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Growth and Development > CRN 1 > Flashcards

CRN 1 Flashcards

1
Q

it refers to the physical change and increase in size

A

growth

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2
Q

t/f: growth can be measured quantitatively

A

true (it is through quantity/number)

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3
Q

indicators of growth 4

A

height, weight, bone size, and dentition

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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)

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5
Q

t/f: physical growth is on maximum during adulthood

A

false: minimum

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6
Q

t/f: generally growth takes place during the first 20 years of life

A

true

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7
Q

it refers to an increase in the complexity of function and skill progression

A

development

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8
Q

it is used to indicate an increase in skill or the ability to function

A

development

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9
Q

t/f: development can be measured quantitatively

A

false: qualitatively

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10
Q

t/f: development is a behavioral aspect of growth

A

true

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11
Q

t/f: growth and development are independent. interrelated processes

A

true

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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

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13
Q

is it the synonym for development

A

maturation

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14
Q

it refers to an increase in competence and adaptability

A

maturation

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15
Q

this is a specific type of development that refers to the development instinct or sensual pleasure; Freudian theory

A

psychosexual development

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16
Q

psychosexual stage: infant achieves gratification through oral activities such feeding, thumb sucking and babbling

A

oral (age 0-2)

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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)

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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)

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19
Q

psychosexual stage: the age where the child continues his/her development but sexual urges are relatively quiet

A

latency (7-11)

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20
Q

psychosexual stage: the growing adolescent shakes off olf dependencies and learns to deal maturely with the opposite sex

A

genital (11-adult)

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21
Q

this refers to the childs ability to relate to other people

A

psychosocial development

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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)
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23
Q

6 aspects of growth and development

A

psychosocial, psychosexual, moral, cognitive, emotional, and spiritual development

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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

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25
Q

it is the ability to recognize, express, and manage feelings at different ages

A

emotional development

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26
Q

it refers to the refinement of spirit of a child’s concept and relationship with God

A

Spiritual development

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27
Q

t/f: g&d are a continuous process from conception until death

A

true

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28
Q

t/f: g&d proceed in an orderly manner

A

true

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29
Q

t/f: different children pass through the predictable stages at the same rates

A

false: they is no set of specific time for development, and they move at DIFFERENT rates

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30
Q

t/f: all body systems do not develop at the same rate

A

true

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31
Q

t/f: development is cephalocaudal

A

true

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32
Q

t/f: development proceeds from distal to proximal body parts

A

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

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33
Q

t/f: development proceeds from gross to refined skills

A

true

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34
Q

t/f: there is no optimum time for initiation of experiences or learning

A

false; there is

teach the basic first to a child before the complex for them to better understand

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35
Q

t/f: neonatal reflexes must be lost before development can proceed

A

true

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36
Q

t/f: a great deal of skill and behavior is learned by practice

A

true

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37
Q

7 factors affecting growth and development

A 
genetics
nutrition
environment
temperament
culture
health
family
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38
Q

t/f: girls are born lighter & shorter than boys

A

true

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39
Q

t/f: a child who inherits genetically transmitted disease grow as rapidly or develop as fully as a healthy child

A

false: do not grow rapidly the same with healthy child

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40
Q

t/f: children with low intelligence do not generally grow faster physically than other children

A

false: high intelligence

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41
Q

factor that greatest influence on physical and intellectual development

A

nutrition:

a child with good nutrition is more resistant to illness; poor nutrition may limit growth and intelligence potential

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42
Q

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)

A

undernutrition

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43
Q

children with this type of malnourishment is prone to juvenile diabetes and juvenile hypertension

A

overnutrition

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44
Q

3 categories of environment

A

harmful pre-natal environment (7)

natal environment (3)

post natal environment (2)

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45
Q

it refers mother’s diet is deficit in both quality and quantity

A

nutritional deficiencies

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46
Q

one of the harmful pre-natal environment is malposition fetus inside the uterus which we term as

A

mechanical problem

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47
Q

harmful environment before birth 7

A
  • nutritional deficiencies
  • mechanical problem
  • metabolic endocrine disturbances
  • medical treatment
  • infectious diseases/ illness during pregnancy
  • faulty implantation
  • smoking/ alcohol/ drugs (teratogens)
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48
Q

during birth, this may cause abnormal heart rhythms, bleeding, and usually cardiovascular problems

