Concepts and Theories on Growth and Development Flashcards
Sum of the numerous changes that takes place during the lifetime of an individual
Growth and Development
Quantitative Change
Growth
used to denote an increase in physical size or quantitative change
Growth
physical increase in the body’s size and appearance caused by increasing numbers of new cells
Growth
Qualitative Change
Development
used to indicate an increase in skill or the ability to function; a qualitative change
Development
can be measured by observing a child’s ability to perform specific tasks
Development
capacity to learn and think increases
Development
Patterns of Growth and Development
- Cephalocaudal
- Proximodistal
- Differentiation
ability to lift the head to toe
Cephalocaudal
trunk to extremities
Proximodistal
skills from simple task to complex tasks (crawl -> stand -> walk -> run/jump)
Differentiation
Principles of Growth and Development
P - Process that is continuous
E - Elevation of skills from gross to fine motor
D - Development from proximal to distal
I - It needs an optimum time for initiation of learning
experiences
A - A must to proceed in an orderly sequence
T - To follow a predictable and definite pattern
R - Requires practice to learn behavior and skills
I - It is cephalocaudal
C - Can develop when neonatal reflexes disappear
S - Systems in the body don’t develop at the same rate
Most Rapid
Infancy (0-1 yo) (1m - 12m)
Slow
Toddler (1-3 y.o)
Alternating
Preschooler (3-6 y.o)
Slower
Schooler (6-12 y.o)
Rapid
Adolescent (12-18 y.o)
Infant (0-1 y.o)
Weight:
doubles by 5 or 6 months; triples by 1 year; quadruples by 2 years
Infant
Height:
increase of 1 ft by 1 year of age
Infant
Teeth: erupt by _____________; has_________________
teeth (baby teeth) by ___________ of age
6 months; 6-8 deciduous; 1 year
Toddler
Weight:
Gains 8 oz or more a month from 1 to 2 years; Gains 3 to 5 lbs a year from 2 to 3 years of age
Toddler
Height:
grows 3-5 inches from 1-2 years of age; from 2-3 years, grows 2-2.5 inches per year
Toddler
Teeth:
Teeth: has 20 deciduous teeth by 3 years
Preschooler (3-6 y.o)
Weight:
gains 3-5 lbs a year
Preschooler (3-6 y.o)
Height:
grows 1.5-2.5 inches a year
Schooler
Weight:
gains 3-5 lbs a year
Schooler
Height:
grows 1.5-2.5 inches a year
Adolescence
Weight:
Girls: 15-55 lbs Boys: 15-65 lbs
Adolescence
Height:
Girls: 2-8 inches Boys: 4.5-12 inches
is a systematic statement of principles that provides a framework for explaining some phenomenon
Theory
provide road maps for explaining human development
Developmental Theories
Skills or competencies normally occurring at one stage and having an effect on the development of subsequent stages
Developmental Task
Theories of Growth and Development
- Psychoanalytic/Psychosexual Development -
Sigmund Freud - Psychosocial Development - Erik Erikson
- Cognitive Development - Jean Piaget
- Moral Development - Lawrence Kohlberg
- Behaviorist and Social Learning - B.F Skinner
Psychoanalytic & Psychosexual Development Theory
Proponent:
Sigmund Freud
the theory proposes that sexual energy is stronger in certain parts of the body at specific ages
Psychosexual Development Theory
Experiences from childhood form the unconscious motivations for the things being done later in life as adults
Psychoanalytic & Psychosexual Development Theory
occurs at a specific stage if needs are not met or conflicts are not resolved
Fixation
persistent focus of the id’s pleasure-seeking energies at an earlier stage of psychosexual development
Fixation
Basic impulses (sex and aggression)
Id
seeking immediate gratification
Id
irrational and impulsive
Id
Operates at unconscious level
Id
Ideals and morals; striving for perfection; incorporated from parents
Superego
becoming a person’s conscience
Superego
Operates mostly at preconscious level.
Superego
Executive mediating between id impulses and superego inhibitions; testing reality; rational.
Ego
Operates mainly at conscious level but also at preconscious level.
Ego
seeking for pleasure
ID
realistic part, acceptable methods to meet impulse
Ego
moral & ethical system; values as conscious thoughts
Superego
oral gratification
Oral Stage (0 - 2 y.o)
Infants: interested in oral stimulation or pleasure
Oral Stage (0 - 2 y.o)
nfants suck for enjoyment or relief of tension, as well as for nourishment.
