jones hand to & hand Bartlett Learning, LLC © Jones & Bartlett Learning, LLC Pivots on stomach Imitates drawing a cross Pulls to hands and NOTknees FOR SALE OR DISTRIBUTIONCuts paper in half NOT FOR SALE OR DISTRIBUTION Sits without help, plays with toys At 4–5 years: At 9–12 months: Can stand on one foot for 10 seconds Picks things up with pincer grasp (thumb and one Stands on tiptoes for 8 seconds without moving finger)© Jones & Bartlett Learning, LLC feet © Jones & Bartlett Learning, LLC Drops and picks up a toy Hops forward on one foot for 5 hops ManipulatesNOT FOR toys SALE with handsOR DISTRIBUTION and fingers Walks onNOT a line FOR backward SALE OR DISTRIBUTION Uses both hands together to play Can complete a forward roll/somersault Creeps (moves forward on hands and knees) Gallops and skips forward Pulls to standing Walks up and down stairs, alternating steps, Stands without support without support from the wall/rail © Jones & BartlettWalks with Learning, support LLC © JonesCatches & Bartlett a tennis Learning, ball LLC NOT FOR SALECan take OR independent DISTRIBUTION steps NOT FORCuts SALE on a line OR continuously DISTRIBUTION At 12–18 months: Copies a cross and a square Walks alone Prints some letters Begins to walk sideways and backward At 5–6 years: Comes to standing© without Jones support & Bartlett Learning, LLCSkips, maintaining balance© Jones and rhythm & Bartlett Learning, LLC Crawls up and down stairs Hops forward 20 feet without losing balance or Picks up small objectsNOT FOR SALE OR DISTRIBUTIONletting the other foot touchNOT the FOR floor SALE OR DISTRIBUTION Stacks one object on top of another Jumps rope Puts objects in and dumps them out of containers Walks on a balance beam Pulls apart objects, such as pop beads Jumps over hurdles 10 inches high with a two- Fits© singleJones puzzle & Bartlett pieces Learning, LLC footed© take-off Jones and & Bartlettlanding Learning, LLC Scribbles NOT FOR SALE OR DISTRIBUTION Jumps NOTsideways FOR back SALE and forth OR DISTRIBUTION At 2–3 years: Cuts out simple shapes Walks well, runs, stops, steps up, squats down Copies a triangle and prints his/her name Walks on tiptoes Colors within the lines Walks up stairs with an alternating foot pattern Has a mature grasp of a pencil © Jones & Bartlettwith one handLearning, on rail LLC © JonesHandedness & Bartlett is wellLearning, established LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION

(2) Receptive language (d) Rough-and-tumble play—physical play © Jones & Bartlett(a) Learning,Carries out LLCtwo- to three-item com- © Jones & Bartlettinvolving Learning, gross motor LLC activities such as NOT FOR SALE ORmands—3 DISTRIBUTION years NOT FOR SALErunning, OR DISTRIBUTION jumping, chasing, and wrestling (b) Understands opposite analogies—4 years that appears aggressive but is actually (c) Understands “if,” “because,” and playful “when”—5 years d. Fears 3. Psychosocial development: Major tasks—autonomy, (1) Nightmares impulse control/discipline,© Jones and gender& Bartlett identity Learning, LLC (2) Night terrors—partial© Jones arousal & Bartlettfrom deep Learning, LLC a. Parenting styles andNOT discipline FOR SALE OR DISTRIBUTION non-REM sleep withNOT minimal FOR recollectionSALE OR of DISTRIBUTION (1) Authoritarian parent—strict parenting with screaming/thrashing firm or harsh discipline and without ques- e. Gender identity—emerging sense of self as a male tioning; high expectations, low support, low or female person parent–child communication (1) 2-year-olds can distinguish gender and will ©(2) Jones Permissive & Bartlett parenting—few Learning, demands LLC and low identify© Jones themselves & Bartlett as boy Learning,or girl LLC NOTexpectations FOR SALE OR DISTRIBUTION (2) 3-NOT to 4-year-olds FOR SALE tend toOR show DISTRIBUTION sex-typed pref- (a) Democratic-indulgent—low expectations erences; gender identity is usually firmly es- with high support and high parent–child tablished and unlikely to change communication (3) 5- to 6-year-olds begin to express notions © Jones & Bartlett(b) Learning,Permissive-neglectful—low LLC expectations © Jones & Bartlettabout how Learning, males and LLCfemales should dress, with low support and low parent–child behave, and feel NOT FOR SALE ORcommunication DISTRIBUTION NOT FOR SALE OR DISTRIBUTION (3) Authoritative parenting—firm limits but op- SCHOOL-AGED DEVELOPMENT