A

anesthesia

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49
Q

one of the factors under natal environment are 3

A

anesthesia
method of delivery
immediate care

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50
Q

3 factors under internal post natal environment

A

intelligence, hormonal imbalance, emotions

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51
Q

5 factors under external post-natal environment

A 
socioeconomic status of the family
nutrition
illness and injury
parent-child relationship
ordinal position in the family
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52
Q

this refers to the way individuals respond to their internal and external environment; inborn characteristics set at birth

A

temperament

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53
Q

t/f: temperament is developed by stages

A

false; NOT developed by stages

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54
Q

4 different temperaments

A

sanguine, choleric, melancholic, phlegmatic

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55
Q

temperaments: relax and peaceful

A

phlegmatic

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56
Q

temperaments: optimistic and social

A

sanguine

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57
Q

temperaments: short-tempered and irritable

A

choleric

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58
Q

temperaments: analytical and quiet

A

melancholic

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59
Q

this manifests a regular rhythm in physiologic function (like how regular the baby is sleeping, feeding, eliminating)

A

rhythmicity

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60
Q

this refers to the child’s responds on initial contact to a new stimulus

A

approach

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61
Q

this refers to the ability to remain interested

A

attention span and persistence

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62
Q

this refers to the ability to change one’s reaction to stimuli over time

A

adaptability

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63
Q

this refers to the habits, beliefs, language, values and attitudes of cultural groups influence the childs G&D

A

culture

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64
Q

this refers to the illness, injury/ other congenital conditions that can affect g&d

A

health

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65
Q

the purpose of the family is to ____ and ____

A

provide support and safety for the child

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66
Q

t/f: the family is the major constant in a childs life

A

true

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67
Q

this refers to the task related to needs that affect their children

A

parental attitudes

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68
Q

7 parental attitudes

A 
educational status
childhood experiences
financial pressures
marital status
available support system
child's temperament 
child's personality
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69
Q

this refers to the styles or how parents want to raise their kids

A

child-rearing philosophies

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70
Q

4 child-rearing philosophies

A

permissive, authoritative, authoritarian, uninvolved

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71
Q

child-rearing: don’t take child feeling into consideration; they just give rules that is to be followed. If not, punishment will be given

A

authoritarian

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72
Q

child-rearing: set the rules, but don’t enforce rules, range-free kids, they provide well in terms of basic necessities

A

permissive

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73
Q

child-rearing: create a positive relationship and enforce rules, but the parents give reward and the child’s feeling is put into consideration

A

authoritative

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74
Q

child-rearing: provide little guidance, nurturing or attention to their child; don’t give the basic necessities to the child at all

A

uninvolved

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75
Q

stages of human development: enumerate age

newborn
infancy
toddler
preschool
school
adolescence
early adult
middle adult
older adulthood
young old
middle old
old-old
A 
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
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76
Q

2 methods of studying children

A

cross-sectional studies and longitudinal studies

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77
Q

one group of people studies over a period of time

A

longitudinal studies

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78
Q

t/f: longitudinal studies is time-consuming

A

true

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79
Q

participants of different stages studies at the same time

A

cross-sectional studies

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80
Q

5 patterns of g&d

A

directional studies, sequential studies, developmental pace, sensitive periods, individual differences

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81
Q

3 classifications of directional studies

A

cephalocaudal
proximodistal
differentiation

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82
Q

from simple to more complex operations and functions

A

differentiation

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83
Q

t/f: g&d follows an orderly sequence and that one task should be achieved first before the other

A

true

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84
Q

what is the developmental pace pattern of g&d

A

it does not progress at the same time or pace; there will be periods of accelerated growth and decelerated growth

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85
Q

developed by Dr. Maria Montesorri where there are periods of time when a child focuses his attention to a certain aspect in the environment

A

sensitive periods

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86
Q

11 periods in order

A 
order
movement
small objects
grace and courtesy
refinement of the sense
writing
reading
language 
spatial relationship
music
mathematics
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87
Q

the most common measure for biological maturation of the growing human

A

bone age

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88
Q

this occurs as a result of skeletal growth; table measurement for general growth

A

linear growth or height

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89
Q

this is the reflection of the intrauterine environment

A

weight

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90
Q

this is determined by comparing the mineralization of ossification centers;

A

bone age

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91
Q

t/f: rates of growth vary base on different factors on child’s life (genetics, health status, child-rearing, and the environment)

A

true

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92
Q

method where it determines the bone age; the radiologist will take xray of your hand and compare it on the atlas

