CRN 1 Flashcards
1
Q
it refers to the physical change and increase in size
A
growth
2
Q
t/f: growth can be measured quantitatively
A
true (it is through quantity/number)
3
Q
indicators of growth 4
A
height, weight, bone size, and dentition
4
Q
t/f: growth rate is rapid during the prenatal, neonatal infancy, and childhood stages and slows during the adolescent
A
false. (it slows down during the childhood not on adolescent)
5
Q
t/f: physical growth is on maximum during adulthood
A
false: minimum
6
Q
t/f: generally growth takes place during the first 20 years of life
A
true
7
Q
it refers to an increase in the complexity of function and skill progression
A
development
8
Q
it is used to indicate an increase in skill or the ability to function
A
development
9
Q
t/f: development can be measured quantitatively
A
false: qualitatively
10
Q
t/f: development is a behavioral aspect of growth
A
true
11
Q
t/f: growth and development are independent. interrelated processes
A
true
12
Q
it can be measured by observing a child’s ability to perform specific tasks such as how well a child picks up a small objects
A
development
13
Q
is it the synonym for development
A
maturation
14
Q
it refers to an increase in competence and adaptability
A
maturation
15
Q
this is a specific type of development that refers to the development instinct or sensual pleasure; Freudian theory
A
psychosexual development
16
Q
psychosexual stage: infant achieves gratification through oral activities such feeding, thumb sucking and babbling
A
oral (age 0-2)
17
Q
psychosexual stage: what age where the child learns to respond to some of the demands of society (bowel and bladder control)
A
anal (2-3)
18
Q
psychosexual stage: the child learns to realize the differences between males and females and becomes aware of the sexuality
A
phallic (3-7)
19
Q
psychosexual stage: the age where the child continues his/her development but sexual urges are relatively quiet
A
latency (7-11)
20
Q
psychosexual stage: the growing adolescent shakes off olf dependencies and learns to deal maturely with the opposite sex
A
genital (11-adult)
21
Q
this refers to the childs ability to relate to other people
A
psychosocial development
22
Q
8 stages of erikson’s personality development; in order
A
infancy (trust vs. mistrust) early childhood/toodlerhood (autonomy vs. shame and doubt) preschool (initiative vs guilt) school age (industry vs inferiority) adolescence (identity vs role confusion) young/early adulthood (intimacy vs isolation) middle adulthood (generatively vs stagnation) maturity/ late adulthood (ego integrity vs. despair)
23
Q
6 aspects of growth and development
A
psychosocial, psychosexual, moral, cognitive, emotional, and spiritual development
24
Q
it refers to the ability to learn to understand from experience; the ability to acquire and retain knowledge; respond to new situation and solve problems by reasoning
A
cognitive development
25
it is the ability to recognize, express, and manage feelings at different ages
emotional development
26
it refers to the refinement of spirit of a child's concept and relationship with God
Spiritual development
27
t/f: g&d are a continuous process from conception until death
true
28
t/f: g&d proceed in an orderly manner
true
29
t/f: different children pass through the predictable stages at the same rates
false: they is no set of specific time for development, and they move at DIFFERENT rates
30
t/f: all body systems do not develop at the same rate
true
31
t/f: development is cephalocaudal
true
32
t/f: development proceeds from distal to proximal body parts
false; from proximal to distal
distal- farther from the origin of the body
proximal- closer to the origin of the body part
ex. mag una develop ang center (spine) before ang extremities
33
t/f: development proceeds from gross to refined skills
true
34
t/f: there is no optimum time for initiation of experiences or learning
false; there is
teach the basic first to a child before the complex for them to better understand
35
t/f: neonatal reflexes must be lost before development can proceed
true
36
t/f: a great deal of skill and behavior is learned by practice
true
37
7 factors affecting growth and development
```
genetics
nutrition
environment
temperament
culture
health
family
```
38
t/f: girls are born lighter & shorter than boys
true
39
t/f: a child who inherits genetically transmitted disease grow as rapidly or develop as fully as a healthy child
false: do not grow rapidly the same with healthy child
40
t/f: children with low intelligence do not generally grow faster physically than other children
false: high intelligence
41
factor that greatest influence on physical and intellectual development
nutrition:
a child with good nutrition is more resistant to illness; poor nutrition may limit growth and intelligence potential
42
children with these types of malnourishment are more likely to develop rickets (softening of the bones due to lack of calcium, visual and hearing impairment, & poor bone growth)
undernutrition
43
children with this type of malnourishment is prone to juvenile diabetes and juvenile hypertension
overnutrition
44
3 categories of environment
harmful pre-natal environment (7)
natal environment (3)
post natal environment (2)
45
it refers mother's diet is deficit in both quality and quantity
nutritional deficiencies
46
one of the harmful pre-natal environment is malposition fetus inside the uterus which we term as
