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Flashcard 1425611820300
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Parent (intermediate) annotation
Open itThis reading is organized as follows. Section 2 explains how economists classify markets. Section 3 covers the basic principles and concepts of demand and supply analysis of markets. Section 4 introduces measures of sensitivity of demand to changes in
Original toplevel document
1. INTRODUCTIONs to converge to an equilibrium price? What are the conditions that would make that equilibrium stable or unstable in response to external shocks? How do different types of auctions affect price discovery? <span>This reading is organized as follows. Section 2 explains how economists classify markets. Section 3 covers the basic principles and concepts of demand and supply analysis of markets. Section 4 introduces measures of sensitivity of demand to changes in prices and income. A summary and practice problems conclude the reading. <span><body><html>
Flashcard 1428903038220
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Parent (intermediate) annotation
Open itDemand curve shows both the highest price buyers are willing to pay for each quantity, and the highest quantity buyers are willing and able to purchase at each price
Original toplevel document
3. BASIC PRINCIPLES AND CONCEPTSse a given amount of a good or service at a given price. Supply is the willingness of sellers to offer a given quantity of a good or service for a given price. Later, study on the theory of the firm will yield the supply curve. <span>The demand and supply model is useful in explaining how price and quantity traded are determined and how external influences affect the values of those variables. Buyers’ behavior is captured in the demand function and its graphical equivalent, the demand curve. This curve shows both the highest price buyers are willing to pay for each quantity, and the highest quantity buyers are willing and able to purchase at each price. Sellers’ behavior is captured in the supply function and its graphical equivalent, the supply curve. This curve shows simultaneously the lowest price sellers are willing to accept for each quantity and the highest quantity sellers are willing to offer at each price. If, at a given quantity, the highest price that buyers are willing to pay is equal to the lowest price that sellers are willing to accept, we say the market has reached it
Flashcard 1430670413068
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Parent (intermediate) annotation
Open itir respective negative and positive slopes. That simple model yielded some very powerful implications about how markets work, but we can delve even more deeply to explore the underpinnings of demand and supply. In this reading, we examine the <span>theory of the consumer as a way of understanding where consumer demand curves originate. In a subsequent reading, the origins of the supply curve are sought in presenting the theory of the firm.<span>
Original toplevel document
1. INTRODUCTIONr most fundamental models, the model of demand and supply. And as we have seen, models begin with simplifying assumptions and then find the implications that can then be compared to real-world observations as a test of the model’s usefulness. <span>In the model of demand and supply, we assumed the existence of a demand curve and a supply curve, as well as their respective negative and positive slopes. That simple model yielded some very powerful implications about how markets work, but we can delve even more deeply to explore the underpinnings of demand and supply. In this reading, we examine the theory of the consumer as a way of understanding where consumer demand curves originate. In a subsequent reading, the origins of the supply curve are sought in presenting the theory of the firm. This reading is organized as follows: Section 2 describes consumer choice theory in more detail. Section 3 introduces utility theory, a building block of consumer choice th
Flashcard 1430692695308
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Parent (intermediate) annotation
Open its law for electric fields (integral form). The left side of this equation is no more than a mathematical description of the electric flux – the number of electric field lines – passing through a closed surface S, whereas the right side is the <span>total amount of charge contained within that surface divided by a constant called the permittivity of free space<span><body><html>
Original toplevel document (pdf)
cannot see any pdfsFlashcard 1438907763980
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Section 3. UTILITY THEORY: MODELING PREFERENCES AND TASTES
3. UTILITY THEORY: MODELING PREFERENCES AND TASTES The section is divided in: 3.1. Axioms of the Theory of Consumer Choice 3.2. Representing the Preference of a Consumer: The Utility Function 3.3. Indifference Curves: The Graphical Portrayal of the Utility Function 3.4. Indifference Curve Maps 3.5. Gains from Voluntary Exchange: Creating We
Flashcard 1439623941388
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Section 3. UTILITY THEORY: MODELING PREFERENCES AND TASTES
3. UTILITY THEORY: MODELING PREFERENCES AND TASTES The section is divided in: 3.1. Axioms of the Theory of Consumer Choice 3.2. Representing the Preference of a Consumer: The Utility Function 3.3. Indifference Curves: The Graphical Portrayal of the Utility Function 3.4. In
Flashcard 1442502806796
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Parent (intermediate) annotation
Open itFinancial analysts should be able to identify the type of market structure a firm is operating within. Each different structure implies a different long-run sustainability of profits.
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1. INTRODUCTIONtes. Sections 3, 4, 5, and 6 analyze demand, supply, optimal price and output, and factors affecting long-run equilibrium for perfect competition, monopolistic competition, oligopoly, and pure monopoly, respectively. <span>Section 7 reviews techniques for identifying the various forms of market structure. For example, there are accepted measures of market concentration that are used by regulators of financial institutions to judge whether or not a planned merger or acquisition will harm the competitive nature of regional banking markets. Financial analysts should be able to identify the type of market structure a firm is operating within. Each different structure implies a different long-run sustainability of profits. A summary and practice problems conclude the reading. <span><body><html>
Flashcard 1443048852748
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Open itReading 24 in study session 7 explores the roles of financial reporting standard-setting bodies and regulatory authorities. The International Accounting Standards Board’s conceptual framework and the movement towards global convergence of financial reporting standards are also described.
Original toplevel document
An Introductionnd accounting accruals. The presentation of financial information to the public by a company must conform to applicable financial reporting standards based on factors such as the jurisdiction in which the information is released. <span>The final reading in this study session explores the roles of financial reporting standard-setting bodies and regulatory authorities. The International Accounting Standards Board’s conceptual framework and the movement towards global convergence of financial reporting standards are also described. <span><body><html>
Flashcard 1473652329740
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Parent (intermediate) annotation
Open itThe additional information provided may include: A letter from the chairman of the company, A report from management discussing the results (typically called management discussion and analysis or management commentary), An external auditor
Original toplevel document
3.1. Financial Statements and Supplementary Informationwith the required financial statements, a company typically provides additional information in its financial reports. In many jurisdictions, some or all of this additional information is mandated by regulators or accounting standards boards. <span>The additional information provided may include a letter from the chairman of the company, a report from management discussing the results (typically called management discussion and analysis [MD&A] or management commentary), an external auditor’s report providing assurances, a governance report describing the structure of the company’s board of directors, and a corporate responsibility report. As part of his or her analysis, the financial analyst should read and assess this additional information along with the financial statements. The following sections describe and illustr
Flashcard 1473779993868
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Parent (intermediate) annotation
Open itVolkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners.