A

tanner whitehouse method

93
Q

this refers to the arrangement or condition of the teeth

A

dentition

94
Q

major stages of dentition

A

growth
calcification
eruption
attrition

95
Q

this refers to the loss of tooth structure or the wearing away of the functioning surface of teeth due to use

A

attrition

96
Q

explain the 4 stages in attrition

A

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
Q

for the development of organ systems, the growth proceeds fairly in childhood

A

respiratory, digestive, renal and musculoskeletal

98
Q

for the development of the organ systems; this grows rapidly in the 1st two years

A

neurologic tissues

99
Q

when does the brain reaches its mature proportions

A

2-5 yrs

100
Q

for the development of the organs systems: this grows rapidly during infancy and childhood

A

lymphoid tissues

101
Q

this is the age determined by your birth date

A

chronological age

102
Q

for the development of the organ systems; this provides the best estimate of biological age

A

skeletal growth and maturation

103
Q

this is the actual age of our cells

A

biological age

104
Q

this is the process wherein the children learn to control and integrate their muscles in purposeful movements

A

motor development

105
Q

t/f: musculoskeletal grows, the motor development also develops

A

true

106
Q

4 motor behavioral skills

A

reflexive or rudimentary
general fundamental skills
specific skills
specialized skills

107
Q

these refers to the first movement of newborn and infants

A

reflexive

108
Q

t/f: reflexive skills are completely voluntary

A

false: involuntary

109
Q

t/f: reflexive movements are triggered by a stimuli - touch, light, silence, hunger, temperature

A

false: hindi kasali ang silence dapat SOUND

stimuli’s are touch, light, sound, hunger and temperature

110
Q

classification of reflexive behavioral skills are (2)

A

primitive and postural reflex

111
Q

these refers to the survival reflex, information gathering, nourishment seeking, and protective

A

primitive reflex

112
Q

example of primitive reflex 2

A

sucking (putting something on the lips of the baby and their reflex is to suck it) and rooting reflex

113
Q

there refers to the neuromotor testing reflexes that test for movement and balance

A

postural reflex

114
Q

example of postural reflex are (2)

A

stepping reflex, and crawling reflex

115
Q

this refers to the basic and primary skills that are voluntary

A

rudimentary skills

116
Q

components of rudimentary skills are (3)

A

stability, manipulation, locomotor

117
Q

components of rudimentary skills:

crawling, creeping, and standing

A

locomotor

118
Q

components of rudimentary skills:

lifting the head or gaining control of head, moving the neck and sitting

A

stability

119
Q

components of rudimentary skills:

reaching, grasping, and releasing

A

manipulation

120
Q

differences of crawling and creeping

A

crawling - the abdomen of the baby is flat on the floor

creeping- the abdomen of the baby is away from the floor

121
Q

developing and performing variety of rudimentary skills

A

general fundamental skills

122
Q

components of general fundamental skills

A

stability, manipulation, locomotion

123
Q

component of GFS:

running and jumping

A

locomotion

124
Q

specialized movement skills are skills that you think of under gross motor and fine motor skills

A

false:

HIGHLY COMPLEX SKILLS

125
Q

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

A

theory

126
Q

t/f: specific skills are all skills that are highly complex

A

false:

SKILLS YOU THINK OF UNDER GROSS AND MOTOR AND FINE MOTOR SKILLS

127
Q

component of GFS:

one foot balance or walking on a beam

A

stability

128
Q

component of GFS:

throwing or touching objects

A

manipulation

129
Q

4 components of theory

A

concepts, propositions, definitions and assumptions

130
Q

this refers to the organized system of accepted knowledge

A

theory

131
Q

theories that provide roadmaps for explaining human development

A

developmental theories

132
Q

it refers to a skill or growth responsibility arising at a particular time in an individual’s life

A

developmental task

133
Q

maturation theory of child development was established on what year?