portunity for dialogue; high expectations, high support, and high parent–child communica- • Physical Domain: Motor coordination and skill tion; associated© Joneswith best & child Bartlett outcomes Learning, LLCdevelopment © Jones & Bartlett Learning, LLC b. Aggression and impulse control 1. Physical growth—relatively stable, smooth, and (1) InstrumentalNOT aggression—common FOR SALE OR form DISTRIBUTION of uneventful NOT FOR SALE OR DISTRIBUTION aggression among preschoolers focused on re- a. Average school-aged child gains about 5 pounds trieving an object, space, or special privilege; and 2 inches per year frequency decreases with increased under- b. By age 10, the average school-aged child weighs © Jonesstanding & of Bartlett sharing and Learning, impulse control LLC about© 70Jones pounds & and Bartlett is 54 inches Learning, tall LLC (2) Hostile aggression—person-oriented aggres- 2. Motor development—few gender differences except NOTsion FOR that SALEis not common OR DISTRIBUTION among preschoolers for strongerNOT forearm FOR strengthSALE inOR males DISTRIBUTION and increased but may emerge with school entry if impulse flexibility in females control remains problematic 3. Permanent teeth timing and eruption sequence—see c. Play as the major medium for early mastery of a vari- Table 2-3 ety of physical, cognitive, and social skills; has been • Cognitive Development: Major task—concrete thinking © Jones & Bartlettappropriately Learning, described LLC as the “work of children” © Jonesand adaptation& Bartlett to school Learning, LLC NOT FOR SALE(1) Infancy—solitaryOR DISTRIBUTION play as the earliest level of NOT FOR1. Concrete SALE operational OR DISTRIBUTION thought (Piaget) sensorimotor or skill mastery play; associated a. “5 to 7 shift”—transition period between preopera- with little awareness of other children tional and concrete operational thinking (2) Toddlers (a) Onlooker play is common at this age, with Table 2-3 Timetable: Permanent Teeth Eruption curious watching© Jones of other & Bartlett children playing Learning, LLC © Jones & Bartlett Learning, LLC (b) Parallel play—becomesNOT FOR SALE predominant OR DISTRIBUTION style MaxillaryNOT FOR MandibularSALE OR DISTRIBUTION of play, with toddlers engaged in similar Permanent Teeth Eruption Eruption play activity but with minimal interaction Central incisors 8 years 7 years (3) Preschoolers play—more social in character, Lateral incisors 9 years 8 years including: Cuspids (canines) 11–12 years 11 years © Jones(a) Associative & Bartlett play—some Learning, interaction LLC and © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION First premolarNOT FOR SALE OR DISTRIBUTION sharing of toys may occur, but not organized (bicuspids) 10–11 years 10–12 years and consistent enough to be called a game Second premolar (b) Cooperative play—children are taking (bicuspids) 10–12 years 11–13 years turns and actively playing together First molars 7 years 7 years (c) Dramatic or pretend play—make-believe © Jones & Bartlett Learning,play during which LLC the children create and © JonesSecond & molars Bartlett Learning,12–13 years LLC 12–13 years NOT FOR SALE ORact DISTRIBUTION out a scene such as “playing house” NOTThird FOR molars SALE OR DISTRIBUTION17–22 years 17–22 years

b. Logical operations include: (e) Peak height velocity—14.4 years © Jones & Bartlett(1) Learning,Reversibility—ability LLC to reverse a process ©or Jones & Bartlett(f) Spermarche—13–14Learning, LLC years NOT FOR SALE ORaction, DISTRIBUTION such as understanding that if 2 + 3 =NOT 5, FOR SALE (g)OR Fertility—15 DISTRIBUTION years then 5 – 3 = 2 b. Anovulatory cycles are common during the first 2 (2) Conservation (number, mass, and volume)— years after menarche (50% of cycles are anovula- understanding that a certain aspect or quality tory for first 2 years; 20% are for up to 5 years) of an object can change in appearance without c. Stages of genital maturity in males—takes approxi- changing© the Jones object itself& Bartlett Learning, LLC mately 4 years to ©move Jones from &stage Bartlett 2 to 5 (Tanner Learning, LLC (3) Classification—abilityNOT FOR SALEto group OR objects DISTRIBUTION on the staging) NOT FOR SALE OR DISTRIBUTION basis of similar characteristics, such as color or (1) Stage 1: Preadolescent testes, scrotum, and shape penis (4) Seriation—arrangement of items in a series, (2) Stage 2: Enlargement of scrotum and testes; such as by increasing size scrotum reddens and roughens © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 2. School readiness (3) Stage 3: Penis enlarges primarily in length NOTa. School FOR entry SALE is a majorOR DISTRIBUTIONtransition for children NOT(4) Stage FOR 4: PenisSALE enlarges OR DISTRIBUTION in breadth and de- b. School refusal may reflect separation anxiety velopment of glans masked as vague somatic complaints (5) Stage 5: Adult size and shape • Psychosocial Development: Major tasks—self-esteem, d. Stages of breast development in females (Tanner © Jones & Bartlettpeers, and Learning, after-school activitiesLLC © Jones & Bartlettstaging) Learning, LLC 1. Self-esteem—competence to think, learn, and make (1) Stage 1: Preadolescent breast with nipple NOT FOR SALEdecisions OR DISTRIBUTION as well as believe that one is worthy of loveNOT FOR SALE elevationOR DISTRIBUTION and respectful treatment from others (2) Stage 2: Breast buds with areolar 2. Peers and development of prosocial behavior through enlargement cooperative games, sports, and activities (3) Stage 3: Breast enlargement without separate 3. Growing trend ©of Joneschild participation & Bartlett in after-schoolLearning, LLC contour with ©nipple Jones & Bartlett Learning, LLC activities (4) Stage 4: Projection of areola and nipple as sec- NOT FOR SALE OR DISTRIBUTION ondary moundNOT to breast FOR SALE OR DISTRIBUTION (5) Stage 5: Adult breast with areola receding and ADOLESCENT DEVELOPMENT nipple projecting from breast e. Stages of pubic hair development in males and • Physical© Jones Domain: & Bartlett Major Learning, tasks—puberty, LLC sexual ©females Jones (Tanner & Bartlett staging) Learning, LLC maturation (1) Stage 1: Preadolescent without pubic hair 1.NOT Physical FOR growth SALE OR DISTRIBUTION NOT(2) Stage FOR 2: Sparse, SALE pale, OR fine DISTRIBUTION pubic hair a. Average U.S. female gains about 38 pounds (3) Stage 3: Darker, more curled, increased (17 kg) and 9 inches (24 cm) between 10 and amount of pubic hair 14 years (4) Stage 4: Hair is adult in character but doesn’t b. Average U.S. male gains about 42 pounds (19 kg) cover entire pubic area © Jones & Bartlettand Learning, 9 inches (24 cm) LLC between 12 and 16 years © Jones & Bartlett(5) Stage Learning, 5: Adult distribution LLC in quantity, quality, NOT FOR SALE2. Puberty—period OR DISTRIBUTION of rapid physical growth and sexualNOT FOR SALE andOR pattern DISTRIBUTION maturation resulting in adult size, shape, and repro- • Cognitive Development: Major tasks—ability to abstract ductive potential and make decisions a. Sequence of puberty—individual variation in 1. Formal operational thought—ability to abstract onset, but sequence of somatic and physiologic (Piaget) changes is relatively© Jones set & Bartlett Learning, LLC 2. Characteristic ways of© thinking Jones & Bartlett Learning, LLC (1) FemalesNOT FOR SALE OR DISTRIBUTION a. Egocentrism—difficultyNOT FORan adolescent SALE mayOR haveDISTRIBUTION (a) Puberty onset—9–10 years in thinking rationally about own personal experi- (b) Precocious puberty—before 8 years ences as completely unique (c) Delayed puberty—after 13 years b. Invincibility fable—sense of invincibility that can (d) First physical sign—breast buds lead to risk-taking behaviors © Jones(e) & Peak Bartlett height velocity—12.4Learning, LLCyears c. ©Personal Jones fable—variation & Bartlett Learning,of adolescent LLC egocen- NOT FOR(f) Menarche—12.5SALE OR DISTRIBUTION years NOTtrism wherebyFOR SALE adolescent OR feels DISTRIBUTION personally gifted in (g) Fertility—15 years some way (2) Males d. Imaginary audience—exaggerated sense that ev- (a) Puberty onset—11–12 years eryone is watching and focused on the adolescent, (b) Precocious puberty—before 9 years resulting in feeling self-conscious © Jones & Bartlett Learning,(c) Delayed puberty—afterLLC 14 years © Jones• Psychosocial& Bartlett Development:Learning, LLC Major tasks—independ- NOT FOR SALE OR(d) DISTRIBUTION First physical sign—testicular growth NOT FORence, SALE intimacy, OR vocationDISTRIBUTION or career goals