Original toplevel document
Statement of comprehensive incomestanding if potentially dilutive claims on common shares (e.g., stock options or convertible bonds) were exercised or converted by their holders—and an appropriately adjusted profit or loss attributable to the common shareowners. <span>Volkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners. Volkswagen’s basic earnings per ordinary share was €2.38. A note to the company’s financial statements explains that this number was calculated as follows: €960 million profit attributa
Flashcard 1473827966220
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Parent (intermediate) annotation
Open itnon-controlling or minority interests and reserves that represent accumulated other comprehensive income items are included in equity.
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3.1.3. Statement of Changes in Equityestment in the business over time. The basic components of owners’ equity are paid-in capital and retained earnings. Retained earnings include the cumulative amount of the company’s profits that have been retained in the company. In addition, <span>non-controlling or minority interests and reserves that represent accumulated other comprehensive income items are included in equity. The latter items may be shown separately or included in retained earnings. Volkswagen includes reserves as components of retained earnings. The statement of changes in equi
Flashcard 1473893502220
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Open itThe indirect method emphasizes the different perspectives of the income statement and cash flow statement. On the income statement, income is reported when earned, not necessarily when cash is received, an
Original toplevel document
3.1.4. Cash Flow Statementmethod of reporting cash flows from operating activities discloses major classes of gross cash receipts and gross cash payments. Examples of such classes are cash received from customers and cash paid to suppliers and employees. <span>The indirect method emphasizes the different perspectives of the income statement and cash flow statement. On the income statement, income is reported when earned, not necessarily when cash is received, and expenses are reported when incurred, not necessarily when paid. The cash flow statement presents another aspect of performance: the ability of a company to generate cash flow from running its business. Ideally, for an established company, the analyst would like to see that the primary source of cash flow is from operating activities as opposed to investing or financing activities. 
Flashcard 1474349108492
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Parent (intermediate) annotation
Open itReading and evaluating financial statements includes reading the notes and understanding what operating decisions have been made that affect reported financial statements (for example, leasing versus purchasing equipment).
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4.3. Process Datag statistical analyses, such as regressions or Monte Carlo simulations; performing equity valuation; performing sensitivity analyses; or using any other analytical tools or combination of tools that are available and appropriate for the task. <span>A comprehensive financial analysis at this stage would include the following: Reading and evaluating financial statements for each company being analyzed. This includes reading the notes and understanding what accounting standards have been used (for example, IFRS or US GAAP), what accounting choices have been made (for example, when to report revenue on the income statement), and what operating decisions have been made that affect reported financial statements (for example, leasing versus purchasing equipment). Making any needed adjustments to the financial statements to facilitate comparison when the unadjusted statements of the subject companies reflect differences in accounting standards, accounting choices, or operating decisions. Note that commonly used databases do not make such analyst adjustments. Preparing or collecting common-size financial statement data (which scale data to directly reflect percentages [e.g., of sales] or changes [e.g., from the prior year]) and financial ratios (which are measures of various aspects of corporate performance based on financial statement elements). On the basis of common-size financial statements and financial ratios, analysts can evaluate a company’s relative profitability, liquidity, leverage, efficiency, and valuation in relation to past results and/or peers’ results. <span><body><html>
Flashcard 1475112733964
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Parent (intermediate) annotation
Open itVolkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners.
Original toplevel document
Statement of comprehensive incomestanding if potentially dilutive claims on common shares (e.g., stock options or convertible bonds) were exercised or converted by their holders—and an appropriately adjusted profit or loss attributable to the common shareowners. <span>Volkswagen has two types of shareholders, ordinary and preferred, and presents earnings per share information for both, although there is no requirement to present earnings per share information for preferred shareowners. Volkswagen’s basic earnings per ordinary share was €2.38. A note to the company’s financial statements explains that this number was calculated as follows: €960 million profit attributa
Flashcard 1475135278348
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Open itA statement of retained earnings can be viewed as a component of the statement of stockholders’ equity, which shows all changes to owners’ equity, both changes resulting from retained earnings and changes resulting fro
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3.2. Accounting Equationsements noted previously serve as the inputs for equations that underlie the financial statements. This section describes the equations for three of the financial statements: balance sheet, income statement, and statement of retained earnings. <span>A statement of retained earnings can be viewed as a component of the statement of stockholders’ equity, which shows all changes to owners’ equity, both changes resulting from retained earnings and changes resulting from share issuance or repurchase. The fourth basic financial statement, the statement of cash flows, will be discussed in a later section. The balance sheet presents a company’s financial position at a pa
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CLIPP 8 - neonatal jaundice
; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast
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CLIPP 8 - neonatal jaundice
ust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi
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Parent (intermediate) annotation
Open itand photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. <span>In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days.<span><body><html>
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CLIPP 11 - Kawasaki; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100
Flashcard 1476239428876
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Open itAt any point in time, the balance in an account is determined by summing all the amounts on the left side of the account, summing all the amounts on the right side of the account, and calculating the difference. If the sum of amounts on the left side of the account is greater than the sum of amounts on the right side of the account, the account has a debit balance equal to the difference. If t
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APPENDIX 23: A DEBIT/CREDIT ACCOUNTING SYSTEMthe right side of the balance sheet (and accounting equation). Increases to liabilities and owners’ equity are recorded on the right side of a T-account; decreases to liabilities and owners’ equity are recorded on the left side. <span>At any point in time, the balance in an account is determined by summing all the amounts on the left side of the account, summing all the amounts on the right side of the account, and calculating the difference. If the sum of amounts on the left side of the account is greater than the sum of amounts on the right side of the account, the account has a debit balance equal to the difference. If the sum of amounts on the right side of the account is greater than the sum of amounts on the left side of the account, the account has a credit balance. A T-account is created for each asset account, liability account, and owners’ equity account. The collection of these T-accounts at the beginning of the year for a fictitio
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Flashcard 1476399861004
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Parent (intermediate) annotation
Open itFor retained earnings, income is the most common increase and a dividend payment is the most common decrease.
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3.1.3. Statement of Changes in Equitynce, any increases during the period, any decreases during the period, and the ending balance. For paid-in capital, an example of an increase is a new issuance of equity and an example of a decrease is a repurchase of previously issued stock. <span>For retained earnings, income (both net income as reported on the income statement and other comprehensive income) is the most common increase and a dividend payment is the most common decrease. Volkswagen’s balance sheet in Exhibit 3 shows that equity at the end of 2009 totaled €37,430 million, compared with €37,388 million at the end of 2008. The company’s statem
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Flashcard 1476404579596
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Parent (intermediate) annotation
Open itFor retained earnings, income is the most common increase and a dividend payment is the most common decrease.
