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Health and Social Care > Unit 1A > Flashcards

Unit 1A Flashcards

1
Q

Birth and Infancy

A

0-2Years

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2
Q

Early Childhood

A

3-8Years

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3
Q

Adolescence

A

9-18Years

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4
Q

Early Adulthood

A

19-45Years

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5
Q

Middle Adulthood

A

45-65Years

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6
Q

Later Adulthood

A

65+

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7
Q

Define Growth

A

Growth is an increase in the measurable quantity such as height or weight or other dimension.

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8
Q

Define Development

A

Development is about the complex changes including an increase in skills, abilities and capabilities that an individual experiences as they grow.

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9
Q

The Principles of Growth

A
  • Growth is an increase in quantity.
  • As height increases, so does weight - this is the process of growth
  • There can be periods of more growth, for example in infancy and adolescence.
  • Two people at the same age can have different rates of growth, there are also differences in the growth rates of boys and girls.
  • Growth rates also vary in different parts of the body.
  • It is important to refer to weight and length/height when referring to growth.
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10
Q

The Principles of Development

A

-Development follows an orderly sequence and is the acquisition of skills and abilities
-Development describes changes that might be complex and involve ability levels altering.
-Development happens from head to toe
-Development happens from the inside to the outside
in the same sequence but at different rates.
- Can be seen as a journey

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11
Q

The two aspects of Physical development

A
  • Fine Motor Skills

- Gross Motor Skills

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12
Q

Define Fine Motor Skills

A

Fine Motor Skills involve smaller movements that require a more precise direction(dexterity) and use smaller muscles, for example picking up a pencil.

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13
Q

Define Gross Motor Skills

A

Gross Motor Skills involve large movements that involve using the large muscles of the body which are required for mobility, for example rolling over.

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14
Q

Define Stranger Anxiety

A

When an infant becomes anxious and fearful around strangers.

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15
Q

Define Separation anxiety

A

Fear of apprehension that infants experience when separated from their primary caregiver.

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16
Q

Define Deprivation

A

Being deprived of a caregiver to whom an attachment already exists.

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17
Q

Define Self-concept

A

An awareness formed in early childhood of being an individual, a unique person, and different from everyone.

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18
Q

Define Privation

A

Being deprived of the opportunity to form an attachment.

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19
Q

Define Emotional literacy

A

Ability to recognise, understand and express emotions.

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20
Q

Define Empathy

A

Ability to identify with or understand another’s situation or feelings

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21
Q

Define Attachment

A

Strong emotional connection between a child and caregiver.

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22
Q

Define Self-image

A

The way one sees themselves.

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23
Q

Define Self-esteem

A

The way one feels about themselves.

24
Q

Define Language development

A

Essential for organising thoughts and sharing ideas. It is also important for clarification.

25
Q

Define Problem-solving

A

An important skill that is required both to work things out and to make predictions about what might happen.

26
Q

Define Memory

A

Required for storing, recalling, and retrieving information.

27
Q

Define Moral development

A

Allows for reasoning and making choices, and informs the individual of how to act towards self and others.

28
Q

Define Abstract thoughts and creative thinking

A

Essential for thinking and discussing situations and events that cannot be observed.

29
Q

Define Perimenopause

A

When the ovaries start producing less oestrogen resulting in the ovaries stopping releasing an egg each month.

30
Q

Symptoms of Perimenopause

A
  • Hot flushes and night sweats
  • Breast tenderness
  • Loss of libido
  • Fatigue
  • Irregular or heavy periods
  • Vaginal dryness and discomfort during sex
  • Mood swings
  • Trouble sleeping
  • Urine leaking when coughing or sneezing
  • Urinary urgency
31
Q

Define Primary Sexual Characteristics

A

Relate to changes and development of the reproductive organs.

32
Q

Define Secondary Sexual Characteristics

A

Relate outward signs of development from a child into a man or woman.

33
Q

List Primary Sexual Characteristics in Men

A
  • Enlargement of penis and testes.
  • Spontaneous erections caused by blood flowing into the chambers of the penis.
  • The testes begin to produce sperm, beginning of ejactulation.
34
Q

List Primary Sexual Characteristics in Women

A
  • The uterus enlarges and the vagina lengthens
  • The ovaries begin to release eggs.
  • The menstrual cycle commences.
35
Q

List Secondary Sexual Characteristics in Men

A
  • Changes in larynx (Adam’s Apple) resulting in a deepening of the voice.
  • Hair grows in armpits, pupic area, and on the face.
  • Redistribution of muscle tissue and fat.
36
Q

List Secondary Sexual Characteristics in Women

A
  • Breasts develop and the areola swells and darkens.
  • Hair grows in armpits and pubic area.
  • Redistribution of body fat causing hips to widen.
37
Q

Define Puberty

A

A period of rapid growth during which young people reach sexual maturity, and become biologically able to reproduce and secondary sexual characteristics develop.

