Concepts and Theories on Growth and Development Flashcards
(139 cards)
1
Q
Sum of the numerous changes that takes place during the lifetime of an individual
A
Growth and Development
2
Q
Quantitative Change
A
Growth
3
Q
used to denote an increase in physical size or quantitative change
A
Growth
4
Q
physical increase in the body’s size and appearance caused by increasing numbers of new cells
A
Growth
5
Q
Qualitative Change
A
Development
6
Q
used to indicate an increase in skill or the ability to function; a qualitative change
A
Development
7
Q
can be measured by observing a child’s ability to perform specific tasks
A
Development
8
Q
capacity to learn and think increases
A
Development
9
Q
Patterns of Growth and Development
A
- Cephalocaudal
- Proximodistal
- Differentiation
10
Q
ability to lift the head to toe
A
Cephalocaudal
11
Q
trunk to extremities
A
Proximodistal
12
Q
skills from simple task to complex tasks (crawl -> stand -> walk -> run/jump)
A
Differentiation
13
Q
Principles of Growth and Development
A
P - Process that is continuous
E - Elevation of skills from gross to fine motor
D - Development from proximal to distal
I - It needs an optimum time for initiation of learning
experiences
A - A must to proceed in an orderly sequence
T - To follow a predictable and definite pattern
R - Requires practice to learn behavior and skills
I - It is cephalocaudal
C - Can develop when neonatal reflexes disappear
S - Systems in the body don’t develop at the same rate
14
Q
Most Rapid
A
Infancy (0-1 yo) (1m - 12m)
15
Q
Slow
A
Toddler (1-3 y.o)
16
Q
Alternating
A
Preschooler (3-6 y.o)
17
Q
Slower
A
Schooler (6-12 y.o)
18
Q
Rapid
A
Adolescent (12-18 y.o)
19
Q
Infant (0-1 y.o)
Weight:
A
doubles by 5 or 6 months; triples by 1 year; quadruples by 2 years
20
Q
Infant
Height:
A
increase of 1 ft by 1 year of age
21
Q
Infant
Teeth: erupt by _____________; has_________________
teeth (baby teeth) by ___________ of age
A
6 months; 6-8 deciduous; 1 year
22
Q
Toddler
Weight:
A
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
23
Q
Toddler
Height:
A
grows 3-5 inches from 1-2 years of age; from 2-3 years, grows 2-2.5 inches per year
24
Q
Toddler
Teeth:
A
Teeth: has 20 deciduous teeth by 3 years
25
Preschooler (3-6 y.o)
Weight:
gains 3-5 lbs a year
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Preschooler (3-6 y.o)
Height:
grows 1.5-2.5 inches a year
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Schooler
Weight:
gains 3-5 lbs a year
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Schooler
Height:
grows 1.5-2.5 inches a year
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Adolescence
Weight:
Girls: 15-55 lbs Boys: 15-65 lbs
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Adolescence
Height:
Girls: 2-8 inches Boys: 4.5-12 inches
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is a systematic statement of principles that provides a framework for explaining some phenomenon
Theory
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provide road maps for explaining human development
Developmental Theories
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Skills or competencies normally occurring at one stage and having an effect on the development of subsequent stages
Developmental Task
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Theories of Growth and Development
- Psychoanalytic/Psychosexual Development -
Sigmund Freud
- Psychosocial Development - Erik Erikson
- Cognitive Development - Jean Piaget
- Moral Development - Lawrence Kohlberg
- Behaviorist and Social Learning - B.F Skinner
35
Psychoanalytic & Psychosexual Development Theory
Proponent:
Sigmund Freud
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the theory proposes that sexual energy is stronger in certain parts of the body at specific ages
Psychosexual Development Theory
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Experiences from childhood form the unconscious motivations for the things being done later in life as adults
Psychoanalytic & Psychosexual Development Theory
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occurs at a specific stage if needs are not met or conflicts are not resolved
Fixation
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persistent focus of the id's pleasure-seeking energies at an earlier stage of psychosexual development
Fixation
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Basic impulses (sex and aggression)
Id
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seeking immediate gratification
Id
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irrational and impulsive
Id
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Operates at unconscious level
Id
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Ideals and morals; striving for perfection; incorporated from parents
Superego
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becoming a person's conscience
Superego
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Operates mostly at preconscious level.
Superego
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Executive mediating between id impulses and superego inhibitions; testing reality; rational.
Ego
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Operates mainly at conscious level but also at preconscious level.