Original toplevel document
3.1.3. Statement of Changes in Equitynce, any increases during the period, any decreases during the period, and the ending balance. For paid-in capital, an example of an increase is a new issuance of equity and an example of a decrease is a repurchase of previously issued stock. <span>For retained earnings, income (both net income as reported on the income statement and other comprehensive income) is the most common increase and a dividend payment is the most common decrease. Volkswagen’s balance sheet in Exhibit 3 shows that equity at the end of 2009 totaled €37,430 million, compared with €37,388 million at the end of 2008. The company’s statem
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Approach to xray
1) • Identification: • Name • Date • Supine or erect 2) quality: rotation, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib) -Hyperinfla
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Approach to xray
1) • Identification: • Name • Date • Supine or erect 2) quality: rotation, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib) -Hyperinflation – > 9 posterior ribs -Poor inspiration – < 8 posterior ribs 3) white: -soft tissue -bones -heart (size, shape, position) 4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung field
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Approach to xray
on, penetration (intervertebral spaces through the heart shadow), Inspiration (when the 8-9th posterior rib is visible or 6th anterior rib) -Hyperinflation – > 9 posterior ribs -Poor inspiration – < 8 posterior ribs <span>3) white: -soft tissue -bones -heart (size, shape, position) 4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density) - Stomach bell &#
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Approach to xray
8-9th posterior rib is visible or 6th anterior rib) -Hyperinflation – > 9 posterior ribs -Poor inspiration – < 8 posterior ribs 3) white: -soft tissue -bones -heart (size, shape, position) <span>4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density) - Stomach bell 5) Other structures – Diaphragm – Costrophrenic angles and pleura – Mediastinal structures<span><body><html>
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Approach to xray
issue -bones -heart (size, shape, position) 4) black structures -Trachea and bronchi -Lungs – Size – Compare 3 lung fields – Hilum and vascular structure (» Size » Shape » Density) - Stomach bell <span>5) Other structures – Diaphragm – Costrophrenic angles and pleura – Mediastinal structures<span><body><html>
Flashcard 1476561079564
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itobservation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.</sp
Original toplevel document
Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patientxam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.
Flashcard 1476562652428
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itobservation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.</ht
Original toplevel document
Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patientxam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.
Flashcard 1476564225292
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itobservation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.
Original toplevel document
Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patientxam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.
Flashcard 1476565798156
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itobservation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity.
Original toplevel document
Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patientxam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.
Flashcard 1476567371020
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open ittion is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of <span>toxicity.<span><body><html>
Original toplevel document
Tricking Kids into the Perfect Exam: Tips for Evaluating the Pediatric Patientxam a game – play with the instruments. Finally, consider having something fun in your pocket such as stickers or a bubble-blowing pen to make the experience more enjoyable. In general, when evaluating any child, <span>observation is the best initial diagnostic tool. The degree of alertness and interaction, responsiveness to parents and respiratory status are all valuable measures of illness that may either suggest or eliminate concerns of toxicity. After observation, it is important to begin the exam with auscultation of the heart and lungs as this is usually when the child is calm, quiet and most cooperative.
Flashcard 1476568943884
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFailure to Thrive: cross 2 %-tiles, wt <3%-tile, <80% ideal body wt
Original toplevel document
GrowthGROWTH Failure to Thrive: cross 2 %-tiles, wt <3%-tile, <80% ideal body wt A 14yo ♂ with 1y Hx of FTT. He is pale and has diffuse abdominal pain. What are possible causes? What are 5 tests you would do to narrow your differential? &#
Flashcard 1476572613900
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open it14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2
Original toplevel document
Growthganic , GERD, structural, CNS, genetic ↓absorption: CF, CMPA, short gut, biliary atresia, GI ↑loss: gastroenteritis ↑demand: cardiac, ↑THY, infection, respiratory Ineffective use: inborn error of metabolism Obesity <span>14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S Newborn Growth Parameters&#
Flashcard 1476574186764
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itNewborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; tr
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
Flashcard 1476576546060
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itNewborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Qua
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
Flashcard 1476578118924
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itNewborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 year
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
Flashcard 1476579691788
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itNewborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
Flashcard 1476581264652
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itn>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years<span><body><html>
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
Flashcard 1476582837516
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open it3; Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by <span>1 year • Quadruples birth weight by 2 years<span><body><html>
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
Flashcard 1476584410380
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by <span>2 years<span><body><html>
Original toplevel document
Growth14yo ♂ with weight of 67 kg, height 150cm. Calculate BMI: 29.8 kg/m 2 4 complications of obesity: HTN, dyslipidemia, OSA, SCFE, nonEtOH fatty liver 3 tests to perform for obesity: lipids, GLUC, HbA1c, ALT/AST, liver U/S <span>Newborn Growth Parameters Weight • At birth = 3.0‐3.5kg (avg) • Normal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, moldin
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itHead Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth
Original toplevel document
Growthmal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity 
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itHead Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth
Original toplevel document
Growthmal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity 
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itead> Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth<html>
Original toplevel document
Growthmal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity 
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open it3; Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • <span>6‐12mths = +0.5cm/mth<span><body><html>
Original toplevel document
Growthmal to lose up to 10% of birth weight in first 4‐7 days o BUT should return to birth weight no later than 10‐14 days • Doubles birth weight by 4‐6 months; triples birth weight by 1 year • Quadruples birth weight by 2 years <span>Head Circumference • At birth = 35cm (avg) o <32cm small head = small brain until proven otherwise • May be inaccurate at birth due to caput succedaneum, molding • 0‐3mths = +2cm/mth • 3‐6mths =+1cm/mth • 6‐12mths = +0.5cm/mth Height • At birth = 50cm (avg) • Doubles height by 4 years • Measure recumbent length until 2 years, then standing height Normal Growth Velocity 
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itEtiology of FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disord
Original toplevel document
Growthonditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itEtiology of FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses</s
Original toplevel document
Growthonditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itEtiology of FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses
Original toplevel document
Growthonditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itf FTT • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • <span>Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses<span><body><html>
Original toplevel document
Growthonditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itof food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • <span>Increased losses: chronic diarrhea, urinary losses<span><body><html>
