Unit 2, AOS1 Flashcards
The Human Lifespan
Consists of orderly, predictable stages that begin at conception and end with death.
What is a milestone?
A significant event that occur in certain stages of life.
Prenatal
From fertilisation to birth.
- Development of body organs and structures.
- Substantial growth, is the fastest growth period in a human’s life-span stages.
Infancy
Birth - 2 years.
- Rapid growth.
- Basic motor skills.
Early childhood
2 - 6 years.
- Slow and steady growth.
- Learn social skills (and more) and make friends.
Late childhood
6 - 12 years.
- Slow and steady growth.
- Many physical, social, emotional and intellectual changes.
Youth
12 - 18 years.
- Rapid growth.
- Independence.
- Sexual maturity (puberty)
- Life goals.
Early Adulthood
18 - 40 years.
- Career decisions.
- Marriage + children.
- Body reaches physical peak 25-30.
- Maintenance and repair.
Middle Adulthood
40 - 65 years.
- Stability in work and relationships.
- Development of identity.
- Financial security.
- Physical signs of aging.
Late Adulthood
65 - death.
- Retirement.
- Reflection on life and achievements.
- Greif associated with the death of friends/spouse.
Factors influencing perceptions
- Person values.
- Past experiences.
- Media portray of age group.
- Own experiences in the stage of life-span.
- Other peoples opinions.
Negative + positive perceptions of youth.
Positive Image: Positive and ambitious.
Negative Image: Lazy and selfish.
Positive social context: opportunities.
Negative social context: devalued.
Youth perceptions on older generations.
- Incapable of doing simple tasks/
- Oldfashioned.
What is development?
Orderly predictable changes that occur from conception to death.
What are the different types of development?
- Physical.
- Social.
- Emotional.
- Interllectual.
Physical development.
Changes that occur to the body and it’s systems.
eg. puberty.
Physical development includes:
- Growth.
- Changes to the body’s systems.
- Motor skill development.
Growth.
The changes in the body are mainly due to an increase in the number and size of body cells.
Changes to the body systems.
Changes to the structure and function of the body systems.
Motor skills.
Control of muscles.
- Fine and Gross
Fine Motor skills.
Movements that involve small muscle groups.
- Writing and using scissors.
Gross Motor skills.
Movements that involve large muscle groups.
- Walking, throwing and kicking.
Growth spurt for males and females.
Female: 16cm taller and 16kg.
Male: 20cm taller and 20kg.
Reproductive system
The most prominent changes in the youth stages are changes to the sex organs and their function.
Primary sex characteristics.
Parts of the body that are directly involved in reproduction.
eg. Hips Widen, changes to the uterus, penis and testes.
Secondary sex characteristics.
Change arises in both males and females at puberty. Not directly related to reproduction.
eg. Oily skin, changes in height.
Female reproduction system.
- Ovary.
- Fallopian tube.
- Uterus.
- Cervix.
- Vagina.
Male reproductive system.
- Vas deferens.
- Prostate gland.
- Seminal Vesicle.
- Epididymis.
- Testicle.
- Scrotum.
- Urethra.
- Penis.
The menstrual cycle:
Stage 1: Menstruation.
- Period. 3-7 days.
Stage 2: Pre-ovulation.
- Period over; living of uterus gets thicker. 6-7days.
Stage 3: Ovulation.
- Release of mature egg into the fallopian tube. Day 14.
Stage 4: Post-ovulation.
- Uterus ready to receive an egg, if not fertilised lining of the uterus will break therefore period.
Intellectual development
Increase in complexity of processes in the brain such as thought, knowledge and memory.
Different types of Intellectual development
- Knowledge and Memory.
- Language.
- Though patterns and problem-solving.
- Creativity and imagination.
- Attention.
Knowledge and Memory.
Knowledge becomes more complex as individuals develop and the ability to recall information changes.
In youth:
- Education and employment; may learn strategies to recall information.
Language.
Develops throughout the lifespan from sounds to words to sentences.
In youth:
- Meaning of words through reading, communication and exposure to media.
Thought patterns and problem-solving.
How an individual thinks changes as they develop from concrete to abstract thought.
In youth:
Brain structure matures and abstract thoughts develop—problem-solving from past experiences.
Creativity and Imagination.
Essential for optimal development, pretend playing and making up stories.
