January 2018 Flashcards
Patricia is 20 years old. She has a two-year-old daughter called Joy.
Patricia has recently separated from her long-term boyfriend and has decided
to move out of the flat she shared with him. Patricia has decided to live with
her grandmother, Beatrice.
Beatrice is 78 years old and has been widowed since her husband, Derek, died
at the age of 56.
1 (a) Premature death can be an unpredictable life event.
Identify two other life events that can be unpredictable.
(2)
One mark for each to a maximum of two marks.
* Life-changing illness/Serious illness (1).
* Accidents (1).
* Breakdown of a relationship (1).
* Redundancy/unemployment (1).
* Divorce (1).
* Going to prison (1).
* Unexpected pregnancy (1).
* Miscarriage/Premature birth (1).
Do not accept unexpected death of a friend or
relative.
Accept any appropriate alternatives
(b) Beatrice is in the life stage of later adulthood.
Identify four life stages Beatrice has already passed through.
You must include the correct age range for each life stage.
(4)
Infancy (0–2 years) (1).
Early childhood (3–8 years) (1).
Adolescence (9–18 years) (1).
Early adulthood (19–45 years) (1).
Middle adulthood (46–65 years) (1)
(c) Joy is two years old and will be going through important stages of growth and
development.
Explain the difference between growth and development.
(4)
Growth is physical/measurable (1) for example
height/weight/head circumference (1).
Principles of development – development follows
an orderly sequence (1) and is the acquisition of
skills and abilities (1). Credit appropriate examples
e.g. writing, language, PIES, etc.
(d) Describe the difference between fine motor skills and gross motor skills.
(4
Description:
Gross: larger muscle movements/movement of
larger limbs (1)
Fine: smaller muscle movements/fingers (1)
Expansion:
Gross motor skills
Develop first/sitting up/standing/cruising/riding
a
tricycle/walking/running/hopping/skipping/jum
ping (1).
Fine motor skills
Require practice/holding a rattle/pincer
movement/pointing/turning pages in a
book/buttoning clothing/writing (1).
(e) Patricia left her sixth form early and did not complete her BTEC Health and Social
Care course.
As Beatrice has offered to look after Joy and take her to playgroup, Patricia has
now decided to return to college and complete her education.
Explain the impact on Patricia’s self-concept of returning to education.
(6)
Patricia’s self-esteem could be raised (1) due to
feeling that she is finally completing her
education (1) so she can be a good example for
her daughter (1).
Patricia’s self-image could be negatively affected
(1) due to seeing herself as not being a ‘fulltime mum’ or being a poor mother (1), so she
can’t spend quality time with her daughter (1).
Family and friends’ perception of Patricia could
be affected positively (1) due to her taking
positive steps to improve herself (1) and having
a qualifications/career plan (1).
Patricia may be older than some of the other
learners (1) this could negatively impact on her
self-image (1) as she may feel she does not fit in (1)
(f) Now that Patricia (Joy’s mother) is going to college, Joy spends more time at
playgroup, or being looked after by her great-grandmother or family friends.
Evaluate the impact of effective bonding on an individual’s emotional and social
development. Refer to relevant theories in your answer.
(10)
May refer to the four stages of attachment, e.g. Secure;
avoidant; Ambivalent; Disorientated.
Early relationships: e.g.
Early bonding with mother and father.
Examples of what this bonding may entail.
If mother or father absent or not able to bond, there
should be bonding with a key carer.
Reference to Bowlby/Ainsworth’s or other relevant
theories of attachment.
Adult relationships: e.g.
Ability to form close relationships, e.g. with a
husband/wife/partner.
Ability to understand another person’s point or view or
wishes.
Individuals may find it difficult to trust others.
Ability to form professional relationships.
Adult behaviour: e.g.
* Should behave in a polite and civil way towards others.
* Should respect other people’s differences.
* Ability to be compassionate.
* Ability to forgive.
(b) To what extent can social factors impact on an individual’s diet?
(4)
Culture/religious beliefs (e.g. some forms of
Buddhism) (1) leads to selection of a vegetarian
diet (1).
Family income/lower social class (1) impact on
ability to purchase a healthy diet. (1)
Peer influence (1) can be positive/negative with an
example (1).
Family/cultural diet (1) can be healthy or
unhealthy with an example (1).
Social media (1) can be positive or negative with
an example(1)
The mass media (1) promoting a healthy/
unhealthy lifestyle (1)
(c) Describe two genetic diseases that may impact on an individual’s development.
(4)
For example:
Cystic fibrosis (1) is a disease that affects the
lungs/digestive system (1).
Brittle bone disease (1) may cause frequent
fractures (1). May limit social interaction (1).
Phenylketonuria (PKU) (1) may cause learning
difficulties (1).
Huntington’s disease (1) affects gait (1).