Original toplevel document
Growthonditions Factors Affecting Physical Growth • Genetics • Intrauterine factors • "Internal time clock" • Nutrition • Endocrine hormones • Chronic infections/diseases • Psychosocial factors <span>Etiology • Inadequate intake: insufficient provision of food, vomiting, oro‐motor dysfunction • Inadequate absorption: pancreatic insufficiency, celiac disease • Increased utilization: chronic diseases, hyperthyroidism • Ineffective utilization: chromosomal disorders • Increased losses: chronic diarrhea, urinary losses Differential Diagnosis Nonorganic/ Psychosocial Most common cause of FTT, often seen in conjunction with organic FTT Specific Organic Diseases • Genetic: T
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itRisk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexpe
Original toplevel document
Growthperthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itRisk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and r
Original toplevel document
Growthperthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itnned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition <span>Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care<span><body><html>
Original toplevel document
Growthperthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itf eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues <span>Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care<span><body><html>
Original toplevel document
Growthperthyroidism, hypopituitarism, DM‐1, DI • CNS: Difficulty coordinating swallow, MR, CP, Diencephalic Syndrome • Haematology: Chronic hematologic disorders, malignancies • Inflammatory/Immune: SLE, immunodeficiencies <span>Risk Factors Child Factors • Premature, low birth weight • Feeding, sleep or elimination problems • Recurrent illness • Developmental delay Parental Factors • Parents abused or neglected as children • Unwanted, unplanned pregnancy • Marital problems, single parent • Drugs/alcohol • Young inexperienced parents • Unwell/stressed parent • Poor follow‐up, uncooperative parents • Misconceptions of eating habits and nutrition Child and Parental Factors • Difficulty feeding, refusal to feed • Colic, sleep problems • Behavioural issues • Parent not able to recognize child’s needs and respond to child’s cues Environmental Factors • Low SES, unemployment • Lack of support, social isolation • Lack of access to consistent medical care History • Duration of problem, detailed dietary and feeding history, appetite, behavior before and after feeds, BM history, vomiting • Pregnancy, birth, birth
Flashcard 1476610362636
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open it5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing
Original toplevel document
Developmentee chart] NORMAL Case on child not toilet training: what is the likely reason? Not yet interested in learning how, i.e. few signs present (requires physiologic, communication, psychologic) <span>5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing Developmental milestones for 6mo. Normal: tripod sits, pivots in prone position, reaches/grasps objects, brings toy to mouth, babbles, squeals when excited, g
Flashcard 1476611935500
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open it5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing
Original toplevel document
Developmentee chart] NORMAL Case on child not toilet training: what is the likely reason? Not yet interested in learning how, i.e. few signs present (requires physiologic, communication, psychologic) <span>5yo has been developing normally, but his father has been concerned he's been showing poor speech. What's the first Ix to do? MCQ: audiology testing, NOT genetic testing Developmental milestones for 6mo. Normal: tripod sits, pivots in prone position, reaches/grasps objects, brings toy to mouth, babbles, squeals when excited, g
Flashcard 1476614032652
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itGotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)
Original toplevel document
Developmentactose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#
Flashcard 1476616391948
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itGotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)
Original toplevel document
Developmentactose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#
Flashcard 1476617964812
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itGotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)
Original toplevel document
Developmentactose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#
Flashcard 1476619537676
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itGotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)
Original toplevel document
Developmentactose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#
Flashcard 1476621110540
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itGotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)
Original toplevel document
Developmentactose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#
Flashcard 1476622683404
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itGotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills)
Original toplevel document
Developmentactose free diet, soy formulas • If there is a concern about cow’s milk protein allergy, a time limited (two week) trial of hypoallergenic formula or elimination of cow’s milk from the maternal diet can be undertaken <span>Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding&#
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itApproach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at
Original toplevel document
Developmentf cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open it(developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) <span>physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from t
Original toplevel document
Developmentf cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itacro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations <span>GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID <span><body><html>
Original toplevel document
Developmentf cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itdardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old <span>Causes of GDD/ID <span><body><html>
Original toplevel document
Developmentf cow’s milk from the maternal diet can be undertaken Gotta Find Strong Coffee Soon •Gross Motor •Fine Motor •Speech/ Language •Cognitive •Social Emotional, Behaviour •(Adaptive Skills) <span>Approach to Developmental History -History of presenting illness -Perinatal history (TORCH inf's) -Past medical history -Hearing, vision, sleep, feeding -Developmental history (-start asking from several age groups lower than current age; observe child) -Family history (developmental delay, learning disabilities metabolic/genetic conditions consanguinity) -Social history (typical day, language spoken at home, other children at home, daycare/preschool, child maltx/CAS, income, etc) physical exam •Weight, height and head circumference at 50th percentile (want to know if macro/microcephaly, any dysmoprhic ft's make sure to undress & look at skin) •Low, posteriorly rotated ears but no other dysmorphic features or unusual birth marks •Normal general and neurologic examinations GLOBAL DEVELOPMENTAL DELAY Significant delay (at least two standard deviations below the mean with standardized tests) in at least two developmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years:
Flashcard 1476634217740
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476635790604
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476637363468
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476638936332
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each s
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476640509196
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foo
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476642082060
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open ithead>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four year
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476643654924
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -<span>draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476645227788
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open it1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -<span>counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476647062796
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open ityears: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. <span>Two at two. One at four. Two feet on each step at two years. One foot per step at four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476648635660
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open its -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. <span>Two feet on each step at two years. One foot per step at four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476650208524
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open ittep commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at <span>two years. One foot per step at four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476651781388
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open its 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. <span>One foot per step at four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
Flashcard 1476653354252
