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Pedia > Concepts and Theories on Growth and Development > Flashcards

Concepts and Theories on Growth and Development Flashcards

1
Q

Sum of the numerous changes that takes place during the lifetime of an individual

A

Growth and Development

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2
Q

Quantitative Change

A

Growth

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3
Q

used to denote an increase in physical size or quantitative change

A

Growth

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4
Q

physical increase in the body’s size and appearance caused by increasing numbers of new cells

A

Growth

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5
Q

Qualitative Change

A

Development

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6
Q

used to indicate an increase in skill or the ability to function; a qualitative change

A

Development

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7
Q

can be measured by observing a child’s ability to perform specific tasks

A

Development

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8
Q

capacity to learn and think increases

A

Development

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9
Q

Patterns of Growth and Development

A
  • Cephalocaudal
  • Proximodistal
  • Differentiation
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10
Q

ability to lift the head to toe

A

Cephalocaudal

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11
Q

trunk to extremities

A

Proximodistal

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12
Q

skills from simple task to complex tasks (crawl -> stand -> walk -> run/jump)

A

Differentiation

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13
Q

Principles of Growth and Development

A

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

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14
Q

Most Rapid

A

Infancy (0-1 yo) (1m - 12m)

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15
Q

Slow

A

Toddler (1-3 y.o)

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16
Q

Alternating

A

Preschooler (3-6 y.o)

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17
Q

Slower

A

Schooler (6-12 y.o)

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18
Q

Rapid

A

Adolescent (12-18 y.o)

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19
Q

Infant (0-1 y.o)
Weight:

A

doubles by 5 or 6 months; triples by 1 year; quadruples by 2 years

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20
Q

Infant
Height:

A

increase of 1 ft by 1 year of age

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21
Q

Infant
Teeth: erupt by _____________; has_________________
teeth (baby teeth) by ___________ of age

A

6 months; 6-8 deciduous; 1 year

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22
Q

Toddler
Weight:

A

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

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23
Q

Toddler
Height:

A

grows 3-5 inches from 1-2 years of age; from 2-3 years, grows 2-2.5 inches per year

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24
Q

Toddler
Teeth:

A

Teeth: has 20 deciduous teeth by 3 years

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25
Q

Preschooler (3-6 y.o)
Weight:

A

gains 3-5 lbs a year

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26
Q

Preschooler (3-6 y.o)
Height:

A

grows 1.5-2.5 inches a year

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27
Q

Schooler
Weight:

A

gains 3-5 lbs a year

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28
Q

Schooler
Height:

A

grows 1.5-2.5 inches a year

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29
Q

Adolescence
Weight:

A

Girls: 15-55 lbs Boys: 15-65 lbs

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30
Q

Adolescence
Height:

A

Girls: 2-8 inches Boys: 4.5-12 inches

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31
Q

is a systematic statement of principles that provides a framework for explaining some phenomenon

A

Theory

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32
Q

provide road maps for explaining human development

A

Developmental Theories

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33
Q

Skills or competencies normally occurring at one stage and having an effect on the development of subsequent stages

A

Developmental Task

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34
Q

Theories of Growth and Development

A
  • Psychoanalytic/Psychosexual Development -
    Sigmund Freud
  • Psychosocial Development - Erik Erikson
  • Cognitive Development - Jean Piaget
  • Moral Development - Lawrence Kohlberg
  • Behaviorist and Social Learning - B.F Skinner
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35
Q

Psychoanalytic & Psychosexual Development Theory
Proponent:

A

Sigmund Freud

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36
Q

the theory proposes that sexual energy is stronger in certain parts of the body at specific ages

A

Psychosexual Development Theory

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37
Q

Experiences from childhood form the unconscious motivations for the things being done later in life as adults

A

Psychoanalytic & Psychosexual Development Theory

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38
Q

occurs at a specific stage if needs are not met or conflicts are not resolved

A

Fixation

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39
Q

persistent focus of the id’s pleasure-seeking energies at an earlier stage of psychosexual development

A

Fixation

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40
Q

Basic impulses (sex and aggression)

A

Id

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41
Q

seeking immediate gratification

A

Id

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42
Q

irrational and impulsive

A

Id

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43
Q

Operates at unconscious level

A

Id

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44
Q

Ideals and morals; striving for perfection; incorporated from parents

A

Superego

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45
Q

becoming a person’s conscience

A

Superego

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46
Q

Operates mostly at preconscious level.

A

Superego

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47
Q

Executive mediating between id impulses and superego inhibitions; testing reality; rational.

A

Ego

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48
Q

Operates mainly at conscious level but also at preconscious level.

A

Ego

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49
Q

seeking for pleasure

A

ID

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50
Q

realistic part, acceptable methods to meet impulse

A

Ego

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51
Q

moral & ethical system; values as conscious thoughts

A

Superego

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52
Q

oral gratification

A

Oral Stage (0 - 2 y.o)

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53
Q

Infants: interested in oral stimulation or pleasure

A

Oral Stage (0 - 2 y.o)

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54
Q

nfants suck for enjoyment or relief of tension, as well as for nourishment.