A

1925

134
Q

He obtained images of a child’s developmental milestones

A

ARNOLD GESELL

135
Q

this is a task a person is expected to achieve at a certain period in life

A

developmental task

136
Q

10 theories of development

A 
biophysical
personality (psychosexual/psychosocial)
temperament
attachment
cognitive
behaviorist
social learning
ecologic systems
Moral development
Spiritual development
137
Q

this theory states that development is directed by genetics and this describes the development of the physical body / how the physical body change

A

biophysical

138
Q

the process by which development is governed by intrinsic factors, principally genes

A

maturation

139
Q

father of child development

A

arnold gesell

140
Q

this refers to the development of personality

A

psychosocial development

141
Q

this can be considered as the outward expression of the inner self

A

personality

142
Q

he is the father of psychoanalysis

A

sigmund freud

143
Q

3 levels of consciousness

A

conscious, preconscious/ sub, unconscious

144
Q

this refers to thoughts that we are aware of at a given time or at present

A

consious

145
Q

2 theorist of sigmund freud

A

psychoanalytic theory and psychosexual theory

146
Q

contains thoughts that could be brought to conscious mind

A

subconscious or pre consci0us

147
Q

reservoir of unacceptable or unpleasant thoughts

A

unconscious

148
Q

t/f:

Id is the pleasure principle that is present at birth and developed during pregnancy

A

true

149
Q

t/f:

Id is found in the conscious mind

A

false: unconscious

150
Q

t/f:

Ego is the censoring force that is develop during the preschool stage.

A

false: superego

151
Q

2 systems of superego

A

conscience and ideal self

152
Q

t/f:

ideal self set the rules and standards of good behavior that you need for yourself

A

true

153
Q

t/f:

superego strives for perfection than pleasure

A

true

154
Q

t/f:

superego is the reality principle that develops during the toddlerhood stage

A

false EGO

155
Q

this is the automative or parental directions which becomes incorporated into the personality as censoring force

A

superego

156
Q

he developed the concept of the “identity crisis”. an inevitable conflict that accompanies the growth of a sense of identity in late adolescence

A

erik erikson

157
Q

it describes the 8 stages of development in a lifetime

A

theory of psychosocial development

158
Q

freud’s 5 stages of development

A

oral, anal, phallic, latency, genitals

159
Q

EE PDT:

task for infancy (trust and mistrust)

A

attachment to the mother.

soft touch, sound, and visual stimulation

160
Q

EE PDT:

task for toddlerhood (autonomy vs,. shame and doubt)

A

gaining some basic control over self and environment

opportunities for decision making, praising for the ability to make decision

161
Q

EE PDT:

task for preschool (initiative vs guilt)

A

becoming purposeful and directive

exploring new activities and allowing to play

162
Q

EE PDT:

task for school age (industry vs inferiority)

A

developing social, physical, and learning skills

allowing to assemble and complete short projects

163
Q

EE PDT:

task for adolescence ( identity vs role confusion)

A

developing sense of identity

opportunities to discuss feelings; often support and praise for decision

164
Q

EE PDT:

task for early adulthood (intimacy vs isolation)

A

establishing intimate bonds of love and friendship

165
Q

EE PDT:

task for middle adulthood (generativity vs stagnation)

A

fulfilling life goals that involve family, care and society

166
Q

EE PDT:

task for maturity/ late adulthood (integrity vs. despair)

A

looking back over one’s life and accepting it

167
Q

he emphasized that learning is basic and it continues throughout life span

A

Robert havighurst

168
Q

6 havighurst’s age period

A

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
Q

he believes that physical capabilities & function decrease with old age, mental & social capacities tend to increase in the latter part of life

A

robert peck

170
Q

3 developmental task during old age

A
  1. Ego differentiation vs. work-role preoccupation
  2. Body transcendence vs. body preoccupation
  3. Ego transcendence vs. ego preoccupation
171
Q

thinks about what he is going to do after retirement.,find ways to affirm self-worth outside
the work role.

A

Ego Differentiation versus Work Role Preoccupation

172
Q

individual can undergo significant changes in their physical capabilities as a result of aging

A

Body transcendence versus Preoccupation

173
Q

Find ways to contribute to the welfare of the future generations

A

Ego transcendence versus Ego Preoccupation

174
Q

he stated that transformation is a central theme during adulthood

A

robert gould

175
Q

roger gould:

time when a person assumes new role

A

20s

176
Q

roger gould:

age where role confusion often occurs

A

30s

177
Q

roger gould:

person becomes aware of the time limit

A

40s

178
Q

roger gould:

acceptable of each stage as a natural progression of life marks the path to adult maturity

A

50s

179
Q

7 stages of adult development: answer through age differences

A 
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
Q

person that made the temperament theory

A

stella chess and alexander thomas

181
Q

multidimensional construct leading to the development of a child’s personality traits

