Growth and Development Flashcards
Sum of the numerous changes that takes place during the lifetime of an individual
GROWTH & DEVELOPMENT
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
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
ATTERNS OF GROWTH & DEVELOPMENT
1.Cephalocaudal
2.Proximodistal
3.Differentiation
head-to-tail, direction, and reflect the physical development and maturation of neuromuscular function.
Cephalocaudal
Near-to far, direction (midline to periphery).
Proximodistal
In the infant, shoulder Control precedes mastery of the hands, the entire hand is used as a unit before the fingers can be manipulated.
Proximodistal
development from simple operations to more complex activities and functions.
Differentiation
Specific and refined patterns of behavior emerge from very broad and global patterns.
Differentiation
All areas of development (physical, mental, social, emotional) proceed in this direction.
Differentiation
Most Rapid
Neonate (first 28 days of life),Infancy (1 month-1 y.o)
Slow
Toddler (1-3 y.o)
Alternating
Preschooler (3-5 y.o)
Slower
Schooler (6-12 y.o)
Rapid
Adolescent (13-17 y.o); Late Adolescent (18-21 y.o)
INFANT (0-1 y.o)
Weight:
Height:
Teeth:
- doubles by 5 or 6 months; triples by 1 year; quadruples by 2 years
- increase of 1 ft by 1 year of age
- erupt by 6 months, has 6-8 deciduous teeth by 1 year of age
Toddler (1-3 y.o)
Weight:
Height:
Teeth:
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
Height: grows 3-5 inches from 1-2 years of age; from 2-3 years, grows 2-2.5 inches per year
Teeth: has 20 deciduous teeth by 3 years
Preschooler (3-5 y.o)
Weight:
Height:
- gains 3-5 lbs a year
- grows 1.5-2.5 inches a year
Schooler (6-12 y.o)
Weight:
Height:
- gains 3-5 lbs a year
- grows 1.5-2.5 inches a year
Adolescence (13-18 y.o)
Weight:
Height:
Weight:
Girls: 15-55 lbs
Boys: 15-65 lbs
Height:
Girls: 2-8 inches
Boys: 4.5-12 inches
s a systematic statement of principles that provides a framework for explaining a phenomenon
theory
provide road maps to explain human development
Developmental theories
theory proposes that sexual energy is stronger in certain parts of the body at specific ages
Psychoanalytic/ Pyschosexual Development Theory
Experiences from childhood form the unconscious motivations for the things being done later in life as adults
Psychoanalytic/ Pyschosexual 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
oral gratification
Oral Stage/ Phase
interested in oral stimulation or pleasure
Oral Stage/ Phase
infants suck for enjoyment or relief of tension, as well as for nourishment
Oral Stage/ Phase
children’s interests focus on the anal region as they begin toilet training
Anal Stage
Elimination takes on new importance for them
Anal Stage
find pleasure in both the retention of feces and defecation
Anal Stage
part of toddlers’ self-discovery, a way of exerting independence, and probably accounts for some of the difficulties parents may experience in toilettraining children of this age
Anal Stage
children’s pleasure zone appears to shift from the anal to the genital area
Phallic Stage
Masturbation is common during this phase
Phallic Stage
Children may also show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes
Phallic Stage
Gratify physical curiosity
Phallic Stage
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
establishment of new sexual aims and the finding of new love objects
Genital Stage
Masturbation and sexual fantasies are common
Genital Stage
Psychosocial Development Theory by
Erik Erikson
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
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.
Autonomy vs Shame & Doubt
Child becomes more independent and starts to control over body functions
Autonomy vs Shame & Doubt
Development of conscience
Initiative vs Guilt
learning right from wrong
Initiative vs Guilt
Child learns how to do things (basic problem solving) and that doing things is desirable
Initiative vs Guilt
Rule-following behavior
Industry vs Inferiority
forming social relationships is seen as important
Industry vs Inferiority
child learns how to do things well
Industry vs Inferiority
Adolescents learn who they are and what kind of person they will be
Identity vs Role confusion
adjusts to a new body image, seeking emancipation from parents, choosing a vocation, and determining a value system.
Identity vs Role confusion
Peers are very important
Identity vs Role confusion
Working on establishing own identity
Identity vs Role confusion
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
People extend their concern from just themselves and their families to the community and the world.