A

Oral Stage (0 - 2 y.o)

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55
Q

Provide oral stimulation by giving

A

pacifiers

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56
Q

children’s interests focus on the anal region as they begin toilet training

A

Anal Stage (2 - 3 y.o)

57
Q

Elimination takes on new importance for them

A

Anal Stage (2 - 3 y.o)

58
Q

find pleasure in both the retention of feces and defecation

A

Anal Stage (2 - 3 y.o)

59
Q

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

A

Anal Stage (2 - 3 y.o)

60
Q

children’s pleasure zone appears to shift from the anal to the genital area

A

Phallic Stage (3 - 6 y.o)

61
Q

Masturbation is common during this phase

A

Phallic Stage (3 - 6 y.o)

62
Q

Children may also show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes

A

Phallic Stage (3 - 6 y.o)

63
Q

Gratify physical curiosity

A

Phallic Stage (3 - 6 y.o)

64
Q

Resolved elektra/oedipal complex

A

Latency Stage (6 - 12 y.o)

65
Q

Quiet period

A

Latency Stage (6 - 12 y.o)

66
Q

children’s libido appears to be diverted into concrete thinking

A

Latency Stage (6 - 12 y.o)

67
Q

Great surge of genital sexual development

A

Genital Stage (12 yo. and up)

68
Q

establishment of new sexual aims and the finding of new love objects

A

Genital Stage (12 yo. and up)

69
Q

Masturbation and sexual fantasies are common

A

Genital Stage (12 yo. and up)

70
Q

Kohlberg’s Theory of Moral Development

A

Level One - Preconventional (younger than six)
Level Two - Conventional Level (7 to 11 years)
Level Three - Postconvenrional (11 years on)

71
Q

punishment and obedience orientation

A

Level One - Preconventional (younger than six)
Step 1:

72
Q

Obey rules to avoid punishment

A

Level One - Preconventional (younger than six)
Step 1:

73
Q

Naive hedonism

A

Level One - Preconventional (younger than six)
Step 2:

74
Q

Conforms to get rewards and have favors returned

A

Level One - Preconventional (younger than six)
Step 2:

75
Q

Good boy/girl morality

A

Level Two - Conventional Level (7 to 11 years)
Step 3:

76
Q

Conforms to avoid disapproval or dislike by others

A

Level Two - Conventional Level (7 to 11 years)
Step 3:

77
Q

Conforms to avoid censure by authorities

A

Level Two - Conventional Level (7 to 11 years)
Step 4:

78
Q

Conforms to maintain communities

A

Level Three - Postconvenrional (11 years on)
Step 5:

79
Q

Emphasis on individual rights

A

Level Three - Postconvenrional (11 years on)
Step 5:

80
Q

Individual principles of conscience

A

Level Three - Postconvenrional (11 years on)
Step 6:

81
Q

a theory that stresses the importance of culture and society in development of the personality

A

Psychosocial Development Theory

82
Q

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.

A

Psychosocial Development Theory

83
Q

Psychosocial Development Theory

A

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)

84
Q

The child must learn trust as needs are met by the caregiver

A

Trust vs. Mistrust

85
Q

Child learns to love and be loved.

A

Trust vs. Mistrust

86
Q

Child becomes more independent and starts to control over body functions

A

Antonomy vs. Shame and Doubt (Toddler)

87
Q

Child learns to be independent and make decisions for self

A

Antonomy vs. Shame and Doubt (Toddler)

88
Q

enjoys active, independent exploration as part of building a sense of autonomy

A

Antonomy vs. Shame and Doubt (Toddler)

89
Q

Development of conscience: learning right from wrong

A

Initiative vs. Guilt (Preschool) (3-6 y.o)

90
Q

Child learns how to do things (basic problem solving) and that doing things is desirable

A

Initiative vs. Guilt (Preschool) (3-6 y.o)

91
Q

Rule-following behavior

A

Industry vs. Inferiority (School Age) (6-12 y.o)

92
Q

forming social relationships is seen as important

A

Industry vs. Inferiority (School Age) (6-12 y.o)

93
Q

child learns how to do things well

A

Industry vs. Inferiority (School Age) (6-12 y.o)

94
Q

develop a sense of industry by working on projects that result in alfeeling of accomplishment

A

Industry vs. Inferiority (School Age) (6-12 y.o)

95
Q

learn who they are and what kind of person they will be

A

Identity vs. Role Confusion (Adolescent) (12y - above)

96
Q

adjusts to a new body image, seeking emancipation from parents) choosing a vocation, and determining a value system.

A

Identity vs. Role Confusion (Adolescent) (12y - above)

97
Q

Peers are very important: Working on establishing own identity

A

Identity vs. Role Confusion (Adolescent) (12y - above)

98
Q

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

A

Intimacy

99
Q

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.

