Child Development: Sensation, Perception, Growth, and Learning

Clearly different, with examples, the concepts of sensation and perception. Different types of sensation in terms of modality.

Perception is a more complex process than sensation. Sensation is merely a receptive process, the body's response to a stimulus. Perception is the degree of knowledge and sensory discrimination of those responses.

Through sensations, we get the sensory information needed to make adaptive responses compared to the surrounding world and about ourselves.

Explain the following concepts and/or terms:

Capacity for Symbolic Function: Representing something with symbols. The symbols are analytical and conventional signs.

Object Permanence: Ability to maintain an object in memory even if it is not present.

Synkinesias: Involuntary movements associated with voluntary movements.

Egocentrism: The inability to see things from another's perspective. The child is only able to see things from their point of view.

Basic Parameters of the Newborn: Height, Weight, Respiratory and Cardiac Growth

At birth, the average weight of children is 3.200 kg for boys and 3.300 kg for girls.

In the first days of life, a 10% "physiological loss" is normal, following the expulsion of the first meconium stool.

In the first twelve weeks of life, weight increases from an average of 175-210 g/week. This rate decreases to 140 g/week at 5 months, continuing until the 9th month at a rate of 105 g/week. From birth, girls have a lower weight growth rate, but after 9-10 years, the rate reverses under the influence of puberty.

Size is the most important factor in monitoring growth. At birth, it is typically 50 cm, within a range of + 2 cm.

After two years, size can be roughly estimated using Catel's rule.

The newborn has a respiratory rate of approximately 40 breaths per minute, more than double that of adults. However, under normal conditions, it can range between 25 and 60 breaths per minute.

The infant brain has an exceptional functional capacity to withstand nearly 7 minutes without breathing, whereas adults cannot exceed 3 minutes.

At birth, substantial circulatory changes occur as placental circulation is interrupted and pulmonary circulation is established. There is usually a physiological tachycardia of 130-140 beats per minute. Initially, the infant has a high number of red blood cells per cubic millimeter, reaching adult parameters around 3-4 months of life.

The growth rate of face-skull segments differs. The head circumference is influenced by birth circumstances. A perimeter that is too large may indicate an excess of cerebrospinal fluid, while a small perimeter may suggest that brain development is less than normal or indicate a malformation. Head growth is facilitated by soft tissue areas called fontanelles.

In newborns, the tibia is short and may appear curled, usually resolving by the end of the second year. The foot may exhibit pathological positions like "foot varus" or "valgus foot."

Growth in the arm-hand axis is not uniform; the arm grows faster than the hand.

Phases of the Estrous Cycle

Follicular Phase:

Variable duration of 5 to 10 days. Low levels of ovarian hormones cause the endometrium to degenerate and detach, causing menstruation. Simultaneously, FSH stimulates the development of several ovarian follicles, one of which will release an egg. At the end of this phase, the endometrium has completely shed, and new growth is stimulated to prepare for a potential egg.

Ovulatory Phase:

Begins with a peak in LH and FSH levels. About 16 to 32 hours after this hormonal increase, the growing follicle ruptures and releases the egg. Estradiol reaches its peak while progesterone levels begin to rise.

Luteal Phase:

Occurs after ovulation and lasts about 14 days. LH and FSH levels fall. After the egg is released, the follicle closes and forms the corpus luteum. This hormone causes body temperature to increase and stimulates endometrial growth. If the egg is not fertilized, the cycle begins again. If fertilization occurs, the corpus luteum secretes chorionic gonadotropin.

Relationship Pairs

- GRASP - ULNAR CLAW: The ulnar claw is a stage in the development of grasping ability.

- Digestive System - ptyalin: Ptyalin is a substance involved in the digestion of carbohydrates.

- SKILLS - OBJECTIVES: Objectives in child development help children develop different skills.

- SIGNIFICANCE - LEARNING/MEMORIZATION: Significance is a key principle in child development that facilitates learning and memorization.

Ways to Contribute to Children's Rest

Main ways to contribute to rest:

• • Play: Serves as a break while exercising socialization and integration, meeting the child's need for fun.
• • Physical exercise and sports: Improve sleep quality, increase breathing capacity, inhibit anxiety, promote muscle development, and regulate bone growth.
• • Muscle relaxation: Fun activities, especially prior to bedtime.

Significant Learning and Relational Logic

Explain the concept of "significant learning" and the relational logic of significance, psychological significance, and the attitude of the subject.

Meaningful learning (as opposed to rote learning) requires the following preconditions:

a) Logical Significance (the material to be learned must be meaningful)

b) Psychological Significance (the learner must relate the new content to existing knowledge)

c) Attitude of the Subject (the child must want to learn the content meaningfully.)

The Oedipus Complex

Oedipus complex: The child chooses the opposite-sex parent as a sex object, establishing rivalry with the same-sex parent. This situation is typically resolved through the internalization of the father figure's standards, desexualization, and family relationships. A similar process, with modified roles, occurs in girls with the Electra Complex.

Ethical Assessment

Assessment should be ethical to avoid deceiving families, children, or ourselves.

Two People in a Kitchen: Observation and Reflection

First case: Passive process; the person describes what they perceive without details. This is receiving theories.

Second case: Reflective theories; the subject describes details. This is an active process.

DIFFERENCE

The configurational component of play is the subject's action on the material. Example: Broomstick as a horse.

In the delivery of play, the activity should be adjusted to the terms of the game. Example: Adjusting to the physical condition of a ball when playing.