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Pedia > Growth and Development > Flashcards

Growth and Development Flashcards

1
Q

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

A

GROWTH & DEVELOPMENT

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2
Q

used to denote an increase in physical size or quantitative change

A

growth

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3
Q

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

A

growth

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4
Q

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

A

development

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5
Q

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

A

development

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6
Q

capacity to learn and think increases

A

development

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7
Q

ATTERNS OF GROWTH & DEVELOPMENT

A

1.Cephalocaudal
2.Proximodistal
3.Differentiation

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8
Q

head-to-tail, direction, and reflect the physical development and maturation of neuromuscular function.

A

Cephalocaudal

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9
Q

Near-to far, direction (midline to periphery).

A

Proximodistal

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10
Q

In the infant, shoulder Control precedes mastery of the hands, the entire hand is used as a unit before the fingers can be manipulated.

A

Proximodistal

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11
Q

development from simple operations to more complex activities and functions.

A

Differentiation

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12
Q

Specific and refined patterns of behavior emerge from very broad and global patterns.

A

Differentiation

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13
Q

All areas of development (physical, mental, social, emotional) proceed in this direction.

A

Differentiation

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14
Q

Most Rapid

A

Neonate (first 28 days of life),Infancy (1 month-1 y.o)

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15
Q

Slow

A

Toddler (1-3 y.o)

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16
Q

Alternating

A

Preschooler (3-5 y.o)

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17
Q

Slower

A

Schooler (6-12 y.o)

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18
Q

Rapid

A

Adolescent (13-17 y.o); Late Adolescent (18-21 y.o)

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19
Q

INFANT (0-1 y.o)
Weight:
Height:
Teeth:

A
  • 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
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20
Q

Toddler (1-3 y.o)
Weight:
Height:
Teeth:

A

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

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21
Q

Preschooler (3-5 y.o)
Weight:
Height:

A
  • gains 3-5 lbs a year
  • grows 1.5-2.5 inches a year
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22
Q

Schooler (6-12 y.o)
Weight:
Height:

A
  • gains 3-5 lbs a year
  • grows 1.5-2.5 inches a year
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23
Q

Adolescence (13-18 y.o)
Weight:
Height:

A

Weight:
Girls: 15-55 lbs
Boys: 15-65 lbs
Height:
Girls: 2-8 inches
Boys: 4.5-12 inches

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24
Q

s a systematic statement of principles that provides a framework for explaining a phenomenon

A

theory

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25
Q

provide road maps to explain human development

A

Developmental theories

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26
Q

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

A

Psychoanalytic/ Pyschosexual Development Theory

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27
Q

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

A

Psychoanalytic/ Pyschosexual Development Theory

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28
Q

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

A

Fixation

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29
Q

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

A

Fixation

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30
Q

oral gratification

A

Oral Stage/ Phase

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31
Q

interested in oral stimulation or pleasure

A

Oral Stage/ Phase

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32
Q

infants suck for enjoyment or relief of tension, as well as for nourishment

A

Oral Stage/ Phase

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33
Q

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

A

Anal Stage

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34
Q

Elimination takes on new importance for them

A

Anal Stage

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35
Q

find pleasure in both the retention of feces and defecation

A

Anal Stage

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36
Q

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

A

Anal Stage

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37
Q

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

A

Phallic Stage

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38
Q

Masturbation is common during this phase

A

Phallic Stage

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39
Q

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

A

Phallic Stage

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40
Q

Gratify physical curiosity

A

Phallic Stage

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41
Q

Resolved elektra/oedipal complex

A

Latency Stage (6-12 y.o)

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42
Q

Quiet period

A

Latency Stage (6-12 y.o)

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43
Q

children’s libido appears to be diverted into concrete thinking

A

Latency Stage (6-12 y.o)

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44
Q

Great surge of genital sexual development

A

Genital Stage

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45
Q

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

A

Genital Stage

46
Q

Masturbation and sexual fantasies are common

A

Genital Stage

47
Q

Psychosocial Development Theory by

A

Erik Erikson

48
Q

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

A

Psychosocial Development Theory

49
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

50
Q

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

A

Trust vs Mistrust

51
Q

Child learns to love and be loved.

A

Trust vs Mistrust

52
Q

Child becomes more independent and starts to control over body functions.

