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GCSE Child Development Chapter 3
This deck covers key terms and concepts from Chapter 3 of GCSE Child Development, focusing on neonatal development, reflexes, growth, and safety.
neonate
a baby with ages up to one month
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Key Terms
Term
Definition
neonate
a baby with ages up to one month
root
an instinctive search for the breast
primitive reflexes
automatic responses to stimuli
apgar score
a measurement of vital signs in newborn babies
congenital
anything present at birth
lanugo
a soft , downy hair covering the skin in the womb
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| Term | Definition |
|---|---|
neonate | a baby with ages up to one month |
root | an instinctive search for the breast |
primitive reflexes | automatic responses to stimuli |
apgar score | a measurement of vital signs in newborn babies |
congenital | anything present at birth |
lanugo | a soft , downy hair covering the skin in the womb |
mila | tiny white spots that soon go away |
vernix caseos | a creamy substance that protects the skin in the womb |
pre-term | a baby born before 37 weeks gestation |
gestation | the time a baby spends developing in the womb, usually 40 weeks |
full term | a baby born at around 40 weeks |
small-for-dates | a baby born full term but lighter than average |
colic | a painful condition in the gut. It tends to occur at the same time each day and can go on for several months |
SIDS (sudden infant death syndrome) | when a baby suddenly dies for no apparent reason |
growth | a gradual increase in size |
development | increasing abilities, skills and understanding |
percentile charts | charts used by health professionals to monitor a child’s development |
developmental milestones | the stages of which all children pass through in a similar sequence |
growth curve | the line showing how an individual child’s measurements (height,weight,etc.)are developing |
developmental testing | checks made on babies and young children at specific ages to monitor progress and see that they are developing as expected |
gender | male or female |
gross motor skills | skills involving large gestures and movements e.g. walking, running, hopping, jumping, bending, stretching, balancing. |
fine motor skills | skills which involve using hands, fingers and thumbs to pick up, hold and manipulate |
sensory development | the use of the body’s five main senses to explore and learn |
interdependent | where different things rely upon each other to succeed |
involuntary reflex actions | automatic responses, seen in babies in the earliest days and weeks |
head lag | Inability to support the weight |
balance | moving in a controlled manner |
coordination | being able to plan, combine and control a sequence of movements |
spatial awareness | appreciation of the size of space around so that it can be used accurately |
palmar grasp | a reflex action in which a baby's hand grabs everything that it touches |
pincer grasp | the use of index finger and thumb to hold something |
primitive grasp | a clumsy grasp of crayons etc. |
hand-eye coordination | using vision to help control actions and to support the manipulation of objects which the child has planned or intended |
tripod grasp | adult grip of a pencil to control it |
sensory mouthing | using the mouth to explore (touch, taste, smell, feel) objects |
object permanence | understanding that something exists even when it can no longer be seen |
accident | an unexpected incident that causes damage or injury |
risk assesment | a check of the possible dangers in an environment and the resources |
accident prevention | taking precautions to avoid accidents e.g. using safety equipment such as stair gates and window catches |
convulsion | violent shaking or spasm |
good hygiene practice | careful hand washing before handling food and after nappy changing sneezing or going to the toilet |
personal care | keeping one’s own body generally clean by good hand washing, bathing, hair and nail-care, etc |
cross infection | the passing of germs from one person to another |