Ego
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seeking for pleasure
ID
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realistic part, acceptable methods to meet impulse
Ego
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moral & ethical system; values as conscious thoughts
Superego
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oral gratification
Oral Stage (0 - 2 y.o)
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Infants: interested in oral stimulation or pleasure
Oral Stage (0 - 2 y.o)
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nfants suck for enjoyment or relief of tension, as well as for nourishment.
Oral Stage (0 - 2 y.o)
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Provide oral stimulation by giving
pacifiers
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children's interests focus on the anal region as they begin toilet training
Anal Stage (2 - 3 y.o)
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Elimination takes on new importance for them
Anal Stage (2 - 3 y.o)
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find pleasure in both the retention of feces and defecation
Anal Stage (2 - 3 y.o)
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part of toddlers' self-discovery, a way of exerting independence, and probably accounts for some of the difficulties parents may experience in toilet-training children of this age
Anal Stage (2 - 3 y.o)
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children's pleasure zone appears to shift from the anal to the genital area
Phallic Stage (3 - 6 y.o)
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Masturbation is common during this phase
Phallic Stage (3 - 6 y.o)
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Children may also show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes
Phallic Stage (3 - 6 y.o)
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Gratify physical curiosity
Phallic Stage (3 - 6 y.o)
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Resolved elektra/oedipal complex
Latency Stage (6 - 12 y.o)
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Quiet period
Latency Stage (6 - 12 y.o)
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children's libido appears to be diverted into concrete thinking
Latency Stage (6 - 12 y.o)
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Great surge of genital sexual development
Genital Stage (12 yo. and up)
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establishment of new sexual aims and the finding of new love objects
Genital Stage (12 yo. and up)
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Masturbation and sexual fantasies are common
Genital Stage (12 yo. and up)
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Kohlberg’s Theory of Moral Development
Level One - Preconventional (younger than six)
Level Two - Conventional Level (7 to 11 years)
Level Three - Postconvenrional (11 years on)
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punishment and obedience orientation
Level One - Preconventional (younger than six)
Step 1:
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Obey rules to avoid punishment
Level One - Preconventional (younger than six)
Step 1:
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Naive hedonism
Level One - Preconventional (younger than six)
Step 2:
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Conforms to get rewards and have favors returned
Level One - Preconventional (younger than six)
Step 2:
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Good boy/girl morality
Level Two - Conventional Level (7 to 11 years)
Step 3:
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Conforms to avoid disapproval or dislike by others
Level Two - Conventional Level (7 to 11 years)
Step 3:
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Conforms to avoid censure by authorities
Level Two - Conventional Level (7 to 11 years)
Step 4:
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Conforms to maintain communities
Level Three - Postconvenrional (11 years on)
Step 5:
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Emphasis on individual rights
Level Three - Postconvenrional (11 years on)
Step 5:
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Individual principles of conscience
Level Three - Postconvenrional (11 years on)
Step 6:
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a theory that stresses the importance of culture and society in development of the personality
Psychosocial Development Theory
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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.
Psychosocial Development Theory
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Psychosocial Development Theory
Trust vs. Mistrust (Infancy)
Antonomy vs. Shame and Doubt (Toddler)
Initiative vs. Guilt (Preschool) (3-6 y.o)
Industry vs. Inferiority (School Age) (6-12 y.o)
Identity vs. Role Confusion (Adolescent) (12y - above)
Intimacy vs. Isolation (18-40 y.o)
Generativity vs. Stagnation (40-65 y.o)
Integrity vs. Despair (65 y.o - death)
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The child must learn trust as needs are met by the caregiver
Trust vs. Mistrust
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Child learns to love and be loved.
Trust vs. Mistrust
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Child becomes more independent and starts to control over body functions
Antonomy vs. Shame and Doubt (Toddler)
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Child learns to be independent and make decisions for self
Antonomy vs. Shame and Doubt (Toddler)
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enjoys active, independent exploration as part of building a sense of autonomy
Antonomy vs. Shame and Doubt (Toddler)
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Development of conscience: learning right from wrong
Initiative vs. Guilt (Preschool) (3-6 y.o)
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Child learns how to do things (basic problem solving) and that doing things is desirable
Initiative vs. Guilt (Preschool) (3-6 y.o)
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Rule-following behavior
Industry vs. Inferiority (School Age) (6-12 y.o)
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forming social relationships is seen as important
Industry vs. Inferiority (School Age) (6-12 y.o)
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child learns how to do things well
Industry vs. Inferiority (School Age) (6-12 y.o)
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develop a sense of industry by working on projects that result in alfeeling of accomplishment
Industry vs. Inferiority (School Age) (6-12 y.o)
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learn who they are and what kind of person they will be
Identity vs. Role Confusion (Adolescent) (12y - above)
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adjusts to a new body image, seeking emancipation from parents) choosing a vocation, and determining a value system.