In Youth:
An increase in thought patterns increases imagination, through dancing, singing etc.
Attention
Ability to focus on one aspect of the environment and ignore others.
In Youth:
The ability to retain attention develops in youth, especially if an individual develops an interest.
Emotional Development.
Experiencing the full range of emotions, the increase in complexity of expressing emotions and the development of self-concept and resilience.
Types of emotional development
- Self-concept.
- Experiencing a full range of emotions.
- Appropriate ways of experiencing emotions.
- Building resilience.
Self-concept
How an individual sees themself.
In Youth:
They develop beliefs and values that are important to them, as well as build an understanding of who they are.
Experiencing a full range of emotions.
Increased independence means they take on more responsibilities and experience a variety of emotions from positive to negative.
Appropriate ways of experiencing emotions.
When youth get older they develop an understanding of their emotions, being able to recognise, express and regulate their emotions.
Build resilience.
Life experiences lead to developing greater resilience to a certain range of emotions.
Effectively deal with negative events that occur throughout life.
Social development.
Increased complexity of behavioural patterns used in relationships with other people.
Types of social development
- Behaviours.
- Social roles and expectations.
- Communication.
- Relationship skills.
Behaviours
Strive for independence and identity. They are also influenced by peer groups, where their behaviours can be influenced, therefore taking more risks.
Behave appropriately to certain social situations.
Social roles and expectations.
Develop more social roles as they become independent, such as the role of an employee.
Gender roles too.
Acting appropriately in given situations.
Relationship skills.
Ability to form meaningful relationships.
Different opinions and expectations lead to conflict in relationships.
Communication.
Ability to clearly and effectively communicate.
Communication skills, gain independence through social media.
Relationship meaning.
The connection between 2 or more people or groups.
Complex or dynamic.
Belonging and connectedness.
Different types of relationships.
- Family.
- Friendships.
- Intimate.
- Online.
- Teacher / Coach.
- Professional.
Family relationship.
Provide love, support and care. They guide us through life.
Parenting Styles:
Authoritarian - Follow rules without question. Punishment and no negotiation.
Authoritative - Rules but allow exceptions. Use consequences.
Permissive - Role of a friend than a parent.
Uninvolved - Show little interest in child lives.
Friendship relationships.
Common interests + can be long-lasting or short.
Help develop an understanding of the world outside of the family.
Help with decisions.
Good or bad influence.
Online relationships.
Development of social networking, and maintain relationships through online communication - staying in touch.
Intimate relationships.
Involve strong emotions. Romantic feelings - not always sexual.
Characteristics of intimate relationships differ for everyone and depend on values.
Consent is key for both parties!
Teacher/Coach relationship
Significant roles in our life.
Mentors can provide role models - both positive and negative.
Professional relationship
Relationship with co-workers.
Open and supportive and based on similar goals. As well as good communication.
Characteristics of healthy relationships.
Respect
Trust
Honesty
Loyalty
Empathy
Safety
Equality
Respect
Consideration for others’ feelings, and value each other’s opinions.
Trust
Reliable and dependent, feeling physically and emotionally safe.
Honesty
Truth and no secrets.
Loyalty
Provide support and consistency through challenging times.
Empathy
Understand/feel what the other is experiencing.
Safety
Feeling emotionally (trust people with feelings) and physically safe.
Equality
Valued and able to give and take in a relationship.
Communication
Verbal + non-verbal.
- Make eye contact.
- Ask relevant questions.
- Speak at an appropriate volume.
- Maintain appropriate distance.
- Show interest.
- Use spoken + body language.
Characteristics of unhealthy or toxic relationships.
- Feeling uncomfortable.
- Put down by others.
- Not feeling appreciated.
- Unequal.
- Being embarrassed or bullied.
- Feeling scared and vulnerable.
How do Healthy Relationships affect
Health and Wellbeing?
Physical - Don’t suffer abuse.
Social - Interact positively with each other.
Emotional - Recognise emotions,
Mental - share anxiety and feel supported.
Spiritual - Connectedness.
The impact of healthy relationships on development
Physical - Fine and motor skills.
Social - Communication skills.
Emotional - express emotions and build resilience.
Intellectual - Learning, creativity and problem-solving.
Abuse in relationships.
Physical - Kicking.
Sexual - Unwanted touching.
Emotional - Repeated insults.