Generativity vs Stagnation
They may become politically active, work to solve environmental problems, or participate in farreaching community or world-based decisions
Generativity vs Stagnation
People with a sense of ________________ are selfconfident and better able to juggle their various lives
generativity
Older adults with ________________ feel good about the life choices they have made;
integrity
those with a feeling of _______ wish life could begin over again so that things could turn out differently.
despair
defined four stages wherein within each stage are finer units or schemas.
Cognitive Development Theory
It has elaborated how a child learns and develops that quality called intelligence
Cognitive Development Theory
4 stages of Cognitive Development Theory
Sensorimotor Phase (Ages 0–2 Years)
Preoperational Phase (Ages 2–7 Years)
Concrete Operations (Ages 7–11 Years)
Formal Operations (Ages 12–15 Years)
Sensorimotor Phases
Phases
1) Neonatal Reflex
2) Primary Circular Reaction
3) Secondary Circular Reaction
4) Coordination of Secondary Reaction
5) Tertiary Circular Reaction
6) Invention of new means through mental combinations
Stimuli are assimilated into beginning mental images. Behavior entirely reflective
Neonatal Reflex
Hand-mouth and ear-eye coordination develop.
Enjoyable activity: a rattle or tape of parent’s voice
Primary Circular Reaction
Primary Circular Reaction
Enjoyable activity:
a rattle or tape of parent’s voice
Infant can plan activities to attain specific goals. Good toy: nesting toys (colored boxes)
Coordination of Secondary Reaction
Coordination of Secondary Reaction
Good toy:
nesting toys (colored boxes)
Child is able to experiment to discover new properties of objects and events. Good game: throw and retrieve
Tertiary Circular Reaction
Tertiary Circular Reaction
Good game:
throw and retrieve
Invention of new means through mental combinations
Good toys:
those with several uses (blocks, colored plastic rings)
Transitional phase to preoperational thought period. Good toys: those with several uses (blocks, colored plastic rings)
Invention of new means through mental combinations
child in this phase of development is egocentric
Preoperational Phase (Ages 2–7 Years)
child has no concept of quantity; if it looks like more, it is more sense of time is not yet developed
Preoperational Phase (Ages 2–7 Years)
children are able to use symbols to represent objects
Preoperational Phase (Ages 2–7 Years)
Toddlers draw conclusions only from obvious facts they see
Preoperational Phase (Ages 2–7 Years)
Preoperational Phase (Ages 2–7 Years)
Good toy for this period:
items that require imagination, such as modeling clay
children develop the ability to begin problem solving in a concrete, systematic way.
Concrete Operations (Ages 7–11 Years)
begin to understand that volume or weight may remain the same even though the appearance changes
Concrete Operations (Ages 7–11 Years)
can consider another’s point of view and can deal simultaneously with more than one aspect of a situation
Concrete Operations (Ages 7–11 Years)
aware of reversibility, an opposite operation or continuation of reasoning back to a starting point
Concrete Operations (Ages 7–11 Years)
Concrete Operations (Ages 7–11 Years)
Good activity for this period:
collecting and classifying natural objects such as native plants, sea shells, etc.
Expose child to other viewpoints by asking questions such as, “How do you think you’d feel if you were a nurse and had to tell a boy to stay in bed?”
Concrete Operations (Ages 7–11 Years)
is capable of dealing with ideas, abstract concepts described only in words or symbols
Formal Operations (Ages 12–15 Years)
begins to understand jokes based on double meanings and enjoys reading and discussing theories and philosophies.
Formal Operations (Ages 12–15 Years)
Adolescents can observe and then draw logical conclusions from their observations.
Formal Operations (Ages 12–15 Years)
Can solve hypothetical problems with scientific reasoning
Formal Operations (Ages 12–15 Years)
understands causality and can deal with the past, present, and future
Formal Operations (Ages 12–15 Years)
Formal Operations (Ages 12–15 Years)
Good activity for this period:
“talk time” to sort through attitudes and opinions
Moral Development Theory Stages
Preconventional
Conventional
Postconventional
Preconventional
- Obedience and Punishment Orientation
- Individualism and Exchange
Conventional
- Good interpersonal relationships
- Maintains social order
Postconventional
- Social Contract and Individual Rights
- Universal Principles
follows rules set by those in authority
Preconventional
adjust behavior according to good/bad or right/wrong
Preconventional
seeks conformity and loyalty
Coventional
follows rules and maintains social older
Coventional
constracts a perosnal and functional value system independent of authority, figures and peers
Postconventional
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