Identity vs. Role Confusion (Adolescent) (12y - above)
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Peers are very important: Working on establishing own identity
Identity vs. Role Confusion (Adolescent) (12y - above)
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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
Intimacy
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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.
Intimacy vs. Isolation (18-40 y.o)
100
People extend their concern from just themselves and their families to the community and the world
Generativity vs. Stagnation (40-65 y.o)
101
They may become politically active, work to solve environmental problems, or participate in far-reaching community or world-based decisions
Generativity vs. Stagnation (40-65 y.o)
102
People with a sense of ________________ are self-confident and better able to juggle their various lives
generativity
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- defined four stages of cognitive development;
- within each stage are finer units or schemas.
- how a child learns and develops that quality called intelligence
Cognitive Development Theory
104
Four Stages of Cognitive Development Theory
Sensorimotor Phase (0-2 y.o.)
Preoperational Phase (2-7 y.o)
Concerete Operations (7-11 y.o)
Formal Operations (12-15 yo.)
105
refer to activities related to a child's own body
primary
106
refers to activities that are separate from a child's body
secondary
107
to show that repetition of behavior occurs
circulatory reaction
108
Stimuli are assimilated into beginning mental images. Behavior entirely reflexive.
Neonatal Reflex (1 month)
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Hand-mouth and ear-eye coordination develop
Primary Circular Reaction (1-4 mos)
110
Infant spends much time looking at objects and separating self from them
Primary Circular Reaction (1-4 mos)
111
Beginning intention of behavior is present (the infant brings thumb to mouth for a purpose: to suck it)
Primary Circular Reaction (1-4 mos)
112
Enjoyable activity for this period is a tape of parent's voice
Primary Circular Reaction (1-4 mos)
113
infants learn that objects in the environment are permanent and continue to exist even though they are out of sight or changed in some way
Secondary Circular Reaction (4-8 mos)
114
Infant learns to initiate, recognize, and repeat pleasurable experiences from reaction environment.
Secondary Circular Reaction (4-8 mos)
115
Infant can plan activities to attain specific goals
Coordination of Secondary Reaction (8-12mos)
116
Perceives that others can cause activity and that activities of own body are separate from activity of objects
Coordination of Secondary Reaction (8-12mos)
117
Can search for and retrieve toy that disappears from view.
Coordination of Secondary Reaction (8-12mos)
118
Child is able to experiment to discover new properties of objects and events
Tertiary Circular Reaction (12-18mos)
119
Capable of space perception and time perception as well as permanence
Tertiary Circular Reaction (12-18mos)
120
Objects outside self are understood as causes of actions
Tertiary Circular Reaction (12-18mos)
121
Good game for this period; throw and retrieve
Tertiary Circular Reaction (12-18mos)
122
child in this phase of development is egocentric
Preoperational Phase (2-7 y.o)
123
child has no concept of quantity; if it looks like more, it is more
Preoperational Phase (2-7 y.o)
124
sense of time is not yet developed
Preoperational Phase (2-7 y.o)
125
children are able to use symbols to represent objects
Preoperational Phase (2-7 y.o)
126
Toddlers draw conclusions only from obvious facts they see
Preoperational Phase (2-7 y.o)
127
Good toy for this period Preoperational Phase (2-7 y.o):
items that require imagination, such as modeling clay.
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children develop the ability to begin problem solving in a concrete, systematic way
Concerete Operations (7-11 y.o)
129
begin to understand that volumeror weight may remain the same even though the appearance changes
Concerete Operations (7-11 y.o)
130
can consider another's point of view and can deal simultaneously with more than one aspect of a situation
Concerete Operations (7-11 y.o)
131
aware of reversibility, an opposite operation or continuation of reasoning back to a starting point
Concerete Operations (7-11 y.o)
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adolescent is capable of dealing with abstract concepts described only in words or symbols
Formal Operations (12-15 yo.)
133
begins to understand jokes based on double meanings and enjoys reading and discussing theories and philosophies
Formal Operations (12-15 yo.)
134
Adolescents can observe and then draw logical conclusions from their observations
Formal Operations (12-15 yo.)
135
Can solve hypothetical problems with scientific reasoning
Formal Operations (12-15 yo.)
136
understands causality and can deal with the past, present, and future
Formal Operations (12-15 yo.)
137
Good activity for this period (Formal Operations (12-15 yo.):
"talk time" to sort through attitudes and opinions.
138
Behaviorist and Social Learning Theory
Proponents:
John Watson, Ivan Pavlov, B.F. Skinner
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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
Sexuality