mechanical problem
47
harmful environment before birth 7
- nutritional deficiencies
- mechanical problem
- metabolic endocrine disturbances
- medical treatment
- infectious diseases/ illness during pregnancy
- faulty implantation
- smoking/ alcohol/ drugs (teratogens)
48
during birth, this may cause abnormal heart rhythms, bleeding, and usually cardiovascular problems
anesthesia
49
one of the factors under natal environment are 3
anesthesia
method of delivery
immediate care
50
3 factors under internal post natal environment
intelligence, hormonal imbalance, emotions
51
5 factors under external post-natal environment
```
socioeconomic status of the family
nutrition
illness and injury
parent-child relationship
ordinal position in the family
```
52
this refers to the way individuals respond to their internal and external environment; inborn characteristics set at birth
temperament
53
t/f: temperament is developed by stages
false; NOT developed by stages
54
4 different temperaments
sanguine, choleric, melancholic, phlegmatic
55
temperaments: relax and peaceful
phlegmatic
56
temperaments: optimistic and social
sanguine
57
temperaments: short-tempered and irritable
choleric
58
temperaments: analytical and quiet
melancholic
59
this manifests a regular rhythm in physiologic function (like how regular the baby is sleeping, feeding, eliminating)
rhythmicity
60
this refers to the child's responds on initial contact to a new stimulus
approach
61
this refers to the ability to remain interested
attention span and persistence
62
this refers to the ability to change one's reaction to stimuli over time
adaptability
63
this refers to the habits, beliefs, language, values and attitudes of cultural groups influence the childs G&D
culture
64
this refers to the illness, injury/ other congenital conditions that can affect g&d
health
65
the purpose of the family is to ____ and ____
provide support and safety for the child
66
t/f: the family is the major constant in a childs life
true
67
this refers to the task related to needs that affect their children
parental attitudes
68
7 parental attitudes
```
educational status
childhood experiences
financial pressures
marital status
available support system
child's temperament
child's personality
```
69
this refers to the styles or how parents want to raise their kids
child-rearing philosophies
70
4 child-rearing philosophies
permissive, authoritative, authoritarian, uninvolved
71
child-rearing: don't take child feeling into consideration; they just give rules that is to be followed. If not, punishment will be given
authoritarian
72
child-rearing: set the rules, but don't enforce rules, range-free kids, they provide well in terms of basic necessities
permissive
73
child-rearing: create a positive relationship and enforce rules, but the parents give reward and the child's feeling is put into consideration
authoritative
74
child-rearing: provide little guidance, nurturing or attention to their child; don't give the basic necessities to the child at all
uninvolved
75
stages of human development: enumerate age
```
newborn
infancy
toddler
preschool
school
adolescence
early adult
middle adult
older adulthood
young old
middle old
old-old
```
```
newborn birth- 28 days
infancy 1- 12 months
toddler 1-3 yrs
preschool 3-6 yrs
school 6-12 yrs
adolescence 12- 20
early adult 20-40
middle adult 40-65
older adulthood
- young old 65-74
- middle old 75-84
- old-old >85
```
76
2 methods of studying children
cross-sectional studies and longitudinal studies
77
one group of people studies over a period of time
longitudinal studies
78
t/f: longitudinal studies is time-consuming
true
79
participants of different stages studies at the same time
cross-sectional studies
80
5 patterns of g&d
directional studies, sequential studies, developmental pace, sensitive periods, individual differences
81
3 classifications of directional studies
cephalocaudal
proximodistal
differentiation
82
from simple to more complex operations and functions
differentiation
83
t/f: g&d follows an orderly sequence and that one task should be achieved first before the other
true
84
what is the developmental pace pattern of g&d
it does not progress at the same time or pace; there will be periods of accelerated growth and decelerated growth
85
developed by Dr. Maria Montesorri where there are periods of time when a child focuses his attention to a certain aspect in the environment
sensitive periods
86
11 periods in order
```
order
movement
small objects
grace and courtesy
refinement of the sense
writing
reading
language
spatial relationship
music
mathematics
```
87
the most common measure for biological maturation of the growing human
bone age
88
this occurs as a result of skeletal growth; table measurement for general growth
linear growth or height
89
this is the reflection of the intrauterine environment
weight
90
this is determined by comparing the mineralization of ossification centers;
bone age
91
t/f: rates of growth vary base on different factors on child's life (genetics, health status, child-rearing, and the environment)
true
92
method where it determines the bone age; the radiologist will take xray of your hand and compare it on the atlas
tanner whitehouse method
93
this refers to the arrangement or condition of the teeth
dentition
94
major stages of dentition
growth
calcification
eruption
attrition
95