Oral Stage (0 - 2 y.o)
Provide oral stimulation by giving
pacifiers
children’s interests focus on the anal region as they begin toilet training
Anal Stage (2 - 3 y.o)
Elimination takes on new importance for them
Anal Stage (2 - 3 y.o)
find pleasure in both the retention of feces and defecation
Anal Stage (2 - 3 y.o)
part of toddlers’ self-discovery, a way of exerting independence, and probably accounts for some of the difficulties parents may experience in toilet-training children of this age
Anal Stage (2 - 3 y.o)
children’s pleasure zone appears to shift from the anal to the genital area
Phallic Stage (3 - 6 y.o)
Masturbation is common during this phase
Phallic Stage (3 - 6 y.o)
Children may also show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes
Phallic Stage (3 - 6 y.o)
Gratify physical curiosity
Phallic Stage (3 - 6 y.o)
Resolved elektra/oedipal complex
Latency Stage (6 - 12 y.o)
Quiet period
Latency Stage (6 - 12 y.o)
children’s libido appears to be diverted into concrete thinking
Latency Stage (6 - 12 y.o)
Great surge of genital sexual development
Genital Stage (12 yo. and up)
establishment of new sexual aims and the finding of new love objects
Genital Stage (12 yo. and up)
Masturbation and sexual fantasies are common
Genital Stage (12 yo. and up)
Kohlberg’s Theory of Moral Development
Level One - Preconventional (younger than six)
Level Two - Conventional Level (7 to 11 years)
Level Three - Postconvenrional (11 years on)
punishment and obedience orientation
Level One - Preconventional (younger than six)
Step 1:
Obey rules to avoid punishment
Level One - Preconventional (younger than six)
Step 1:
Naive hedonism
Level One - Preconventional (younger than six)
Step 2:
Conforms to get rewards and have favors returned
Level One - Preconventional (younger than six)
Step 2:
Good boy/girl morality
Level Two - Conventional Level (7 to 11 years)
Step 3:
Conforms to avoid disapproval or dislike by others
Level Two - Conventional Level (7 to 11 years)
Step 3:
Conforms to avoid censure by authorities
Level Two - Conventional Level (7 to 11 years)
Step 4:
Conforms to maintain communities
Level Three - Postconvenrional (11 years on)
Step 5:
Emphasis on individual rights
Level Three - Postconvenrional (11 years on)
Step 5:
Individual principles of conscience
Level Three - Postconvenrional (11 years on)
Step 6:
a theory that stresses the importance of culture and society in development of the personality
Psychosocial Development Theory
a person’s social view of self is more important than instinctual drives in determining behavior, allows for a more optimistic view of the possibilities for human growth.
Psychosocial Development Theory
Psychosocial Development Theory
Trust vs. Mistrust (Infancy)
Antonomy vs. Shame and Doubt (Toddler)
Initiative vs. Guilt (Preschool) (3-6 y.o)
Industry vs. Inferiority (School Age) (6-12 y.o)
Identity vs. Role Confusion (Adolescent) (12y - above)
Intimacy vs. Isolation (18-40 y.o)
Generativity vs. Stagnation (40-65 y.o)
Integrity vs. Despair (65 y.o - death)
The child must learn trust as needs are met by the caregiver
Trust vs. Mistrust
Child learns to love and be loved.
Trust vs. Mistrust
Child becomes more independent and starts to control over body functions
Antonomy vs. Shame and Doubt (Toddler)
Child learns to be independent and make decisions for self
Antonomy vs. Shame and Doubt (Toddler)
enjoys active, independent exploration as part of building a sense of autonomy
Antonomy vs. Shame and Doubt (Toddler)
Development of conscience: learning right from wrong
Initiative vs. Guilt (Preschool) (3-6 y.o)
Child learns how to do things (basic problem solving) and that doing things is desirable
Initiative vs. Guilt (Preschool) (3-6 y.o)
Rule-following behavior
Industry vs. Inferiority (School Age) (6-12 y.o)
forming social relationships is seen as important
Industry vs. Inferiority (School Age) (6-12 y.o)
child learns how to do things well
Industry vs. Inferiority (School Age) (6-12 y.o)
develop a sense of industry by working on projects that result in alfeeling of accomplishment
Industry vs. Inferiority (School Age) (6-12 y.o)
learn who they are and what kind of person they will be
Identity vs. Role Confusion (Adolescent) (12y - above)
adjusts to a new body image, seeking emancipation from parents) choosing a vocation, and determining a value system.