1. Majority of adolescents cope well with their transi- 2. Components of family functioning include provision © Jones & tionBartlett to adulthood Learning, and do LLC not experience “storm and © Jonesof &a stableBartlett and safeLearning, physical environmentLLC as well as NOT FOR SALEstress” asOR once DISTRIBUTION assumed NOT FORfinancial SALE and OR emotional DISTRIBUTION resources necessary to pro- 2. A second phase of “separation–individuation” occurs dur- vide supportive and nurturing care with appropriate ing adolescence that requires new approaches to parent- supervision and guidance ing, communication, decision making, and independence 3. Screening and assessment tools 3. Three psychosocial periods of adolescence a. Family Inventory of Life Events (FILE) a. Early adolescence—middle© Jones school & Bartlett (11–14 years) Learning, LLCb. Family Coping Strategies© Jones(F-COPES) & Bartlett Learning, LLC (1) Importance ofNOT peers FOR and feeling SALE “normal” OR DISTRIBUTIONc. 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Communication and sharing of information on NOT FOR SALE(3) IntimacyOR DISTRIBUTION in relationships NOT FOR anSALE ongoing OR basis DISTRIBUTION with families in a supportive and nonjudgmental manner THE AMERICAN FAMILY f. Support and facilitation of family-to-family AS CONTEXT FOR GROWTH support AND DEVELOPMENT© Jones & Bartlett Learning, LLCg. Understand and incorporate© Jones strategies & Bartlett supportive Learning, LLC of growth and development needs of children and • Demographic Changes NOTin Recent FOR Decades SALE OR DISTRIBUTIONtheir families into healthcareNOT FORsettings/systems SALE OR DISTRIBUTION 1. Increasing rates of divorce and remarriage h. Implementation of policies and programs to sup- 2. Delays and declines in childbearing port emotional and overall well-being of families 3. Rise in female participation in workforce—voluntary i. 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OR DISTRIBUTION Developmental Milestones (PEDS:dm) Tool b. the discontinuity of development. that uses parent observations for behavioral c. persistence of inherent personality characteristics. and developmental screening (www.pedstest. d. the influence of context on development. com/default.aspx) 2. The common practice of using “time-outs” with young © Jones & Bartlett(7) Learning,First Step—screening LLC test for evaluating© Jones &children Bartlett is a Learning, direct application LLC of: NOT FOR SALE ORpreschoolers DISTRIBUTION NOT FOR SALEa. operant OR conditioning. DISTRIBUTION b. Cognitive development—intelligence b. classical conditioning. (1) McCarthy Scales of Children’s Abilities c. separation–individuation. (2) Weschler Preschool and Primary Scale of In- d. maturational reinforcement. telligence Revised (WPPSIR) 3. Good communication among families, schools, and (3) Weschler© IntelligenceJones & BartlettScale for Learning, Children LLC primary care providers© is Jones an example & Bartlettof which ecologi Learning,- LLC (WISC III)NOT FOR SALE OR DISTRIBUTION cal concept? NOT FOR SALE OR DISTRIBUTION c. Language a. Microsystem (1) Early Language Milestones Scale (ELM)— b. Mesosystem 0–42 months c. Exosystem (2) Receptive and Expressive Emergent Language d. Macrosystem © JonesScale & Bartlett(REEL)—0–36 Learning, months LLC 4. Which© Jones of the following& Bartlett findings Learning, would most LLC likely NOT(3) FOR Clinical SALE Linguistic OR DISTRIBUTION and Auditory Milestone be NOTassociated FOR with SALE asymmetric OR DISTRIBUTION intrauterine growth Test (CLAMS)—0–36 months retardation? (4) Language Development Survey—screening a. Weight, length, and head circumference ranging tool for toddlers using vocabulary checklist for from 3rd to 5th percentile enumeration of words b. Heavy maternal smoking throughout pregnancy © Jones & Bartlett(5) Learning,The MacArthur LLC Communicative Development© Jones & c.Bartlett Weight at Learning, 3rd percentile LLCand length at 25th percentile NOT FOR SALE ORInventory—words DISTRIBUTION and gestures NOT FOR SALEd. Gestational OR DISTRIBUTION diabetes