A

temperament

182
Q

t/f:

temperament is innate in nature

A

true

183
Q

9 temperaments

A 
activity level
rhythmicity
approach
distractibility
attention span and persistence
adaptability
threshold of response
intensity of reaction
mood quality
184
Q

theorist under the attachment theory

A

john bowlby

185
Q

4 theories of attachment

A
  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
Q

theorist that formulates the cognitive theory

A

jean piaget

187
Q

manner in which people learn to think, reason, and use language and other symbols

A

cognitive development

188
Q

t/f:

human intelligence progress through series of stages based on age

A

true

189
Q

5 phases/ stages of cognitive development

A
  1. sensorimotor
  2. preconceptual
  3. intuitive thought
  4. concrete operation
  5. formal operation
190
Q

an orderly, sequential process in which a variety of new experiences must exist before intellectual abilities can develop

A

theory of cognitive development

191
Q

it refers to an object and see only one characteristics of that object *focus is only one

A

centering

192
Q

change in form does not change the size or amount of content

A

conservation

193
Q

the ability to retrieve steps

A

reversibility

194
Q

taking in information and changing it to fit their existing ideas

A

assimilation

195
Q

changing their ideas to fit the reality

A

accomodation

196
Q

2 person under behaviorist theory

A
  1. john watson

2. BF skinner

197
Q

he believes that organisms learn as they response to or operate on their environment

A

BF skinner

198
Q

specific consequences are associated with a voluntary behavior

A

operant conditioning (rewarded or reinforced behavior will be repeated; punished behavior will be suppressed)

199
Q

associate an involuntary response and a stimulus

A

classical conditionign

200
Q

t/f:

behaviorism can be changed by a system of punishment only

A

false (rewards and punishment)

201
Q

people under the social learning theory

A
  1. Albert bandura

2. Lev Vygotsky

202
Q

he believes that individuals learn by observing and thinking about the behavior of self and others; or through imitation

A

albert bandura

203
Q

he believe that development depends on the use of language, play and social interaction

A

Lev Vygotsky

204
Q

person under ecological systems

A

Urie Bronfenbrenner

205
Q

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

A

ecological system of development

206
Q

5 levels or systems of ecological system

A
  1. microsystem
  2. mesosystem
  3. exosystem
  4. macrosystem
  5. chronosystem
207
Q

geographical location, socioeconomic status, ethnicity. as well as the attitudes and beliefs of the child’s culture & society

A

macrosystem

208
Q

close relationship on a daily basis. ex. home, school, church

A

microsystem

209
Q

settings that may influence the child but may not have a daily contact with

A

exosystem

210
Q

relationship of microsystem with one another

A

mesosystem

211
Q

pattern of environmental events and transitions in the child’s life

A

chronosystem

212
Q

people under the moral development 2

A
  1. Lawrence Kolhberg

2. Carol Gilligan

213
Q

he theorizes 3 levels and 6 stages of moral development and focuses on the reason why an individual makes a decision

A

lawrence kohlberg

214
Q

3 levels of moral development

A
  1. pre-moral (2)
  2. conventional (2)
  3. post- conventional (2)
215
Q

6 stages of moral development

A
  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
Q

she believes that moral development proceeds through 3 levels and 2 transitions

A

carol gilligan

217
Q

3 levels of moral development according to carol gilligan

A
  1. caring for oneself (egocentric)
  2. caring for others (caring for society)
  3. caring for others and oneself (universal focus)
218
Q

2 transitions of moral development according to carol gilligan

A
  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
Q

person under the spiritual development

A
  1. james fowler

2. John Westerhoff

220
Q

refers to the the individual’s understanding of their relationship and their perceptions about the direction and the meaning of life

A

theories of spiritual

221
Q

he stated that development of faith as a force that gives meaning to a persons life

A

james fowler

222
Q

a form of knowing, a way of being in relation to an ultimate environment

A

faith

223
Q

7 stages of development of faith

A 
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
Q

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

A

John westerhoff

225
Q

4 stages of faith by westerhoff

A
  1. experience faith
  2. Affiliative faith
  3. searching faith
  4. owned faith
226
Q

infants assume the faith of their caregivers, as it is what they are first exposed to

A

experienced faith

227
Q

children start copying what they see in those around them, they will join in because everybody else does it

A

affiliative faith

228
Q

children start asking questions, trying to understand the thing they have already been taught, so they can decide whether they believe this themselves

A

searching faith

229
Q

this is when a child passes through the searching stage and gets to a place where they own their faith

A

owned faith

Growth and Development (2 decks)

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