this refers to the loss of tooth structure or the wearing away of the functioning surface of teeth due to use
attrition
96
explain the 4 stages in attrition
1st growth is in the upper and lower jaw
2nd there will be hardening of the tooth due to calcium buildup
3rd tooth erupts in the gums
4th attrition / loss of structure of the teeth
97
for the development of organ systems, the growth proceeds fairly in childhood
respiratory, digestive, renal and musculoskeletal
98
for the development of the organ systems; this grows rapidly in the 1st two years
neurologic tissues
99
when does the brain reaches its mature proportions
2-5 yrs
100
for the development of the organs systems: this grows rapidly during infancy and childhood
lymphoid tissues
101
this is the age determined by your birth date
chronological age
102
for the development of the organ systems; this provides the best estimate of biological age
skeletal growth and maturation
103
this is the actual age of our cells
biological age
104
this is the process wherein the children learn to control and integrate their muscles in purposeful movements
motor development
105
t/f: musculoskeletal grows, the motor development also develops
true
106
4 motor behavioral skills
reflexive or rudimentary
general fundamental skills
specific skills
specialized skills
107
these refers to the first movement of newborn and infants
reflexive
108
t/f: reflexive skills are completely voluntary
false: involuntary
109
t/f: reflexive movements are triggered by a stimuli - touch, light, silence, hunger, temperature
false: hindi kasali ang silence dapat SOUND
stimuli's are touch, light, sound, hunger and temperature
110
classification of reflexive behavioral skills are (2)
primitive and postural reflex
111
these refers to the survival reflex, information gathering, nourishment seeking, and protective
primitive reflex
112
example of primitive reflex 2
sucking (putting something on the lips of the baby and their reflex is to suck it) and rooting reflex
113
there refers to the neuromotor testing reflexes that test for movement and balance
postural reflex
114
example of postural reflex are (2)
stepping reflex, and crawling reflex
115
this refers to the basic and primary skills that are voluntary
rudimentary skills
116
components of rudimentary skills are (3)
stability, manipulation, locomotor
117
components of rudimentary skills:
crawling, creeping, and standing
locomotor
118
components of rudimentary skills:
lifting the head or gaining control of head, moving the neck and sitting
stability
119
components of rudimentary skills:
reaching, grasping, and releasing
manipulation
120
differences of crawling and creeping
crawling - the abdomen of the baby is flat on the floor
creeping- the abdomen of the baby is away from the floor
121
developing and performing variety of rudimentary skills
general fundamental skills
122
components of general fundamental skills
stability, manipulation, locomotion
123
component of GFS:
running and jumping
locomotion
124
specialized movement skills are skills that you think of under gross motor and fine motor skills
false:
HIGHLY COMPLEX SKILLS
125
A systematic statement of principles that provides a framework for explaining some phenomenon
theory
126
t/f: specific skills are all skills that are highly complex
false:
SKILLS YOU THINK OF UNDER GROSS AND MOTOR AND FINE MOTOR SKILLS
127
component of GFS:
one foot balance or walking on a beam
stability
128
component of GFS:
throwing or touching objects
manipulation
129
4 components of theory
concepts, propositions, definitions and assumptions
130
this refers to the organized system of accepted knowledge
theory
131
theories that provide roadmaps for explaining human development
developmental theories
132
it refers to a skill or growth responsibility arising at a particular time in an individual's life
developmental task
133
maturation theory of child development was established on what year?
1925
134
He obtained images of a child's developmental milestones
ARNOLD GESELL
135
this is a task a person is expected to achieve at a certain period in life
developmental task
136
10 theories of development
```
biophysical
personality (psychosexual/psychosocial)
temperament
attachment
cognitive
behaviorist
social learning
ecologic systems
Moral development
Spiritual development
```
137
this theory states that development is directed by genetics and this describes the development of the physical body / how the physical body change
biophysical
138
the process by which development is governed by intrinsic factors, principally genes
maturation
139
father of child development
arnold gesell
140
this refers to the development of personality
psychosocial development
141
this can be considered as the outward expression of the inner self
personality
142
he is the father of psychoanalysis
sigmund freud
143
3 levels of consciousness
conscious, preconscious/ sub, unconscious
144
this refers to thoughts that we are aware of at a given time or at present
consious
145
2 theorist of sigmund freud
psychoanalytic theory and psychosexual theory
146
contains thoughts that could be brought to conscious mind
subconscious or pre consci0us
147
reservoir of unacceptable or unpleasant thoughts
unconscious
148
t/f:
Id is the pleasure principle that is present at birth and developed during pregnancy
true
149
t/f:
Id is found in the conscious mind
false: unconscious
150
t/f:
Ego is the censoring force that is develop during the preschool stage.
