THE ESTIMATION OF NEUROPSYCHOLOGICAL DEVELOPMENT OF CHILDREN Lesson 5 (topic 7-8)
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Transcript of THE ESTIMATION OF NEUROPSYCHOLOGICAL DEVELOPMENT OF CHILDREN Lesson 5 (topic 7-8)
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THE ESTIMATION OF THE ESTIMATION OF NEUROPSYCHOLOGICAL NEUROPSYCHOLOGICAL
DEVELOPMENT OF CHILDRENDEVELOPMENT OF CHILDREN
THE ESTIMATION OF THE ESTIMATION OF NEUROPSYCHOLOGICAL NEUROPSYCHOLOGICAL
DEVELOPMENT OF CHILDRENDEVELOPMENT OF CHILDREN
Lesson 5 (topic 7-8)Lesson 5 (topic 7-8)
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human
environmentsociety
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Послідовність формування статичних функцій і загальних рухів, що дозволяють дитині утримувати тіло в просторі та пересуватись
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Формування цілеспрямованих рухів руками та їх діям із дрібними предметами під контролем Аналізаторів (зорового, слухового)
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Підготовчий етап:ГулінняСвірельЛепетМодульований лепет
Етап зв’язаної моторної мови
Етап сенсорної мови
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The stages of intellectual developmentThe stages of intellectual development::1.1. SensomotorSensomotor (0-2 (0-2 yryr))2.2. Underoperative Underoperative (2-7 (2-7 yryr))3.3. Concrete operations Concrete operations (7-11 (7-11 yryr))4.4. Formal operations Formal operations (12-15 (12-15 yryr))
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Questionaries
Screening scales
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DenverDenverGriffitsGriffitsBayleyBayleyMunchMunchAmericanAmerican
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KIDSMLPASPREAUNISAiRCDI
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4 ways for estimation:- Gross motor- Fine motor
- Speech- Personal -social
106 questions (tasks) + instruction
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WALKING
25% 75% 90%
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Age line
Data box
Way for estimation
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Data box
Age line
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1. “Normal": child have completed 3 tasks with 90% mark left from age line or 1 doubtful.2. “Deviant": 2 or more doubtful and 1 - delay.
3. “Delayed" 2 or more delay.
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-Mental age assesment-Passport age assesment-Calculation of QD-Make a conclusion
QD = MA/PA x 100
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QD Level of development
130 and more Extremely high
120-129 High
111-120 Normal high
90-110 Middle normal
80-89 Less normal
70-79 Border cases
69 and less Mental retardation
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Piaget (1896 - 1980)
• Piaget’s theory of development is the most widely known theory of cognitive development.
• He was intrigued by children’s thoughts and behavior and worked to understand their cognitive development.
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Typical Age Range
Description of Stage
Developmental Phenomena
Birth to nearly 2 years SensorimotorExperiencing the world through senses and actions (looking, touching, mouthing)
•Circular reactions•Object permanence•Stranger anxiety
About 2 to 6 years
About 7 to 11 years
About 12 through adulthood
PreoperationalRepresenting things with words and images but lacking logical reasoning
•Pretend play•Egocentrism•Language development
Concrete operationalThinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
•Conservation •Seriation•Mathematical transformations
Formal operationalAbstract reasoning
•Abstract logic•Adolescent Egocentrism •Potential for moral reasoning
Piaget’s Stages of Cognitive Development
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Erik Erikson’s TheoryErik Erikson’s Theory• Like Piaget’s theory, Erikson’s
theory is also built on stages.• His theory is a life-span theory.• Erikson came up with 8 stages,
from birth to death.• Each stage is based on a basic
human conflict.
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Erickson’s First 4 Erickson’s First 4 StagesStages
1. Oral-Sensory: Birth to 12-18 months1. -Issue: Trust vs. Mistrust, Event: Feeding
2. Muscular-Anal: 18 months to 3 years- Autonomy vs. Shame/Doubt, Event: Toilet
training
3. Locomotor: 3 to 6 years- Initiative vs. Guilt, Event: Independence
4. Latency: 6 to 12 years- Industry vs. Inferiority, Event: School
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Erickson’s Second 4 Erickson’s Second 4 StagesStages
• 5. Adolescence: 12 to 18 years- Issue: Identity vs. Role Confusion, Event:
Peer Relationships
- 6. Young Adulthood: 19-40 years- Issue: Intimacy vs. Isolation, Event: Love
Relationships
7. Middle Adulthood: 40-65 years- Issue: Generatitvity vs. Stagnation, Event:
Parenting
8. Maturity: 65 to Death- Issue: Ego Integrity vs. Despair, Event:
Reflection on and acceptance of one’s life
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Language Is Closely Tied to the Way Infants Think and How They
Understand the World
A. Linguistic comprehension is the understanding of speech.
B. Linguistic production is the use of language to communicate.
C. Comprehension of language precedes production of language.
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Throughout infancy, speech comprehension precedes speech
production
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Infants Show PRELINGUISTIC COMMUNICATION Through Sounds, Facial Expressions, Gestures, Imitations, and Other Non-
linguistic Means.
• BABBLING is when infants make speech-like but meaningless sounds at about 2-3 months continuing to about 1 year.
– Babbling is a universal phenomenon. – Babbling begins with easy sounds (b
- p) and proceeds to more complex sounds (d - t).
– By age 6 months, babbling differs according to the language to which the infant is exposed.
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First Words Are Generally Spoken Between
10-14 Months.
• First words are typically holophrases, one-word utterances that depend on the particular context in which they are used to determine meaning.
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Some More Things to Know About Language Development in Infants…
• By 15 months the average child has a vocabulary of 15 words.
• Between 16 and 24 months a child's vocabulary increases to 100 words.
• By 18 months, infants are linking words in sentences using TELEGRAPHIC SPEECH where words not critical to the message are left out.
– UNDEREXTENSION, using words too restrictively, is common.
– OVEREXTENSION, using words too broadly, is also common.
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Speaking to Children: The Language of Infant-Directed Speech
• INFANT-DIRECTED SPEECH, a type of speech directed towards infants, characterized by short, simple sentences.
– This type was previously called motherese. – Pitch of voice becomes higher. – Intonation may be singsong. – Typically only used during first year.– Infants seem more receptive to this type of
speech. – Use of this type of speech is related to the
early appearance of words
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Lots of good studying and luck