A

Intimacy vs. Isolation (18-40 y.o)

100
Q

People extend their concern from just themselves and their families to the community and the world

A

Generativity vs. Stagnation (40-65 y.o)

101
Q

They may become politically active, work to solve environmental problems, or participate in far-reaching community or world-based decisions

A

Generativity vs. Stagnation (40-65 y.o)

102
Q

People with a sense of ________________ are self-confident and better able to juggle their various lives

A

generativity

103
Q
  • defined four stages of cognitive development;
  • within each stage are finer units or schemas.
  • how a child learns and develops that quality called intelligence
A

Cognitive Development Theory

104
Q

Four Stages of Cognitive Development Theory

A

Sensorimotor Phase (0-2 y.o.)
Preoperational Phase (2-7 y.o)
Concerete Operations (7-11 y.o)
Formal Operations (12-15 yo.)

105
Q

refer to activities related to a child’s own body

A

primary

106
Q

refers to activities that are separate from a child’s body

A

secondary

107
Q

to show that repetition of behavior occurs

A

circulatory reaction

108
Q

Stimuli are assimilated into beginning mental images. Behavior entirely reflexive.

A

Neonatal Reflex (1 month)

109
Q

Hand-mouth and ear-eye coordination develop

A

Primary Circular Reaction (1-4 mos)

110
Q

Infant spends much time looking at objects and separating self from them

A

Primary Circular Reaction (1-4 mos)

111
Q

Beginning intention of behavior is present (the infant brings thumb to mouth for a purpose: to suck it)

A

Primary Circular Reaction (1-4 mos)

112
Q

Enjoyable activity for this period is a tape of parent’s voice

A

Primary Circular Reaction (1-4 mos)

113
Q

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

A

Secondary Circular Reaction (4-8 mos)

114
Q

Infant learns to initiate, recognize, and repeat pleasurable experiences from reaction environment.

A

Secondary Circular Reaction (4-8 mos)

115
Q

Infant can plan activities to attain specific goals

A

Coordination of Secondary Reaction (8-12mos)

116
Q

Perceives that others can cause activity and that activities of own body are separate from activity of objects

A

Coordination of Secondary Reaction (8-12mos)

117
Q

Can search for and retrieve toy that disappears from view.

A

Coordination of Secondary Reaction (8-12mos)

118
Q

Child is able to experiment to discover new properties of objects and events

A

Tertiary Circular Reaction (12-18mos)

119
Q

Capable of space perception and time perception as well as permanence

A

Tertiary Circular Reaction (12-18mos)

120
Q

Objects outside self are understood as causes of actions

A

Tertiary Circular Reaction (12-18mos)

121
Q

Good game for this period; throw and retrieve

A

Tertiary Circular Reaction (12-18mos)

122
Q

child in this phase of development is egocentric

A

Preoperational Phase (2-7 y.o)

123
Q

child has no concept of quantity; if it looks like more, it is more

A

Preoperational Phase (2-7 y.o)

124
Q

sense of time is not yet developed

A

Preoperational Phase (2-7 y.o)

125
Q

children are able to use symbols to represent objects

A

Preoperational Phase (2-7 y.o)

126
Q

Toddlers draw conclusions only from obvious facts they see

A

Preoperational Phase (2-7 y.o)

127
Q

Good toy for this period Preoperational Phase (2-7 y.o):

A

items that require imagination, such as modeling clay.

128
Q

children develop the ability to begin problem solving in a concrete, systematic way

A

Concerete Operations (7-11 y.o)

129
Q

begin to understand that volumeror weight may remain the same even though the appearance changes

A

Concerete Operations (7-11 y.o)

130
Q

can consider another’s point of view and can deal simultaneously with more than one aspect of a situation

A

Concerete Operations (7-11 y.o)

131
Q

aware of reversibility, an opposite operation or continuation of reasoning back to a starting point

A

Concerete Operations (7-11 y.o)

132
Q

adolescent is capable of dealing with abstract concepts described only in words or symbols

A

Formal Operations (12-15 yo.)

133
Q

begins to understand jokes based on double meanings and enjoys reading and discussing theories and philosophies

A

Formal Operations (12-15 yo.)

134
Q

Adolescents can observe and then draw logical conclusions from their observations

A

Formal Operations (12-15 yo.)

135
Q

Can solve hypothetical problems with scientific reasoning

A

Formal Operations (12-15 yo.)

136
Q

understands causality and can deal with the past, present, and future

A

Formal Operations (12-15 yo.)

137
Q

Good activity for this period (Formal Operations (12-15 yo.):

A

“talk time” to sort through attitudes and opinions.

138
Q

Behaviorist and Social Learning Theory
Proponents:

A

John Watson, Ivan Pavlov, B.F. Skinner

139
Q

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

A

Sexuality

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