{"id":3469,"date":"2024-11-17T19:21:25","date_gmt":"2024-11-17T17:21:25","guid":{"rendered":"https:\/\/pagim.net\/?p=3469"},"modified":"2024-11-17T19:21:25","modified_gmt":"2024-11-17T17:21:25","slug":"%d7%a4%d7%92%d7%99%d7%9d-%d7%95%d7%a4%d7%a1%d7%99%d7%9b%d7%95%d7%9c%d7%95%d7%92%d7%99%d7%94-%d7%94%d7%aa%d7%a4%d7%aa%d7%97%d7%95%d7%aa%d7%99%d7%aa","status":"publish","type":"post","link":"https:\/\/pagim.net\/en\/%d7%9e%d7%a7%d7%a6%d7%95%d7%a2%d7%95%d7%aa-%d7%91%d7%9e%d7%a2%d7%a8%d7%9b%d7%aa-%d7%94%d7%a8%d7%a4%d7%95%d7%90%d7%99%d7%aa\/%d7%a4%d7%92%d7%99%d7%9d-%d7%95%d7%a4%d7%a1%d7%99%d7%9b%d7%95%d7%9c%d7%95%d7%92%d7%99%d7%94-%d7%94%d7%aa%d7%a4%d7%aa%d7%97%d7%95%d7%aa%d7%99%d7%aa\/","title":{"rendered":"Premature infants and developmental psychology"},"content":{"rendered":"

What is developmental psychology?<\/h2>\n

Developmental psychology is the study of changes that occur in humans throughout life, and deals with the parent-child relationship. This field deals with and examines changes in a wide range of topics including: physical development, which includes motor skills and other psychophysiological processes, cognitive development, social development, emotional development, problem-solving ability, language acquisition, conceptual understanding, moral understanding, and identity formation. The work of a developmental psychologist is divided into two main aspects:<\/p>\n

Prevention and treatment of behavioral, social and mental problems in children and at the same time accompanying the child's parents during treatment. Premature birth is an unexpected event that affects the emotions of the parent and the premature baby who was born immature. The quality of the parent-child relationship may be accompanied by many anxieties, pressures and tensions, and there is room for psychological intervention as early as possible.<\/p>\n

Diagnosing the child's cognitive, motor, social and emotional abilities according to the age group in which he is located, and providing recommendations on treatment methods to reduce gaps.<\/p>\n

Premature babies and developmental psychology \u2013 What is the difference in terms of development between premature babies and other babies?<\/h2>\n

The significant difference between premature babies and babies born at term is that premature babies develop more slowly during the first two years of their lives, and therefore their development should be examined up to the age of two according to corrected age rather than chronological age. Immaturity, difficulties regulating, eating and sleeping difficulties may cause stress and pressure on parents.<\/p>\n

Here are a few milestones that a baby should achieve according to their corrected age:<\/h3>\n

1-3 months: Looks intently at a nearby person's face, makes eye contact (from 2-3 weeks of age onwards), scans the environment when held upright and when there is no face in his field of vision. Social smile (4-6 weeks) with vocalizations in response to play with him (from 6 weeks of age).<\/p>\n

4-6 months: Very alert for near and far vision. Reaches for toys, holds tightly and looks at them closely, passes them from hand to hand, is interested in moving hands and feet and looking at them, puts everything in his mouth, looks at objects that move or fall within his field of vision, both eyes work as a team (at this stage, in a state of strabismus, however slight and transient, the doctor should be consulted for clarification on the subject), makes various sounds to himself and others when pleased, using one or two syllables and a wide range of sound levels, shouts to attract attention (from 5 months of age). Still friendly with strangers but sometimes shows some shyness or even a little anxiety when the stranger approaches him too close or suddenly.<\/p>\n

7-12 months: Visual ability for near and far improves rapidly. Picks up marbles between finger and thumb with increasing skill. Observes a spinning ball. Searches for falling and hidden toys while observing. Intentionally produces sounds that sound like speech sounds as a means of interpersonal communication. Mumbles long, repetitive syllable strings (dahdahdahgahgahgah) to himself for self-amusement when alone (from 7 months of age) and with other people. Clearly distinguishes strangers from familiar people and requires reassurance before accepting their advances towards him. Plays "poke" and imitates clapping, by 1 year of age does so when prompted and sometimes spontaneously.<\/p>\n

What is a psychological diagnosis in early childhood?<\/h2>\n

Psychological diagnosis is designed to provide a comprehensive and broad picture of the child's various abilities in diverse areas, for example: motor skills, language, thinking, communication, memory, daily functioning, and more. The diagnosis allows us to determine the baby's level of functioning according to the age group to which he belongs (in the case of premature babies, the calculation is made according to corrected age up to the age of two), and to receive a full assessment of the baby's abilities, which include his strengths and weaknesses. The diagnosis is done in the form of a game, using age-appropriate toys, drawings, and colorful pictures.<\/p>\n

Why is it important to get a diagnosis?<\/h2>\n

As mentioned, premature babies develop more slowly than full-term babies, and therefore follow-up is necessary to ensure that the premature baby is closing the gap during the first two years of life. With the help of a psychological diagnosis, it is possible to identify whether the baby is at developmental or health risk. The diagnosis will examine the possibility of the presence of a disability, assess the required achievements compared to the age group to which the baby belongs, and based on the findings, a treatment plan will be developed to help him close the gap and reach his full potential.<\/p>\n

What are the signs that indicate that it is recommended to get an initial diagnosis sooner and even proactively (with regard to the corrected age)?<\/h2>\n

Any delay in the developmental axis must constitute a "red light" that requires an in-depth developmental examination.<\/p>\n

Development at a young age, especially in a premature baby, is very rapid, and therefore any long-term halt in the acquisition of skills, and of course the regression or loss of acquired skills, should be a reason to seek urgent diagnosis or follow-up.<\/p>\n

From a linguistic perspective, babies produce sounds, then mumble, creating syllables that become intentional syllables. At one year of age, there should be at least two intentional words, and between one and two years of age there is a very rapid development of language understanding and expression. Therefore, a baby who has no intentional syllables or words at one year of age, or who stops at the stage of a few words and does not acquire combinations or enrich his vocabulary by the age of two, requires an investigation into his overall communication.<\/p>\n

Nonverbal communication also has milestones from infancy. A baby should make eye contact, imitate facial expressions, and before the age of two months, begin to smile in response to a smile. Later, a rich body language develops, including: gestures of pointing, clapping, greeting, nodding, and responding to the body language of others. Difficulties in self-expression or a lack of response to the gestures of others may be early signs of a communication disorder.<\/p>\n

As infants' motor control improves, along with the development of object exploration and curiosity, play develops \u2013 initially at the level of object exploration and later symbolic and reciprocal play. Lack of curiosity, dysfunctional use of toys such as exploring small parts or excessive interest in wheels, and lack of development of reciprocal or symbolic play are significant symptoms of communication difficulties.<\/p>\n

In addition to these areas, unusual behaviors, with multiple repetitions of a movement, action, or areas of interest, for example: repetitive movements of waving, spinning, opening and closing lights or drawers repeatedly \u2013 all of these require further investigation.<\/p>\n

Examples of "red flags" in baby development by corrected age<\/h2>\n