Sickle cell (1) can impact attendance at school
and intellectual development
Do not accept conditions such as Down Syndrome or colour blindness
(d) To what extent do genetic factors determine health and wellbeing?
(10)
Responses should focus on the nature/nurture debate
with reference to health and wellbeing.
Genetic factors, e.g. inherited conditions/illnesses and
their impact on individual development/ nature/
genotype/ phenotype.
* Relevant theories, e.g. Gessell.
* Environmental factors/nurture.
* Relevant theories, e.g. Bandura.
* Stress-diathesis model.
Predisposition to cancer/obesity/heart disease and the
interaction with lifestyle.
Level 3 answers should consider both sides.
Beatrice misses Derek and, since she retired from her job as a teaching assistant in a
primary school, has not socialised with many other people.
However, since she has started to look after her great-granddaughter, Joy, she has
begun to meet people and develop new interests and has now started to attend
local arts and crafts clubs.
(e) Evaluate the importance of social interaction in later adulthood for individual
health and wellbeing. Refer to relevant theories in your answer.
(10)
At the lower end of the mark bands references to the
appropriate theories may be implied rather than
explicit.
At the higher end of the mark bands references to
and knowledge and understanding of the appropriate
theories should be clear and relevant.
Relevant theories, e.g. Social Disengagement
Theory/Activity theory
Social Disengagement Theory - views ageing as a process
of gradual withdrawal between society and the older
adult.
This mutual withdrawal or disengagement is
natural/acceptable, and universal.
Promotes self-reflection for people in later adulthood
who are freed from societal roles, e.g. work.
Many older people desire to remain occupied and
involved with society, e.g. University of 3rd age.
Imposed withdrawal from society may be harmful to
self- esteem and physical health.
Activity theory (Havighurst): activity is preferable to
inactivity because it facilitates wellbeing; improved
general health and prosperity.
Remaining active is increasingly possible; offers its older
members many opportunities for meaningful
participation/roles.
Some cannot maintain an active lifestyle due to
functional limitations, lack of income/desire/resources,
e.g. family support.
Some may insist on continuing activities in later life that
pose a danger to themselves and others, such as driving
at night with low visual capacity.
Reward any appropriate illustrative examples from source
material or learner’s own knowledge with relation to
physical. Intellectual, emotional or social health/wellbeing.
Now that Patricia has returned to college, she is working fewer hours as a waitress in
the local Italian restaurant, so she is earning less money.
3 (a) To what extent might Patricia earning less money impact on Joy’s intellectual
development?
(4)
Limits new experiences (1) as she will not be able
to go to zoos/playgroups/holidays (1).
Unable to afford educational toys/books (1) will
lack stimulation and may not learn to read/count
(1).
Patricia may not be able to afford enrichment
activities (1) so devises games to develop Joy’s
imagination (1).
Accept any appropriate alternatives.
Joy enjoys attending playgroup and she is developing holistically through joining in
with the activities. Joy particularly likes playing with the sand and water.
(b) Joy will pass through several stages of play as she develops through infancy and
early childhood.
Explain the three stages of play that Joy will pass through.
(6)
Solo play (1); children play alone (1).
Parallel play (1); children play next to each
other (1).
Cooperative play (1); children have acquired
the skills to interact together (1).
Accept any appropriate alternatives/examples
(c) Joy is now starting to speak clearly.
Chomsky believes that children are born with an inherited ability to learn any
human language.
Evaluate the factors that can influence language development.
(10)
Relevant theories, e.g. Chomsky’s LAD which explains
how children instinctively acquire language in stages,
crying, cooing, babbling etc.
* Language acquisition is innate.
Children all around the world seem to acquire language
by passing through a similar set of stages; although the
time it takes to move from one stage to the next can
differ from child to child.
The same pattern of development occurs regardless of
the language, but children do not develop at the same
pace.
* Amount of time given to parent-child interaction.
Siblings to talk to.
Activities/toys that promote communication.
Reading to children.
Reward any appropriate illustrative examples.
Patricia has now completed her studies and has picked up some extra work shifts
in the restaurant whilst she waits to go to university.
Beatrice, Joy’s great-grandmother, now looks after Joy five days a week.
Evaluate the impact on Beatrice’s health and wellbeing of looking after Joy.
(10)
Physical
Will be active and be able to maintain fitness and control
potential weight gain.
May be exhausted by the schedule of washing, feeding
and clothing Joy and taking her to playgroup.
Intellectual
Will learn new skills of childcare or refresh her own
knowledge of children’s education/maintain fluid
intelligence.
May not have time to learn new things she is interested in
or pursue her hobbies.
Emotional
Increased sense of self-esteem due to increased
responsibilities.
May feel that she cannot cope and feel old and worthless
in comparison to the younger parents at playgroup.
Social factors
Meeting other people, e.g. parents at playgroup, and
making new friends.
May not have time to mix with her own friends and may
lose contact with them.
Reward any appropriate illustrative examples.