38
Q

Define Cognitive Development

A

A child’s ability to learn and solve problems.

39
Q

Define Piaget’s Model of Cognitive Development

A
  • Piaget focused on how children acquire the ability to think.
  • He came to the conclusion that children think differently to adults.
  • He believed there were four stages of intellectual development which mature/unfold during early stages of the life span.
40
Q

List Piaget’s 4 stages of intellectual development

A
  • Sensorimotor
  • Preoperational
  • Concrete operational
  • Formal operational
41
Q

Define Piaget’s Sensorimotor Stage

A

(Birth-2 years)

  • Infants think by interacting with the world using their eyes, ears, hands and mouth.
  • As a results infants invent ways of solving problems like pulling a lever to hear a sound from a music box, finding hidden toys and putting objects in and out of containers.
  • Piaget believed that infants would not have a way of remembering and thinking about the world unit they were about 18 months old.
42
Q

Define Piaget’s Preoperational Stage

A

(2-7 years)

  • Children can use symbols to represent their earlier sensorimotor discoveries.
  • Development of language and make believe play take place
  • Piaget believed that children at this age cannot properly understand how ideas like : number, mass and volume really work. E.g children way be able to count to 100 but will not really understand what a set of 10 means.
43
Q

Define Piaget’s Concrete Operational Stage

A

(7-11 years)

  • Children’s reasoning becomes more logical providing the issues are concrete.
  • Children may be able to understand simple logical principles.
  • Examples where students would need to imagine the context of questions, but when presented with concrete examples they would be able to answer questions.
44
Q

Define Piaget’s Formal Operational Stage

A

(11-18 years)

  • The capacity for abstract thinking allows adolescence to reason through symbols that do not refer to objects in the real world- required for advanced mathematics.
  • Young people can think of possible outcomes for scientific problems- not just obvious answers.
  • Abstract thinking allows individuals to think through complicated ideas in their heads without having to see concrete examples.
45
Q

Define Equilibrium

A

A state of cognitive balance when a child’s experience is in line with what they understand.

46
Q

Define Disequilibrium

A

A state of cognitive imbalance between experience and what is understood.

47
Q

State the criticisms of Piaget’s model of Cognitive Development

A
  • Sometimes underestimated children’s’ rate of development.
  • With support, children can develop more advanced concepts.
  • Children can be given experiences that help them move through the stages faster.
  • Some children can see things from the perspective of other before age 7.
48
Q

Define Chomsky’s perspective on language development

A

All individuals have the ability to develop language genetically programmed into them.

49
Q

Summarise Chomsky’s theory of language acquisition

A

Infants need to experience language in order to develop their own language skills, they have an innate ability to develop any language that they are exposed to as their understanding of grammar & language rules is innate.

50
Q

State the criticisms of Chomsky’s theory

A
  • Lack of scientific evidence, social interaction plays larger role than Chomsky suggests.
  • Chomsky does not consider individuals who have delayed language development.
51
Q

State factors that can affect the attachment process

A
  • Disability
  • Emotional unavailability
  • Prematurity
  • Post-natal depression
  • Separation
  • Foster care/adoption
52
Q

Define the type of play of a 0-1 Year old

A

(Solo Play)

Looks at adults, touches/puts things in mouths, gradually begins to play simple games like peek-a-boo.

53
Q

Define the type of play of a 12-18 Months old

A

(Solo Play)

Begins to play & talk alone, repeats actions and starts to play with adults, notices other children.

54
Q

Define the type of play of an 18 Months-2 Year old

A

(Parallel Play)

Begins to enjoy repetitive actions, begins to copy other children & adults, plays with adults & on own.

55
Q

Define the type of play of a 3-4 Year old

A

(Associative Play)
Begins to play cooperatively with other children, shows reasoning & skills by asking questions: why & how. Join in pretend & fantasy games.

56
Q

Define the type of play of a 4-6 Year old

A

(Co-operative Play)

Begins to use simple rules, plays cooperatively, can take turns.

57
Q

Define the type of play of a 6-8 Year old

A

(Co-operative Play)
Begins to enjoy playing in small groups, making up their own games & rules. Enjoys using rules, does not cope with losing.

Health and Social Care (2 decks)

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