Identity vs. Role Confusion (Adolescent) (12y - above)
Peers are very important: Working on establishing own identity
Identity vs. Role Confusion (Adolescent) (12y - above)
is the ability to relate well with other people, not only with members of the opposite sex but also with one’s own sex to form long-lasting friendships
Intimacy
Intimacy is the ability to relate well with other people, not only with members of the opposite sex but also with one’s own sex to form long-lasting friendships.
Intimacy vs. Isolation (18-40 y.o)
People extend their concern from just themselves and their families to the community and the world
Generativity vs. Stagnation (40-65 y.o)
They may become politically active, work to solve environmental problems, or participate in far-reaching community or world-based decisions
Generativity vs. Stagnation (40-65 y.o)
People with a sense of ________________ are self-confident and better able to juggle their various lives
generativity
- defined four stages of cognitive development;
- within each stage are finer units or schemas.
- how a child learns and develops that quality called intelligence
Cognitive Development Theory
Four Stages of Cognitive Development Theory
Sensorimotor Phase (0-2 y.o.)
Preoperational Phase (2-7 y.o)
Concerete Operations (7-11 y.o)
Formal Operations (12-15 yo.)
refer to activities related to a child’s own body
primary
refers to activities that are separate from a child’s body
secondary
to show that repetition of behavior occurs
circulatory reaction
Stimuli are assimilated into beginning mental images. Behavior entirely reflexive.
Neonatal Reflex (1 month)
Hand-mouth and ear-eye coordination develop
Primary Circular Reaction (1-4 mos)
Infant spends much time looking at objects and separating self from them
Primary Circular Reaction (1-4 mos)
Beginning intention of behavior is present (the infant brings thumb to mouth for a purpose: to suck it)
Primary Circular Reaction (1-4 mos)
Enjoyable activity for this period is a tape of parent’s voice
Primary Circular Reaction (1-4 mos)
infants learn that objects in the environment are permanent and continue to exist even though they are out of sight or changed in some way
Secondary Circular Reaction (4-8 mos)
Infant learns to initiate, recognize, and repeat pleasurable experiences from reaction environment.
Secondary Circular Reaction (4-8 mos)
Infant can plan activities to attain specific goals
Coordination of Secondary Reaction (8-12mos)
Perceives that others can cause activity and that activities of own body are separate from activity of objects
Coordination of Secondary Reaction (8-12mos)
Can search for and retrieve toy that disappears from view.
Coordination of Secondary Reaction (8-12mos)
Child is able to experiment to discover new properties of objects and events
Tertiary Circular Reaction (12-18mos)
Capable of space perception and time perception as well as permanence
Tertiary Circular Reaction (12-18mos)
Objects outside self are understood as causes of actions
Tertiary Circular Reaction (12-18mos)
Good game for this period; throw and retrieve
Tertiary Circular Reaction (12-18mos)
child in this phase of development is egocentric
Preoperational Phase (2-7 y.o)
child has no concept of quantity; if it looks like more, it is more
Preoperational Phase (2-7 y.o)
sense of time is not yet developed
Preoperational Phase (2-7 y.o)
children are able to use symbols to represent objects
Preoperational Phase (2-7 y.o)
Toddlers draw conclusions only from obvious facts they see
Preoperational Phase (2-7 y.o)
Good toy for this period Preoperational Phase (2-7 y.o):
items that require imagination, such as modeling clay.
children develop the ability to begin problem solving in a concrete, systematic way
Concerete Operations (7-11 y.o)
begin to understand that volumeror weight may remain the same even though the appearance changes
Concerete Operations (7-11 y.o)
can consider another’s point of view and can deal simultaneously with more than one aspect of a situation
Concerete Operations (7-11 y.o)
aware of reversibility, an opposite operation or continuation of reasoning back to a starting point
Concerete Operations (7-11 y.o)
adolescent is capable of dealing with abstract concepts described only in words or symbols
Formal Operations (12-15 yo.)
begins to understand jokes based on double meanings and enjoys reading and discussing theories and philosophies
Formal Operations (12-15 yo.)
Adolescents can observe and then draw logical conclusions from their observations
Formal Operations (12-15 yo.)
Can solve hypothetical problems with scientific reasoning
Formal Operations (12-15 yo.)
understands causality and can deal with the past, present, and future
Formal Operations (12-15 yo.)
Good activity for this period (Formal Operations (12-15 yo.):
“talk time” to sort through attitudes and opinions.
Behaviorist and Social Learning Theory
Proponents:
John Watson, Ivan Pavlov, B.F. Skinner
Refers to the totality of being a person which includes all aspects of the human being that relate specifically to being a boy or a girl, a man or a woman
Sexuality