5. Early reflexive responses that are not related to sur- a. may think that he caused the divorce by © Jones & vivalBartlett include Learning, all but: LLC © Jones &misbehaving. Bartlett Learning, LLC NOT FOR SALEa. Babinski. OR DISTRIBUTION NOT FORb. should SALE not OR be toldDISTRIBUTION of the impending divorce until b. Moro. the parents are sure of their decision. c. swimming. c. is likely to experience gender identity confusion. d. rooting. d. should be able to make a decision about which par- 6. The most likely weight of a 1-year-old child whose ent he prefers living with. weight at birth was 6© pounds Jones would & be:Bartlett Learning, LLC15. Which behavior would you© expectJones to decrease& Bartlett during Learning, LLC a. 19–20 pounds. NOT FOR SALE OR DISTRIBUTIONthe preschool years? NOT FOR SALE OR DISTRIBUTION b. 13–14 pounds. a. Rough-and-tumble play c. 25–26 pounds. b. Instrumental aggression d. impossible to estimate. c. Hostile aggression 7. One of the major psychosocial tasks of infancy is: d. Cooperative play a. ©development Jones & of Bartlett secure attachment. Learning, LLC 16. A preschool© Jones child who & saysBartlett that the Learning, sky is blue because LLC b. NOTseparation–individuation. FOR SALE OR DISTRIBUTION it is his favoriteNOT FOR color is SALE illustrating OR the DISTRIBUTION concept of: c. symbiosis. a. symbolic thinking. d. regulation. b. egocentrism. 8. Most healthy infants are able to reach, grasp, and hold c. centration. © Jones & onBartlett to a rattle Learning, or other small LLC toy by about: © Jonesd. &imaginary Bartlett audience. Learning, LLC a. 2 months. 17. Which of the following issues or concepts is relevant to NOT FOR SALEb. 6 months. OR DISTRIBUTION NOT FORthe school-agedSALE OR child? DISTRIBUTION c. 8 months. a. Operational thinking d. 10 months. b. Initiative 9. The pincer grasp is a fine motor skill that involves the c. Concrete operations ability to pick up a ©small Jones object, & such Bartlett as a raisin Learning, or LLCd. Separation–individuation© Jones & Bartlett Learning, LLC piece of cereal, with the thumb and forefinger and that 18. The first physical sign indicating the onset of female usually is mastered around:NOT FOR SALE OR DISTRIBUTIONpuberty is: NOT FOR SALE OR DISTRIBUTION a. 4 months. a. sparsely distributed, fine, pale pubic hairs. b. 6 months. b. breast buds. c. 9 months. c. menarche. d. ©16 Jonesmonths. & Bartlett Learning, LLC d. peak© height Jones velocity. & Bartlett Learning, LLC 10. You would be concerned about the language develop- 19. Which of the following scenarios is suggestive of a mentNOT of a FORchild who: SALE OR DISTRIBUTION child whoNOT may FORnot be SALEready to enterOR DISTRIBUTIONfirst grade? An in- a. repeats simple phrases at 32 months. ability to: b. stutters when excited or tired at the age of 7 years. a. recognize six colors and remember one’s phone c. has a vocabulary of 10 words at 12 months. number. d. pronounces words that are not understandable at b. accurately use pronouns. © Jones & Bartlett24 months. Learning, LLC © Jonesc. &empathize Bartlett with Learning, others. LLC NOT FOR11. SALEThe most OR common DISTRIBUTION temperamental profile is: NOT FORd. count SALE to five OR and DISTRIBUTION draw a person with three parts. a. easy. 20. The mother of a 5-year-old is concerned that her son b. difficult. often cheats when playing board games with his older c. slow-to-warm-up. sister. What is the most appropriate response to child’s d. intermediate. behavior? 12. The underlying emotion© Jones of an &insecurely Bartlett attached Learning, LLCa. Encourage the parent ©to Jonesuse 5-minute & Bartlett time-outs Learning, LLC (avoidant) relationshipNOT is: FOR SALE OR DISTRIBUTIONwhen cheating occurs.NOT FOR SALE OR DISTRIBUTION a. ambivalence. b. Explain that child is developmentally unable to b. deprivation. comprehend rigid rules. c. anger. c. Make sure that the child understands the rules be- d. conditional love. fore starting to play the game. 13. The© stage Jones of cognitive & Bartlett development Learning, that Piaget LLC described d. Tell ©the Jones parent to & explain Bartlett to child Learning, that cheating LLC is as NOTcharacteristic FOR ofSALE the way OR preschoolers DISTRIBUTION think is the: like lyingNOT and FOR is not SALE acceptable OR behavior. DISTRIBUTION a. preoperational stage. 21. While listening to a 2½-year-old child talk, you note b. mental combinations stage. that she frequently omits final consonants, and her c. tertiary circular function stage. sentences are two to three words in length. The appro- d. sensorimotor stage. priate plan of care would be: © Jones14. & ABartlett preschool Learning, boy whose parents LLC have separated and are © Jonesa. &routine Bartlett follow-up Learning, at the next LLC well-child visit. NOT FOR SALEbeginning OR divorce DISTRIBUTION procedures: NOT FORb. referral SALE for OR hearing DISTRIBUTION screen.

