Growth and development Flashcards
infancy
the developmental stage that begins at birth and continues to one year of age
childhood
the period between infancy and the onset of puberty
adolescence
the years between the onset of puberty and the beginning of adulthood
Challenges of Development
Erikson believed that each life stage has a unique challenge that the person who reaches it must face
Oral-sensory
Birth to 12 to 18 months
Trust versus mistrust
The child develops a feeling of trust in his or her caregivers.
Muscular-anal
18 months to 3 years
Autonomy versus shame/doubt
The child learns what he or she can and cannot control and develops a sense of free will.
Locomotor
3 to 6 years
Initiative versus guilt
The child learns to become independent by exploring, manipulating, and taking action
Latency
6 to 12 years
Industry versus inferiority
The child learns to do things well or correctly according to standards set by others, particularly in school.
Adolescence
12 to 18 years
Identity versus role confusion
The adolescent develops a well-defined and positive sense of self in relationship to others.
Young adulthood
19 to 40 years
Intimacy versus isolation
The person develops the ability to give and receive love and to make long-term commitments.
Middle adulthood
40 to 65 years
Generativity versus stagnation
The person develops an interest in guiding the development of the next generation, often by becoming a parent.
Late adulthood
65 to death
Ego integrity versus despair
The person develops acceptance of his or her life as it was lived.
Conception
occurs when an egg from the mother is fertilized by a sperm from the father. In human
ovulation
The beginning step of conception, when an ovum, or egg (the largest cell in the human body), which has been stored in one of the mother’s two ovaries, matures and is released into the fallopian tube
amniotic sac
the fluid-filled reservoir in which the embryo (soon to be known as a fetus) will live until birth, and which acts as both a cushion against outside pressure and as a temperature regulator.
placenta
is an organ that allows the exchange of nutrients between the embryo and the mother, while at the same time filtering out harmful material.
fetus
9th week after conception, the embryo becomes a fetus. This is where the baby starts gaining weight
embryo
the cells are rapidly multiplying but no great changes in weight.
teratogens
substances that can harm the fetus. such as air pollution and radiation, but also the cigarettes, alcohol, and drugs that the mother may use
fetal alcohol syndrome(FAS)
a condition caused by maternal alcohol drinking that can lead to numerous detrimental developmental effects, including limb and facial abnormalities, genital anomalies, and mental retardation
Rooting reflex
The baby‘s cheek is stroked.
The baby turns its head toward the stroking, opens its mouth, and tries to suck.
Ensures the infant‘s feeding will be a reflexive habit
Blink reflex
A light is flashed in the baby‘s eyes.
The baby closes both eyes.
Protects eyes from strong and potentially dangerous stimuli
Withdrawal reflex
a soft pinprick is applied to the sole of the baby’s foot. The baby flexes the leg. This keeps the exploring infant away from painful stimuli
Tonic neck reflex
The baby is laid down on its back. The baby turns its head to one side and extends the arm on the same side.
Helps develop hand-eye coordination
Grasp reflex
An object is pressed into the palm of the baby.
The baby grasps the object pressed and can even hold its own weight for a brief period.
Helps in exploratory learning
Moro reflex
Loud noises or a sudden drop in height while holding the baby.
The baby extends arms and legs and quickly brings them in as if trying to grasp something.
Protects from falling; could have assisted infants in holding onto their mothers during rough traveling
Stepping reflex
The baby is suspended with bare feet just above a surface and is moved forward.
Baby makes stepping motions as if trying to walk.
Helps encourage motor development
Habituation
the decreased responsiveness toward a stimulus after it has been presented numerous times in succession
schemas
patterns of knowledge in long-term memory—that help them remember, organize, and respond to information.
assimilation
use already developed schemas to understand new information.
Accommodation
learning new information, and thus changing the schema
Sensorimotor
Birth to about 2 years
The child experiences the world through the fundamental senses of seeing, hearing, touching, and tasting.
Object permanence
Preoperational
2 to 7 years
Children acquire the ability to internally represent the world through language and mental imagery. They also start to see the world from other people‘s perspectives.
Theory of mind; rapid increase in language ability
Concrete operational
7 to 11 years
Children become able to think logically. They can increasingly perform operations on objects that are only imagined.