false: superego
151
2 systems of superego
conscience and ideal self
152
t/f:
ideal self set the rules and standards of good behavior that you need for yourself
true
153
t/f:
superego strives for perfection than pleasure
true
154
t/f:
superego is the reality principle that develops during the toddlerhood stage
false EGO
155
this is the automative or parental directions which becomes incorporated into the personality as censoring force
superego
156
he developed the concept of the "identity crisis". an inevitable conflict that accompanies the growth of a sense of identity in late adolescence
erik erikson
157
it describes the 8 stages of development in a lifetime
theory of psychosocial development
158
freud's 5 stages of development
oral, anal, phallic, latency, genitals
159
EE PDT:
task for infancy (trust and mistrust)
attachment to the mother.
soft touch, sound, and visual stimulation
160
EE PDT:
task for toddlerhood (autonomy vs,. shame and doubt)
gaining some basic control over self and environment
opportunities for decision making, praising for the ability to make decision
161
EE PDT:
task for preschool (initiative vs guilt)
becoming purposeful and directive
exploring new activities and allowing to play
162
EE PDT:
task for school age (industry vs inferiority)
developing social, physical, and learning skills
allowing to assemble and complete short projects
163
EE PDT:
task for adolescence ( identity vs role confusion)
developing sense of identity
opportunities to discuss feelings; often support and praise for decision
164
EE PDT:
task for early adulthood (intimacy vs isolation)
establishing intimate bonds of love and friendship
165
EE PDT:
task for middle adulthood (generativity vs stagnation)
fulfilling life goals that involve family, care and society
166
EE PDT:
task for maturity/ late adulthood (integrity vs. despair)
looking back over one's life and accepting it
167
he emphasized that learning is basic and it continues throughout life span
Robert havighurst
168
6 havighurst's age period
infancy & early childhood
- learning to walk, talk control elimination of body waste
middle childhood
- learning physical skills necessary ordinary games
- developing fundamental skills
- developing conceps for daily living
adolescence
Achieving new and more mature relations with age-mates of both sexes,
achieving a masculine or feminine social role, accepting one’s physique and
using the body effectively achieving emotional independence from parents and
other adults, achieving assurance of economic independence
early adulthood
- same with adolescne
middle age
- maintain economic, standard of living
- assisting teenage to become more responsible
later maturity
- adjusting to decreasing physical strength
- retirement
- reduced income
169
he believes that physical capabilities & function decrease with old age, mental & social capacities tend to increase in the latter part of life
robert peck
170
3 developmental task during old age
1. Ego differentiation vs. work-role preoccupation
2. Body transcendence vs. body preoccupation
3. Ego transcendence vs. ego preoccupation
171
thinks about what he is going to do after retirement.,find ways to affirm self-worth outside
the work role.