c. assessing for developmental delays. 30. An increase in which of the following behaviors is © Jones & Bartlettd. referral Learning, to a speech LLC pathologist. © Jones &seen Bartlett more Learning,frequently in LLClate rather than in early NOT FOR SALE22. You OR would DISTRIBUTION expect a school-age child to: NOT FOR SALEadolescence? OR DISTRIBUTION a. grow 1.5 inches per year. a. Value conflict with parents b. grow 0.5 inch per year. b. Focus on physical appearance c. gain about 6 pounds per year. c. Peer group involvement d. gain about 3 pounds per year. d. Understanding inner motivations of others 23. During an 8-month-old’s© Jones physical & Bartlett examination, Learning, the fa- LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION ther boasts that the child is going to be a left-handed ANSWERS AND RATIONALES batter since he prefers doing everything with his left hand. The appropriate response would be to: 1. B: These theories address deviations from develop- a. ask if others in the family are left-handed. mental progress norms. b. suggest play activities that require using both 2. A: Time-out is a practice of behavioral modification, © Joneshands. & Bartlett Learning, LLC as promulgated© Jones & by Bartlett B. F. Skinner’s Learning, model of LLC operant NOTc. present FOR toys SALE more ORoften DISTRIBUTION to the right hand. conditioning,NOT FOR with SALE a negative OR consequence DISTRIBUTION for an un- d. perform a careful neurologic examination. acceptable behavior. 24. Which of the following best describes behavior associ- 3. B: A mesosystem is the link or relationship between ated with Piaget’s concrete operational phase? the various settings (microsystems) within which a © Jones & Bartletta. Learning Learning, primarily LLC by trial and error © Jones &child Bartlett exists (i.e.,Learning, home, school, LLC day care, etc.). b. Interpreting events in relationship to themselves 4. C: The weight and length are at significantly differ- NOT FOR SALEc. CategorizingOR DISTRIBUTION information into lower or higher classesNOT FOR SALEent percentiles; OR DISTRIBUTION if the IUGR were symmetrical, these d. Drawing logical conclusions from observations would be at the same percentile. 25. The principle that growth and development become 5. D: Rooting (i.e., moving the head to locate the nipple) increasingly integrated is best demonstrated by: is a key survival reflex. a. gaining head© control Jones before & raisingBartlett the chest.Learning, LLC 6. A: An infant’s weight© should Jones approximately & Bartlett triple Learning, by LLC b. bringing cup to mouth, tipping, and swallowing. the age of 1 year. c. rolling over beforeNOT sitting. FOR SALE OR DISTRIBUTION7. A: The development ofNOT an infant–caregiver FOR SALE bond OR is DISTRIBUTION key d. grasping with fist before using fingers. to the prevention of long-term psychological effects 26. In males, Tanner stage 3 can be distinguished from associated with deprivation and/or failure to develop Tanner stage 2 by: secure, stable bonds. ©a. Jones fine, downy & Bartlett pubic hair Learning, at the base of LLC penis. 8. B: These© Jones are gross & Bartlett developmental Learning, norms associatedLLC b. adult-like pubic hair not extending to thighs. with the 6-month-old child. NOTc. penile FOR growth SALE in width. OR DISTRIBUTION 9. C: ThisNOT is a FOR developmental SALE normOR DISTRIBUTION for a child of 9 months. d. penile growth in length. 