Conservation
Formal operational
11 years to adulthood
Adolescents can think systematically, can reason about abstract concepts, and can understand ethics and scientific reasoning.
Abstract logic
object permanence
refer to the child’s ability to know that an object exists even when the object cannot be perceived.
egocentric
unable to readily see and understand other people‘s viewpoints
theory of mind
the ability to take another person’s viewpoint. The girl with the ball and the red and blue box.
conservation
the understanding that changes in the form of an object do not necessarily mean changes in the quantity of the object
sociocultural theory
Russian scholar Lev Vygotsky argue that cognitive development is not isolated entirely within the child but occurs at least in part through social interaction
community learning,
in which children serve as both teachers and learners. This approach is frequently used in classrooms to improve learning as well as to increase responsibility and respect for others
self-concept
a knowledge representation or schema that contains knowledge about us, including our beliefs about our personality traits, physical characteristics, abilities, values, goals, and roles, as well as the knowledge that we exist as individuals (
secure attachment style
usually explores freely while the mother is present and engages with the stranger. The child may be upset when the mother departs but is also happy to see the mother return.
ambivalent (sometimes called insecure-resistant) attachment
is wary about the situation in general, particularly the stranger, and stays close or even clings to the mother rather than exploring the toys. When the mother leaves, the child is extremely distressed and is ambivalent when she returns. The child may rush to the mother but then fail to cling to her when she picks up the child.
avoidant (sometimes called insecure-avoidant) attachment style
will avoid or ignore the mother, showing little emotion when the mother departs or returns. The child may run away from the mother when she approaches. The child will not explore very much, regardless of who is there, and the stranger will not be treated much differently from the mother.
disorganized attachment style
have no consistent way of coping with the stress of the strange situation—the child may cry during the separation but avoid the mother when she returns, or the child may approach the mother but then freeze or fall to the floor. Although some cultural differences in attachment styles have been found research has also found that the proportion of children who fall into each of the attachment categories is relatively constant across cultures
temperament,
the innate personality characteristics of the infant
Cross-sectional research
is a research method often used in developmental psychology, but also utilized in many other areas including social science and education. This type of study utilizes different groups of people who differ in the variable of interest, but share other characteristics such as socioeconomic status, educational background, and ethnicity.
Longitudinal studies
involve taking multiple measures over an extended period of time, while cross-sectional research is focused on looking at variables at a specific point in time.
puberty
a developmental period in which hormonal changes cause rapid physical alterations in the body, culminating in sexual maturity
primary sex characteristics,
the sex organs concerned with reproduction
secondary sex characteristics
features that distinguish the two sexes from each other but are not involved in reproduction
imaginary audience
feeling that everyone is constantly watching. Example is teenagers and their self conscious
Identity-diffusion status
The individual does not have firm commitments regarding the issues in question and is not making progress toward them.
Foreclosure status
The individual has not engaged in any identity experimentation and has established an identity based on the choices or values of others.
Moratorium status
The individual is exploring various choices but has not yet made a clear commitment to any of them.
Identity-achievement status
The individual has attained a coherent and committed identity based on personal decisions
Preconventional morality
Until about the age of 9, children, focus on self-interest. At this stage, punishment is avoided and rewards are sought. A person at this level will argue, T he man shouldn‘t steal the drug, as he may get caught and go to jail.‖
Conventional morality
By early adolescence, the child begins to care about how situational outcomes impact others and wants to please and be accepted. At this developmental phase, people are able to value the good that can be derived from holding to social norms in the form of laws or less formalized rules. For example, a person at this level may say, He should not steal the drug, as everyone will see him as a thief, and his wife, who needs the drug, wouldn‘t want to be cured because of thievery,‖ or, No matter what, he should obey the law because stealing is a crime.‖
Postconventional morality
At this stage, individuals employ abstract reasoning to justify behaviors. Moral behavior is based on self-chosen ethical principles that are generally comprehensive and universal, such as justice, dignity, and equality. Someone with self-chosen principles may say, The man should steal the drug to cure his wife and then tell the authorities that he has done so. He may have to pay a penalty, but at least he has saved a human life.‖