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open it; - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at <span>four years.<span><body><html>
Original toplevel document
Developmentlopmental domains from the following: Gross or fine motor Speech/ language Cognition Social/ personal Activities of Daily Living -Child must be less than 5 years old Causes of GDD/ID . <span>Pediatric milestones in development 1 year: - single words 2 years: - 2 word sentences -understands 2 step commands 3 years: - 3 word combos -repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with th
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itBirth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. S
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itBirth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you ch
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itspan>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. <span>Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itfting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. <span>In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help yo
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itrst, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) <span>15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itacross categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: <span>2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open it; 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline <span>4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewa
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itfor objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth <span>6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger i
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open it, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes <span>9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains)
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open it9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. <span>12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imi
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open italk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. <span>15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open ite waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower <span>18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open its of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face <span>2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of m
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itrs: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. <span>3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itcle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. <span>4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas<span><body><html>
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itfoot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. <span>5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas<span><body><html>
Original toplevel document
Development-repeats 3 digits -rides tri cycle 4 years: -draws square -counts 4 objects Stairs mnemonic. Two at two. One at four. Two feet on each step at two years. One foot per step at four years. <span>Birth to 1 Year: Remember that the goal of the first year is to be able to walk (walk at 12 months). At six months you are halfway there (remember “sit at six”). Just with these two milestones you can pretty much fill in everything else. Remember that everything is from head to toe. So 2 months (the first time we really check milestones) you check for head lifting (neck control). You roll at 4 months (at level of shoulders and chest). Then, again, at six you sit. You crawl at 9 months and pull to stand (crawl, pull to stand at 9 months) which makes sense as being between sitting and walking. In Review: 2 months: lift head 45 degrees 4 months: roll over (front to back first, then back to front, easier if you can push off with hands) 6 months: sit (halfway to goal, halfway through year, “sit at six”) 9 months: crawl, stand (halfway between sitting and goal) 12 months: walk (the goal) 15 months – 5 years: Memorize these milestones in a story as they are harder to associate with particular months like the first year. Using this progression story may help you. 15 months: walks well 18 months: throws objects 24 months/2 years: up and down stairs (one foot at a time); run 3 years: Tricycle (3 wheels, 3 years), jump in place 4 years: up and down stairs alternating feet (2 feet x up/down = 4), balance on 1 foot for 4 seconds (legs look like a 4 when on 1 foot), hop 5 years: skip (5 looks like an “S”kips) Story: a child on the 1st floor of her house sits up, crawls, cruises, then 1) WALKS to stairs, 1.5) THROWS object up stairs, 2) CLIMBS up the stairs and RUNS to his trike, 3) RIDES a trike upstairs, JUMPS off, 4) RUNS down the stairs, HOPS off the stairs and 5) SKIPS away 3. Once you’ve memorized the months of well child checks and corresponding gross motor milestones, begin to memorize the archetype babies for each age group. These little stories incorporate all the other milestones into a single image which is much easier than trying to memorize many unrelated facts. There are some ways to conceptually link milestones across categories, but they are not frequent enough to be useful for fast recall and the salient milestones and timing which is what happens on tests and during morning report. Here are all the babies with milestones listed: 2 months: lift head 45 degrees (when laying on face), turns to sound, follows objects past midline, social smile Parent’s Little Baby: looks up to sound, smiles because he sees both his parents, one on either side of midline 4 months: lift head 90 degrees/raise up to chest, roll over, find midline, reach for objects, puts objects in mouth, coos (these are vowel sounds), and laughs Fat Happy Baby: baby is rolling and laughing and cooing because he just discovered midline and is reaching for cake that he will cram into his mouth 6 months: sit up with no head lag, raking grasp, transfer objects between hands, babbles (consonants), recognizes familiar faces Street-Corner Baby: sitting up on sidewalk, transferring a rake from hand to hand while babbling at people he thinks he recognizes 9 months: Crawl, pull to stand, point, specific babbling (mama, dada), stranger anxiety Watch Dog Baby: crawls to window, pulls to stand to see out, points at stranger in yard and says “mama” to get attention of parents. 12 months: Walk, pincer grasp, 1 word, patacake, bye bye, peekaboo Playful Zombie Baby: walking at you, snapping pincers, repeating one word over and over (brrraaaaains), and just wants to play patacake and peekaboo before waving bye bye. 15 months: walks well, imitates, controlled release of blocks (can stack 2) Little Sister Baby: wants to be just like big sister, walks confidently to the blocks and imitates making a 2 block tower 18 months: Throw, scribble, 4 block tower, 1 step command, uses spoon/cup, points to parts of body Sir Charming Baby: needs to get note to Rapunzel so scribbles note on paper to throw into high 4 block tower, catapult has cup on end, shoves note in with spoon, and throws note at tower, hitting Rapunzel in the face 2 years: Run, stairs (1 foot at a time), 20-50 words, 2 step command, parallel play Bad Twins: mom gives two commands to twin boys to run to the stairs, then walk up the 25 stairs. Each walks up the 25 stairs not helping the other. 3 years: Jump, Tricycle, dresses self (shirt, pants, shoes), full name, “you, me, I” James Bond Baby: springs into action … jumps into 3-piece suit, stands in front of mirror and says full name, jumps on tricycle. “You.Me. I,” is his pickup line. 4 years: Stairs (alternating feet), hop, undresses, 1 foot (4 seconds), 4 word phrases (complete sentences), cooperative play Bedtime Story Baby: really wants story time, so runs up stairs, hops on one foot to undress, so she and mom can read a story together. A Wrinkle in Time. 5 years: Skip, Tie shoes, Difference between reality/fantasy Oz Baby: ties ruby shoes, skips down Yellow Brick Road back to Kansas Developmental assessment Primitive reflexes Mnemonic: MPRAG M Moro P Placing reflex R Rooting A Aton
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itPediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute
Original toplevel document
CLIPP 11 - KawasakiIrritability in a Child Irritability may be the only way that a young child can express pain or discomfort from any source, including: Meningeal irritation Headache from intracranial irritation Simple exhaustion <span>Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashe
Flashcard 1476701064460
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itRemember that stranger anxiety starts around 9 months of age, peaking at 15 months.
Original toplevel document
Pediatrics for Dummies (Or Med Students)ll often cry for what appears to be no reason at all. Many students worry that the parents will think they are incompetent, but most parents will be too embarrassed about their child's behavior to focus on you. Also, don't take it personally: <span>Remember that stranger anxiety starts around 9 months of age, peaking at 15 months. Incidentally, auscultating lungs while a child is crying is indeed possible. Just remember that even when screaming at the top of their lungs, all children have to pause to t
Flashcard 1476702637324
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itRemember that stranger anxiety starts around 9 months of age, peaking at 15 months.