10. B: Stuttering associated with fatigue or excitement is 27. A 13-year-old male reluctantly shares with you that not unusual in a preschooler but may indicate a more his “chest hurts.” On physical examination, you note pervasive problem in a 7-year-old. unilateral breast enlargement, which is tender to pal- 11. A: Approximately 40% of children are described as © Jones & Bartlettpation. Learning,You suspect physiologic LLC gynecomastia. Which© Jones &having Bartlett an easyLearning, (rhythmic, LLC approachable, adaptive) NOT FOR SALETanner OR stage DISTRIBUTION would support that diagnosis? NOT FOR SALEtemperament. OR DISTRIBUTION a. Tanner stage 1 12. C: Attachment is the bond that develops throughout b. Tanner stage 3 the first year of life; underlying anger characterizes c. Tanner stage 4 avoidance or an insecure bond. d. Tanner stage 5 13. A: Piaget characterizes preschoolers as preoperational 28. During a physical© examinationJones & Bartlettof a 10½-year-old Learning, fe- LLC thinkers. © Jones & Bartlett Learning, LLC male, you note theNOT appearance FOR SALE of breast OR buds. DISTRIBUTION You tell 14. A: Preschoolers are NOTcharacterized FOR SALE by egocentrism; OR DISTRIBUTION her that she can expect which of the following in ap- they think the world revolves around them and that proximately 2 years? everything that happens is because they did or did not a. Growth of pubic hair do something. b. Peak height velocity 15. B: Preschoolers strongly defend what is “theirs,” be it © c.Jones Onset of& menses Bartlett Learning, LLC a toy© orJones a space & or Bartlett a special privilege;Learning, this aggressionLLC NOTd. Axillary FOR hairSALE OR DISTRIBUTION wanesNOT as theyFOR begin SALE to understand OR DISTRIBUTION sharing and appro- 29. Adolescents who engage in risky behavior, such as priate impulse control. driving without a seat belt, are displaying: 16. B: Egocentrism is the hallmark of preschoolers; there is a. a type of egocentrism. little they think they do not control, from the weather b. a need for independence. to the color of the sky. © Jones & Bartlettc. role Learning,experimentation. LLC © Jones17. & C: Bartlett Concrete Learning, operational thinkingLLC is key to success- NOT FOR SALEd. lowOR self-esteem. DISTRIBUTION NOT FOR SALEful adaptation OR DISTRIBUTION to school. It involves the concepts

of reversibility, conservation, classification, and known as personal fable in which adolescents believe © Jones & seriation.Bartlett Learning, LLC © Jonesthat & the Bartlett laws of nature Learning, do not apply LLC to them. NOT FOR18. SALEB: The first OR sign DISTRIBUTION of female puberty is the development NOT30. FOR D: Late SALE adolescence OR DISTRIBUTION is characterized by increased au- of breast buds, closely followed by the development of tonomy and beginning to appreciate the complexities pubic hair. Peak height velocity and menarche gener- and motivations of other people’s behaviors. ally occur at age 12½ years. 19. D: Children entering first grade should have the requi- BIBLIOGRAPHY site skills to master the© Jonestasks they & will Bartlett encounter. Learning, This LLC © Jones & Bartlett Learning, LLC includes language, fineNOT and FOR gross SALE motor ORskills, DISTRIBUTION and American Academy of Pediatrics.NOT (2017). FOR BrightSALE futures: OR DISTRIBUTION personal and social skills. At this age, the child should Guidelines for health supervision of infants, children, and be able to draw a person with at least six parts and adolescents. Washington, DC: Author. count to 10 or more. American Dental Association. Tooth eruption. Retrieved 20. B: Developmentally, the concept of cheating is not from http:// www.ada.org/~/media/ADA/Publications well© understood Jones & until Bartlett 7 years Learning,of age. The idea LLC of play- /Files/patient_56.ashx© Jones & Bartlett Learning, LLC ingNOT fairly toFOR ensure SALE everyone OR an DISTRIBUTION equal chance occurs Berger, K. S. NOT(2017). FOR The developingSALE OR person DISTRIBUTION through the life with maturity and the ability to differentiate among span (10th ed.). New York, NY: Worth Publishers. moral choices. Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & 21. A: Children aged 2–3 years have several articulation Blosser, C. (2017). Pediatric primary care: A handbook © Jones & dysfluencies,Bartlett Learning, among them LLC is the dropping of final con- © Jonesfor nurse & Bartlett practitioners Learning, (6th ed.). St. LLC Louis, MO: Elsevier. sonants. Two- to three-word sentences are normal for Committee on Leading Health Indicators for Healthy NOT FOR SALEthe 24- toOR 30-month-old DISTRIBUTION child. NOT FORPeople SALE 2020. (2011). OR LeadingDISTRIBUTION health indicators for Healthy 22. C: The recognized standard of physical growth of People 2020. Washington, DC: Institute of Medicine. school-age children is to gain 5–7 pounds per year and Institute for Patient- and Family-Centered Care. (n.d.). Re- grow about 2.5 inches per year. trieved from http://www.familycenteredcare.org 23. D: Handedness before© aJones year is cause & Bartlett for concern Learning, and JohnsLLC Hopkins Medicine. © (2014).Jones Age-appropriate& Bartlett Learning, LLC may indicate cerebral palsy. A neurologic examination speech and hearing milestones. Retrieved from www. is indicated. The examinerNOT shouldFOR SALEcarefully OR assess DISTRIBUTION for hopkinsmedicine.org/healthlibrary/conditions/peNOT FOR SALE OR -DISTRIBUTION increase in deep tendon reflexes and tone. diatrics/age-appropriate_speech_and_language_ 24. C: Concrete operations occur during the school-age milestones_90,P02170/ years as children begin to understand the character- Kaakinen, J. R., Gedaly-Duff, V., & Hanson, S. M. H. (2018). istics© Jonesof things &and Bartlett objects. Classification Learning, is LLC a thought Family health© Jones care nursing: & Bartlett Theory, practiceLearning, and research LLC process that develops during this time. (6th ed.). Philadelphia, PA: F. A. Davis. 25. B: NOTInfants FOR must firstSALE develop OR hand–mouthDISTRIBUTION coordina- Kliegman, R.NOT M., Stanton, FOR B.SALE M. D., St.OR Geme, DISTRIBUTION J., & Schor, N. tion before incorporating tipping and swallowing, F. (2019). Nelson textbook of pediatrics (21st ed.). Phila- which is a more integrated function. Head control delphia, PA: W. B. Saunders. before raising the chest demonstrates the principle of Mayo Clinic. (2015). Infant and toddler health. Retrieved cephalocaudal progression. Options C and D suggest from http://www.mayoclinic.org/healthy-lifestyle/in- © Jones & proximal-distalBartlett Learning, progression. LLC © Jonesfant-and-toddler-health/expert-answers/infant-growth/ & Bartlett Learning, LLC NOT FOR26. SALED: Most OR penile DISTRIBUTION growth in Tanner stage 3 is in length NOT FORfaq-20058037 SALE OR DISTRIBUTION rather than width because of underdevelopment of the National Alliance to End Homelessness. (2019). Retrieved corpora cavernosa. Fine, downy pubic hair appears in from https://endhomelessness.org stage II, and adult-like appearance occurs in stage IV. Neinstein, L. S., Gordon, C. M., Katzman, D. K., Rosen, D. S., 27. B: Physiologic gynecomastia is a common clinical & Woods, E. R. (Eds.). (2016). Adolescent and young adult finding in young adolescent© Jones males. & BartlettIt is usually Learning, pres- LLChealth care: A practical guide© (6th Jones ed.). Philadelphia, & Bartlett PA: Learning, LLC ent during Tanner stageNOT 3. FOR SALE OR DISTRIBUTIONLippincott. NOT FOR SALE OR DISTRIBUTION 28. C: Understanding the sequencing of pubertal develop- U.S. Preventive Services Task Force. (2014). Guide to clini- ment is important, but it must be remembered that in- cal preventive services, 2014. Retrieved from http:// dividual timing may differ. In the female, pubic hair, www.ahrq.gov/professionals/clinicians-providers axillary hair, and the peak height velocity generally oc- /guidelines-recommendations/guide/ cur© before Jones menarche. & Bartlett Learning, LLC Voigt, R. G. ©(Ed.). Jones (2018). & AAP Bartlett developmental Learning, and behav LLC- 29. A: NOTThe belief FOR that SALE one is immuneOR DISTRIBUTION to poor or bad out- ioral pediatricsNOT (2nd FOR ed.). SALE Itasca, ORIL: American DISTRIBUTION Academy comes (e.g., death, disease) is a form of egocentrism of Pediatrics.