Ego Differentiation versus Work Role Preoccupation
172
individual can undergo significant changes in their physical capabilities as a result of aging
Body transcendence versus Preoccupation
173
Find ways to contribute to the welfare of the future generations
Ego transcendence versus Ego Preoccupation
174
he stated that transformation is a central theme during adulthood
robert gould
175
roger gould:
time when a person assumes new role
20s
176
roger gould:
age where role confusion often occurs
30s
177
roger gould:
person becomes aware of the time limit
40s
178
roger gould:
acceptable of each stage as a natural progression of life marks the path to adult maturity
50s
179
7 stages of adult development: answer through age differences
```
Stage 1 (ages 16-18)
Stage 2 (ages 18-22)
Stage 3 (ages 22-28)
Stage 4 (ages 28-34)
Stage 5 (age 34-43)
Stage 6 (ages 43-50)
Stage 7 (ages 50-60)
```
180
person that made the temperament theory
stella chess and alexander thomas
181
multidimensional construct leading to the development of a child's personality traits
temperament
182
t/f:
temperament is innate in nature
true
183
9 temperaments
```
activity level
rhythmicity
approach
distractibility
attention span and persistence
adaptability
threshold of response
intensity of reaction
mood quality
```
184
theorist under the attachment theory
john bowlby
185
4 theories of attachment
1. desire to be near the attachment figure
2. return to the attachment figure for comfort or threaten
3. use of attachment figure as security base
4. expression of SEPANX
186
theorist that formulates the cognitive theory
jean piaget
187
manner in which people learn to think, reason, and use language and other symbols
cognitive development
188
t/f:
human intelligence progress through series of stages based on age
true
189
5 phases/ stages of cognitive development
1. sensorimotor
2. preconceptual
3. intuitive thought
4. concrete operation
5. formal operation
190
an orderly, sequential process in which a variety of new experiences must exist before intellectual abilities can develop
theory of cognitive development
191
it refers to an object and see only one characteristics of that object *focus is only one
centering
192
change in form does not change the size or amount of content
conservation
193
the ability to retrieve steps
reversibility
194
taking in information and changing it to fit their existing ideas
assimilation
195
changing their ideas to fit the reality
accomodation
196
2 person under behaviorist theory
1. john watson
| 2. BF skinner
197
he believes that organisms learn as they response to or operate on their environment
BF skinner
198
specific consequences are associated with a voluntary behavior
operant conditioning (rewarded or reinforced behavior will be repeated; punished behavior will be suppressed)
199
associate an involuntary response and a stimulus
classical conditionign
200
t/f:
behaviorism can be changed by a system of punishment only
false (rewards and punishment)
201
people under the social learning theory
1. Albert bandura
| 2. Lev Vygotsky
202
he believes that individuals learn by observing and thinking about the behavior of self and others; or through imitation
albert bandura
203
he believe that development depends on the use of language, play and social interaction
Lev Vygotsky
204
person under ecological systems
Urie Bronfenbrenner
205
if refers to the interaction with the environment at different levels of the system and each systems contains rules, norms, and roles that shape child's development
ecological system of development
206
5 levels or systems of ecological system
1. microsystem
2. mesosystem
3. exosystem
3. macrosystem
5. chronosystem
207
geographical location, socioeconomic status, ethnicity. as well as the attitudes and beliefs of the child's culture & society
macrosystem
208
close relationship on a daily basis. ex. home, school, church
microsystem
209
settings that may influence the child but may not have a daily contact with
exosystem
210
relationship of microsystem with one another
mesosystem
211
pattern of environmental events and transitions in the child's life
chronosystem
212
people under the moral development 2
1. Lawrence Kolhberg
| 2. Carol Gilligan
213
he theorizes 3 levels and 6 stages of moral development and focuses on the reason why an individual makes a decision
lawrence kohlberg
214
3 levels of moral development
1. pre-moral (2)
2. conventional (2)
3. post- conventional (2)
215
6 stages of moral development
1. punishment and obedience
2. individual instruments purpose and exchange
3. mutual interpersonal expectations, relationship and conformity
4. social system and conscience maintenance
5. prior rights and social contract
6. Universe ethical principle
216
she believes that moral development proceeds through 3 levels and 2 transitions
carol gilligan
217
3 levels of moral development according to carol gilligan
1. caring for oneself (egocentric)
2. caring for others (caring for society)
3. caring for others and oneself (universal focus)
218
2 transitions of moral development according to carol gilligan
1. transition when he/she realizes that caring for oneself only is SELFISH and begin to understand the need for caring relationship
2. when he/she realizes that relationship needs balance between the care of oneself and others
219
person under the spiritual development
1. james fowler
| 2. John Westerhoff
220
refers to the the individual's understanding of their relationship and their perceptions about the direction and the meaning of life
theories of spiritual
221
he stated that development of faith as a force that gives meaning to a persons life
james fowler
222
a form of knowing, a way of being in relation to an ultimate environment
faith
223
7 stages of development of faith
```
0- undifferentiated faith
1- intuitive-projective faith
2- mythical-literal faith
3- synthetic-conventional faith
4- individuative-reflective faith
5- conjunctive faith
6- universalizing faith
```
224
he describes that faith as a way of being and infancy and childhood behaving that evolves from an experiences faith guided by parents and others
John westerhoff
225
4 stages of faith by westerhoff
1. experience faith
2. Affiliative faith
3. searching faith
4. owned faith
226
infants assume the faith of their caregivers, as it is what they are first exposed to
experienced faith
227
children start copying what they see in those around them, they will join in because everybody else does it
affiliative faith
228
children start asking questions, trying to understand the thing they have already been taught, so they can decide whether they believe this themselves
searching faith
229
this is when a child passes through the searching stage and gets to a place where they own their faith
owned faith