Original toplevel document
Pediatrics for Dummies (Or Med Students)ll often cry for what appears to be no reason at all. Many students worry that the parents will think they are incompetent, but most parents will be too embarrassed about their child's behavior to focus on you. Also, don't take it personally: <span>Remember that stranger anxiety starts around 9 months of age, peaking at 15 months. Incidentally, auscultating lungs while a child is crying is indeed possible. Just remember that even when screaming at the top of their lungs, all children have to pause to t
| status | not read | reprioritisations | ||
|---|---|---|---|---|
| last reprioritisation on | suggested re-reading day | |||
| started reading on | finished reading on |
Parent (intermediate) annotation
Open itNo shots" even if you know they'll be receiving immunizations later. Also, be careful with inadvertently asking permission. What do you do if you ask, "I'm going to look in your ear now, okay?" and the answer is "No!" <span>Calm, declarative statements are best -- and feel free to give children choice where it doesn't matter to you. "Which ear shall I look in first?" is just fine.<span><body><html>
Original toplevel document
Pediatrics for Dummies (Or Med Students)iety. Crouching down to say hello at the beginning is great, and asking the child to "give you 5" works well. While not all will do so at the outset, many will do so at the end once they've discovered you're not so scary. <span>Don't ask, don't...lie. Don't lie to children. They won't forget it if you say "No shots" even if you know they'll be receiving immunizations later. Also, be careful with inadvertently asking permission. What do you do if you ask, "I'm going to look in your ear now, okay?" and the answer is "No!" Calm, declarative statements are best -- and feel free to give children choice where it doesn't matter to you. "Which ear shall I look in first?" is just fine. Be infantile. Be willing to quickly change a diaper instead of leaving it, or swaddling a baby properly in a receiving blanket: You'll win friends among staff and parents. If
Flashcard 1476705783052
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itot;rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how <span>upper airway congestion can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology</s
Original toplevel document
Pediatrics for Dummies (Or Med Students)s the effect of drawing the child's attention away from the stethoscope (and perhaps trying to push it away) as well as entertaining them. Practice making faces in the mirror -- most of us are capable of being fairly funny-looking. <span>A common concern among parents is the "rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology. Stunt palpation. Tell children that you're going to figure out what they had for lunch (or breakfast or whatever). Palpate their abdomen gently and then stop. Claim it's som
Flashcard 1476707355916
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itthat upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "<span>echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology<span><body></ht
Original toplevel document
Pediatrics for Dummies (Or Med Students)s the effect of drawing the child's attention away from the stethoscope (and perhaps trying to push it away) as well as entertaining them. Practice making faces in the mirror -- most of us are capable of being fairly funny-looking. <span>A common concern among parents is the "rattling chest." Remember that upper airway congestion in a young child can easily transmit noise down the respiratory tree and can even be felt as "rattling." Don't minimize or ignore parents' concerns. Instead, explain how upper airway congestion can "echo" throughout the entire chest. Also, ask your preceptor to help you differentiate between transmitted upper airway noises and signs of actual lung pathology. Stunt palpation. Tell children that you're going to figure out what they had for lunch (or breakfast or whatever). Palpate their abdomen gently and then stop. Claim it's som
Flashcard 1476709190924
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itsolid food introduction – do not delay beyond 9 mo
Original toplevel document
Nutrition/kg/d) For a 9mo, select which foods can be introduced at this age? What are the normal feeding stages for a child? 0-6mo: breast milk or formula, 2-4oz (60-120ml) per feed, 8-12 feeds/day, 20-25min per feed 6-8mo: <span>solid food introduction – do not delay beyond 9 mo 2 to 3 new foods/wk with few days in between (monitoring allergies) Suggested order: meat/alternatives/iron enriched cereal (rice cereal is least allergenic)àpureed vegetablesàfr
Flashcard 1476714171660
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
admission orders
For this, you can use of the mnemonic AD DAVID. A dmit to (ward/department/nicu), under Dr. Surgeon D iagnosis: confirmed or suspected (UTI w/ 2ndary dehydration) D iet: DAT (diet as tolerated), NPO (if surg/p
Flashcard 1476717579532
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itJaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice.
Original toplevel document
CLIPP 8 - neonatal jaundiceora to metabolize bile High levels of β-glucuronidase in meconium Minimal oral (enteral) intake in the first 2-4 days of life, resulting in slow excretion of meconium (especially common with breastfed infants). 3/22 <span>Jaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice. There is probably overlap, where a combination of both of these problems occurs simultaneously. 1. Breastfeeding jaundice Happens early in the first week of li
Flashcard 1476719152396
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itJaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice.
Original toplevel document
CLIPP 8 - neonatal jaundiceora to metabolize bile High levels of β-glucuronidase in meconium Minimal oral (enteral) intake in the first 2-4 days of life, resulting in slow excretion of meconium (especially common with breastfed infants). 3/22 <span>Jaundice Associated with Breastfeeding Some clinicians divide this into two separate entities--breastfeeding jaundice and breast-milk jaundice. There is probably overlap, where a combination of both of these problems occurs simultaneously. 1. Breastfeeding jaundice Happens early in the first week of li
Flashcard 1476721773836
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itThese additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude
Original toplevel document
CLIPP 8 - neonatal jaundice; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast
Flashcard 1476723346700
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itThese additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude
Original toplevel document
CLIPP 8 - neonatal jaundice; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast
Flashcard 1476724919564
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itThese additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude
Original toplevel document
CLIPP 8 - neonatal jaundice; These congenital disorders are detected by neonatal screening. Ethnicity Hyperbilirubinemia is more common in Asian newborn infants than in Caucasian infants and is less common in black infants. <span>These additional factors can also contribute to hyperbilirubinemia: Prematurity Bowel obstruction Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breast
Flashcard 1476726492428
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itA successfully breastfed baby typically nurses 8-12 times in 24 hours.
Original toplevel document
CLIPP 8 - neonatal jaundicection Birth at high altitude See the associated reference ranges in conventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern <span>A successfully breastfed baby typically nurses 8-12 times in 24 hours. Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding
Flashcard 1476728065292
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFeedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if th
Original toplevel document
CLIPP 8 - neonatal jaundiceventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr
Flashcard 1476729638156
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFeedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)</spa
Original toplevel document
CLIPP 8 - neonatal jaundiceventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr
Flashcard 1476731211020
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFeedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)</ht
Original toplevel document
CLIPP 8 - neonatal jaundiceventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr
Flashcard 1476732783884
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFeedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Original toplevel document
CLIPP 8 - neonatal jaundiceventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr
Flashcard 1476734356748
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFeedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)
Original toplevel document
CLIPP 8 - neonatal jaundiceventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr
Flashcard 1476735929612
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itan>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.)<span><body><html>
Original toplevel document
CLIPP 8 - neonatal jaundiceventional and SI units. (http://www.med- u.org/virtual_patient_cases/labreferences) 5/22 Typical Breastfeeding Pattern A successfully breastfed baby typically nurses 8-12 times in 24 hours. <span>Feedings may initially last up to 60 minutes but gradually become shorter in duration, ~10-15 minutes at each breast. (Increasingly frequent or consistently lengthy feeding sessions may indicate a problem, especially if the infant is not gaining weight.) Benefits of Breastfeeding For Infants Maternal-infant bonding Protection against some infections (e.g. otitis media, respiratory infections, diarr
Flashcard 1476738551052
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itBecause many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information.