A

Autonomy vs Shame & Doubt

53
Q

Child becomes more independent and starts to control over body functions

A

Autonomy vs Shame & Doubt

54
Q

Development of conscience

A

Initiative vs Guilt

55
Q

learning right from wrong

A

Initiative vs Guilt

56
Q

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

A

Initiative vs Guilt

57
Q

Rule-following behavior

A

Industry vs Inferiority

58
Q

forming social relationships is seen as important

A

Industry vs Inferiority

59
Q

child learns how to do things well

A

Industry vs Inferiority

60
Q

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

A

Identity vs Role confusion

61
Q

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

A

Identity vs Role confusion

62
Q

Peers are very important

A

Identity vs Role confusion

63
Q

Working on establishing own identity

A

Identity vs Role confusion

64
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

65
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

66
Q

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

A

Generativity vs Stagnation

67
Q

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

A

Generativity vs Stagnation

68
Q

People with a sense of ________________ are selfconfident and better able to juggle their various lives

A

generativity

69
Q

Older adults with ________________ feel good about the life choices they have made;

A

integrity

70
Q

those with a feeling of _______ wish life could begin over again so that things could turn out differently.

A

despair

71
Q

defined four stages wherein within each stage are finer units or schemas.

A

Cognitive Development Theory

72
Q

It has elaborated how a child learns and develops that quality called intelligence

A

Cognitive Development Theory

73
Q

4 stages of Cognitive Development Theory

A

Sensorimotor Phase (Ages 0–2 Years)
Preoperational Phase (Ages 2–7 Years)
Concrete Operations (Ages 7–11 Years)
Formal Operations (Ages 12–15 Years)

74
Q

Sensorimotor Phases

A

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

75
Q

Stimuli are assimilated into beginning mental images. Behavior entirely reflective

A

Neonatal Reflex

76
Q

Hand-mouth and ear-eye coordination develop.
Enjoyable activity: a rattle or tape of parent’s voice

A

Primary Circular Reaction

77
Q

Primary Circular Reaction
Enjoyable activity:

A

a rattle or tape of parent’s voice

78
Q

Infant can plan activities to attain specific goals. Good toy: nesting toys (colored boxes)

A

Coordination of Secondary Reaction

79
Q

Coordination of Secondary Reaction
Good toy:

A

nesting toys (colored boxes)

80
Q

Child is able to experiment to discover new properties of objects and events. Good game: throw and retrieve

A

Tertiary Circular Reaction

81
Q

Tertiary Circular Reaction
Good game:

A

throw and retrieve

82
Q

Invention of new means through mental combinations
Good toys:

A

those with several uses (blocks, colored plastic rings)

83
Q

Transitional phase to preoperational thought period. Good toys: those with several uses (blocks, colored plastic rings)

A

Invention of new means through mental combinations

84
Q

child in this phase of development is egocentric

A

Preoperational Phase (Ages 2–7 Years)

85
Q

child has no concept of quantity; if it looks like more, it is more sense of time is not yet developed

A

Preoperational Phase (Ages 2–7 Years)

86
Q

children are able to use symbols to represent objects

A

Preoperational Phase (Ages 2–7 Years)

87
Q

Toddlers draw conclusions only from obvious facts they see

A

Preoperational Phase (Ages 2–7 Years)

88
Q

Preoperational Phase (Ages 2–7 Years)
Good toy for this period:

A

items that require imagination, such as modeling clay

89
Q

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

A

Concrete Operations (Ages 7–11 Years)

90
Q

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

A

Concrete Operations (Ages 7–11 Years)

91
Q

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

A

Concrete Operations (Ages 7–11 Years)

92
Q

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

A

Concrete Operations (Ages 7–11 Years)

93
Q

Concrete Operations (Ages 7–11 Years)
Good activity for this period:

A

collecting and classifying natural objects such as native plants, sea shells, etc.

94
Q

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?”

A

Concrete Operations (Ages 7–11 Years)

95
Q

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

A

Formal Operations (Ages 12–15 Years)

96
Q

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

A

Formal Operations (Ages 12–15 Years)

97
Q

Adolescents can observe and then draw logical conclusions from their observations.

A

Formal Operations (Ages 12–15 Years)

98
Q

Can solve hypothetical problems with scientific reasoning

A

Formal Operations (Ages 12–15 Years)

99
Q

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

A

Formal Operations (Ages 12–15 Years)

100
Q

Formal Operations (Ages 12–15 Years)
Good activity for this period:

A

“talk time” to sort through attitudes and opinions

101
Q

Moral Development Theory Stages

A

Preconventional
Conventional
Postconventional

102
Q

Preconventional

A
  1. Obedience and Punishment Orientation
  2. Individualism and Exchange
103
Q

Conventional

A
  1. Good interpersonal relationships
  2. Maintains social order
104
Q

Postconventional

A
  1. Social Contract and Individual Rights
  2. Universal Principles
105
Q

follows rules set by those in authority

A

Preconventional

106
Q

adjust behavior according to good/bad or right/wrong

A

Preconventional

107
Q

seeks conformity and loyalty

A

Coventional

108
Q

follows rules and maintains social older

A

Coventional

109
Q

constracts a perosnal and functional value system independent of authority, figures and peers

A

Postconventional

110
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

111
Q
A

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