Original toplevel document
CLIPP 8 - neonatal jaundiceodified cow milk contains approximately three times the protein content of human milk and has ~80% casein and 20% whey proteins. As mentioned above, it is not suitable for young infants. Hereditary Forms of Hemolysis <span>Because many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information. 7/22 Hemolysis leading to elevated circulating bilirubin and possible jaundice can be caused by a variety of disorders in the red blood cell, including:
Flashcard 1476740123916
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itBecause many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information.
Original toplevel document
CLIPP 8 - neonatal jaundiceodified cow milk contains approximately three times the protein content of human milk and has ~80% casein and 20% whey proteins. As mentioned above, it is not suitable for young infants. Hereditary Forms of Hemolysis <span>Because many causes of hemolysis are hereditary, a family history of anemia or jaundice can provide important information. 7/22 Hemolysis leading to elevated circulating bilirubin and possible jaundice can be caused by a variety of disorders in the red blood cell, including:
Flashcard 1476742483212
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itTreatment: When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile fl
Original toplevel document
CLIPP 8 - neonatal jaundiceust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi
Flashcard 1476744056076
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itearly, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore <span>bile flow and prevent liver damage. <span><body><html>
Original toplevel document
CLIPP 8 - neonatal jaundiceust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi
Flashcard 1476745628940
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open ita can be treated surgically with the Kasai procedure (anastomosis of the intrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent <span>liver damage. <span><body><html>
Original toplevel document
CLIPP 8 - neonatal jaundiceust be evaluated with fractionated bilirubin (i.e., total and direct bilirubin levels). A patient suspected of having biliary atresia generally will be referred to a pediatric gastroenterologist or pediatric surgeon. <span>Treatment When diagnosed early, biliary atresia can be treated surgically with the Kasai procedure (anastomosis of the i ntrahepatic bile ducts to a loop of intestine to allow bile to drain directly into the intestine). If done early, the Kasai procedure will restore bile flow and prevent liver damage. Voiding and Stooling Patterns in the Newborn Voiding Urination changes in the first days after birth: Day 3: The baby should be voidi
Flashcard 1476747988236
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itWhenever there is concern about hyperbilirubinemia, a serum total bilirubin level should be obtained.
Original toplevel document
CLIPP 8 - neonatal jaundiceserum bilirubin levels. Serum Bilirubin Measurement A visual estimate of bilirubin level is not a substitute for serum bilirubin levels as it can easily understimate the true level of hyperbilirubinemia. <span>Whenever there is concern about hyperbilirubinemia, a serum total bilirubin level should be obtained. Transcutaneous Bilirubin Measurement Devices that measure transcutaneous bilirubin are effective tools for monitoring jaundice, although they cannot substitute
Flashcard 1476749561100
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itFeeding history Aids in distinguishing among possible causes of jaundice.
Original toplevel document
CLIPP 8 - neonatal jaundicest days after birth or delayed weight gain mandates further assessment and intervention. Inadequate weight gain indicates a potential insufficient fluid and calorie intake making a diagnosis of breastfeeding jaundice more likely. <span>Feeding history Aids in distinguishing among possible causes of jaundice. Pregnancy history Maternal infections may affect the fetus in utero, resulting in congenital infection and intrauterine growth restriction (IUGR). The conseque
Flashcard 1476751396108
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPhysiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.
Original toplevel document
CLIPP 8 - neonatal jaundice3; Diagnosis Comment Breast milk jaundice Begins in the middle of the first week of life (usually day 4 through 7) but may not reach its peak until the second week. 15/22 Physiologic <span>Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice. Hemolysis Possible reasons for hemolysis include: ABO incompatibility Rh incompatibility G6PD deficiency To completely investigate th
Flashcard 1476752968972
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPhysiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.
Original toplevel document
CLIPP 8 - neonatal jaundice3; Diagnosis Comment Breast milk jaundice Begins in the middle of the first week of life (usually day 4 through 7) but may not reach its peak until the second week. 15/22 Physiologic <span>Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice. Hemolysis Possible reasons for hemolysis include: ABO incompatibility Rh incompatibility G6PD deficiency To completely investigate th
Flashcard 1476754541836
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itPhysiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice.
Original toplevel document
CLIPP 8 - neonatal jaundice3; Diagnosis Comment Breast milk jaundice Begins in the middle of the first week of life (usually day 4 through 7) but may not reach its peak until the second week. 15/22 Physiologic <span>Physiologic jaundice jaundice typically appears earlier than on day 4. The level of hyperbilirubinemia and the time course helps to distinguish physiologic from breast milk jaundice. Hemolysis Possible reasons for hemolysis include: ABO incompatibility Rh incompatibility G6PD deficiency To completely investigate th
Flashcard 1476756114700
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itBiliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.
Original toplevel document
CLIPP 8 - neonatal jaundicegalactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a
Flashcard 1476757687564
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itBiliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.
Original toplevel document
CLIPP 8 - neonatal jaundicegalactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a
Flashcard 1476759260428
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itBiliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.
Original toplevel document
CLIPP 8 - neonatal jaundicegalactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a
Flashcard 1476760833292
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itBiliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia.
Original toplevel document
CLIPP 8 - neonatal jaundicegalactosemia or urea cycle defects-present with liver dysfunction, including jaundice, in addition to other features (like seizures, sepsis, ascites) depending on the defect. The newborn screen can help rule out these diagnoses. <span>Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood a
Flashcard 1476762406156
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itIntrinsic liver disease Very rare cause of neonatal jaundice
Original toplevel document
CLIPP 8 - neonatal jaundicethe defect. The newborn screen can help rule out these diagnoses. Biliary atresia Typically presents after 2 weeks of age with progressive jaundice and acholic stools. Causes a direct hyperbilirubinemia. <span>Intrinsic liver disease Very rare cause of neonatal jaundice Birth trauma (cephalohematoma or other bruising) Reabsorption of blood and metabolism of red blood cells can cause jaundice. Sepsis W
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endo (day 8)
ENDOCRINOLOGY Diabetes mellitus Best marker for insulin resistance? MCQ: acanthosis nigricans Puberty 13yo ♀, no onset of menarche. What questions would you ask on Hx (6)? What would you do O/E? When and
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endo (day 8)
Diabetes mellitus Best marker for insulin resistance? MCQ: acanthosis nigricans Puberty <span>13yo ♀, no onset of menarche. What questions would you ask on Hx (6)? What would you do O/E? When and how would you investigate? Hx: Breast development, weight loss, pubic hair development, short stature, FHx, athlete, medical illness, high performance athlete O/E: assess nutritional status, dysmorphism, evidence of chronic disease, signs of abuse or neglect, sexual development (“boobs→pubes→grow→flow”) Ix (if no menarche >16 or pubertal >12): always (bone age, CBC/lytes, CRP, FSH/LH, EST/TEST, TSH/T4, IGF, U/A), consider (IBD panel, Celiac panel, etc.) Precocious puberty in ♀: when are you worried and which tests would you order? Ix (if bone age > height age, <6, OR psychological issues
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endo (day 8)
development (“boobs→pubes→grow→flow”) Ix (if no menarche >16 or pubertal >12): always (bone age, CBC/lytes, CRP, FSH/LH, EST/TEST, TSH/T4, IGF, U/A), consider (IBD panel, Celiac panel, etc.) <span>Precocious puberty in ♀: when are you worried and which tests would you order? Ix (if bone age > height age, <6, OR psychological issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation) Hypoglycemia (Infants and Children) Definition Plasma glucose (PG) ≤2.8 mmol/L Etiology • Endocrine causes: Ketotic hypoglycemia, GH deficiency, panh
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endo (day 8)
tests would you order? Ix (if bone age > height age, <6, OR psychological issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation) <span>Hypoglycemia (Infants and Children) Definition Plasma glucose (PG) ≤2.8 mmol/L Etiology • Endocrine causes: Ketotic hypoglycemia, GH deficiency, panhypopituitarism, ACTH deficiency, Addisons disease, excess exogenous insulin • Nonendocrine
| status | not read | reprioritisations | ||
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endo (day 8)
issues): always (bone age, FSH/LH, EST/TEST, DHEAs/17-hydroxyPRO, TSH/T4), consider (pelvic U/S, MRI head, β-hCG, GnRH/ACTH stimulation) Hypoglycemia (Infants and Children) Definition Plasma glucose (PG) ≤2.8 mmol/L <span>Etiology • Endocrine causes: Ketotic hypoglycemia, GH deficiency, panhypopituitarism, ACTH deficiency, Addisons disease, excess exogenous insulin • Nonendocrine causes: Sepsis/shock, liver disease, ingestion (e.g. ethanol, salicylates, beta‐blockers), inborn error of metabolism Clinical Presentation • Autonomic symptoms: Sweating, weakness, tachycardia, tremor, feelings of nervousness and/or hunger • Neuroglycopenic symptoms: Lethargy, irri
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endo (day 8)
#13; panhypopituitarism, ACTH deficiency, Addisons disease, excess exogenous insulin • Nonendocrine causes: Sepsis/shock, liver disease, ingestion (e.g. ethanol, salicylates, beta‐blockers), inborn error of metabolism <span>Clinical Presentation • Autonomic symptoms: Sweating, weakness, tachycardia, tremor, feelings of nervousness and/or hunger • Neuroglycopenic symptoms: Lethargy, irritability, confusion, unusual behaviour, hypothermia, seizure and coma Investigations Send critical labs (prior to initiating treatment) if PG ≤2.8 mmol/L: Serum glucose, blood gas, electrolytes, insulin, GH, cortisol, free fatty acids,
Flashcard 1476779707660
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
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| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itIrritability may be the only way that a young child can express pain or discomfort from any source
Original toplevel document
CLIPP 11 - Kawasaki11. 5-year-old with fever and adenopathy - Jason January 27, 2017 2:09:56 PM EST Knowledge Irritability in a Child Irritability may be the only way that a young child can express pain or discomfort from any source, including: Meningeal irritation Headache from intracranial irritation Simple exhaustion Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal hea
Flashcard 1476782066956
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itHand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
Original toplevel document
CLIPP 11 - Kawasaki; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100
Flashcard 1476783639820
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itHand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
Original toplevel document
CLIPP 11 - Kawasaki; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100
Flashcard 1476785212684
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itHand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
Original toplevel document
CLIPP 11 - Kawasaki; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100
Flashcard 1476786785548
| status | not learned | measured difficulty | 37% [default] | last interval [days] | |||
|---|---|---|---|---|---|---|---|
| repetition number in this series | 0 | memorised on | scheduled repetition | ||||
| scheduled repetition interval | last repetition or drill |
Parent (intermediate) annotation
Open itHand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth.
Original toplevel document
CLIPP 11 - Kawasaki; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100
Flashcard 1476788358412
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Parent (intermediate) annotation
Open itWhile the fever associated with enteroviruses may be high, it usually lasts only a few days.
Original toplevel document
CLIPP 11 - Kawasaki; Pediatric Vital Signs As a child gets older, the normal ranges for vital signs change, making it important to look at ageappropriate reference values. The normal heart rate for a 5-year-old is 80 to 100 beats per minute. <span>Rashes Associated with Fever (Part 1) Children get many different kinds of rashes-many, though not all, related to infections. Below are descriptions and photos of rashes associated with fever. Cho Sooyoung - sooyoung.cho@mail.utoronto.ca 1/15 Enterovirus Usually erythematous and maculopapular, and may involve the palms and soles. Infrequently, it can be petechial. In hand-foot-and-mouth disease (caused by Coxsackie virus), presents as a vesicular rash on the hands and feet and with ulcers in the mouth. Usually seen in late summer and early fall. While the fever associated with enteroviruses may be high, it usually lasts only a few days. Erythema infectiosum Also called fifth disease, this is caused by parvovirus B19. There is frequently an associated low-grade fever (37.8-38.3 degrees C, or 100
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でも、火曜日から寒くなります。 木曜日と金曜日は天気が悪いです。 くも 木曜日は 曇 り一時雨の予報ですが、 雪が降るかもしれません。 くも 週末は晴れ時々 曇 り。 いい天気になるでしょう。 けん ねん なお、11日の土曜日は「 建 国記 念 の日」で、 しゅく 祝日 です。 火曜日以降の最高気温は７度から11度。 最低気温は１度から２度ぐらいでしょう。 <span>週の前半はいい天気になります。 月曜日の最高気温は15度ぐらいで、暖かいです。 でも、火曜日から寒くなります。 木曜日と金曜日は天気が悪いです。 木曜日は曇り一時雨の予報ですが、 雪が降るかもしれません。 週末は晴れ時々曇り。 いい天気になるでしょう。 なお、11日の土曜日は「建国記念の日」で、 祝日です。 火曜日以降の最高気温は７度から11度。 最低気温は１度から２度ぐらいでしょう。 Practice Each Sentence [imagelink] 1. しゅう ぜんはん てん き 週