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NCM 107 > Principles Of Growth And Development > Flashcards

Principles Of Growth And Development Flashcards

(70 cards)

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1
Q

Denotes a change in size, in proportion, disappearance of old features and acquisition of new ones. These changes are largely attributed to multiplication of cells and increase in the intracellular substance.

A

Growth

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2
Q

Specify maturation of functions. It is related to the maturation and myelination of the nervous system and indicated acquisition of a variety of skills.

A

Development

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3
Q

True or False
Development is possible even without growth

A

True

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4
Q

Patterns of growth and development:

A

Cephalocaudal
Proximodistal
Gross to refined
General to specific

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5
Q

Head to toe development

A

Cephalocaudal

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6
Q

Center to periphery

A

Proximodistal

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7
Q

Related to proximo distal, once a child is able to control body parts, he is able to perform fine motor skills

A

Gross to refined

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8
Q

In motor development, the infant will be able to grasp an object with the whole hand before using only the thumb and forefinger.

A

General to Specific

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9
Q

Means that certain body tissues mature more rapidly than that of others e.g. Neurologic tissue experiences its peak growth during the first year of life, whereas genital tissue grows little until puberty.

A

Asynchronous growth

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10
Q

True or False
Body parts have asynchronous growth

A

True

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11
Q

2 primary factors that determine how each child grows and mature

A

Genetic inheritance and environmental influences

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12
Q

The genetic make-up of each person is determined from the moment of conception

A

Heredity/Genetic

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13
Q

Sub-factors of Heredity/Genetic

A
  • Gender
  • Health
  • Intelligence
  • Temperament
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14
Q

Categories of Temperament

A
  • The easy child
  • Difficult child
  • Slow to warm up child
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15
Q

It is the manner of thinking, behavior or reacting to stimuli. It is NOT developed by stages but is an inborn characteristics.

A

Temperament

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16
Q

Easy to care for, adapts easily with new situations, with predictable and regular rhythm, have a mild to moderate intensity reaction, and with overall positive mood quality. (40-50% of children)

A

The easy child

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17
Q

With irregular rhythm, (-) mood quality and withdraw rather than approach new situations (10%)

A

Difficult child

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18
Q

Fairly inactive, adapt slowly to new situations, and
have a general negative mood (15%)

A

Slow to warm up child

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19
Q

Environmental factors affecting growth and development of a child

A
  • Nutrition
  • Socio-Economic Status
  • Race and Culture
  • Family
  • Prenatal Influences
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20
Q

The most influential in terms of the growth and development of the child.

A

Family

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21
Q

What does TORCH mean?

A

Toxoplasmosis
Rubella
Cytomegalovirus
Herpes

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22
Q

The term given to a group of infectious diseases that can be passed to your baby during pregnancy, at delivery or after birth.

A

TORCH
(Toxoplasmosis, Rubella Cytomegalovirus, Herpes)

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23
Q

Aspects of Development

A
  • Physical growth
  • Mental development
  • Emotional development
  • Social development
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24
Q

This includes changes in body size like the increase in height, weight
and the development of muscle control.

A

Physical growth

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25
This is the test of intelligence, problem solving, and general understanding of what to do in a given situation. The potential mental ability is inherited and fixed at birth but the rate and extent of development is influenced by the child’s environment.
Mental development
26
Numeric expression of one’s intellectual level as measured against the average group.
Intelligence quotient
27
Formula for IQ
mental age/chronological age x 100
28
IQ of 140 and above
Gifted child
29
IQ of 90-109
Average child
29
(IQ interpretation) Below
retardation
30
Mild MR
50-70
30
Borderline MR
71-84
31
Moderate MR
35-49
32
Severe MR
20-34
33
Profound
below 20
34
Different stages exhibit different emotional development which is continuous process in each of the stages.
Emotional development
35
First defined in 1900 by psychologist Peter Saloney and John Mayer. According to them this is the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and action.
Emotional Intelligence
36
It is not the opposite of cognitive skills, rather they interact dynamically with cognitive and physical skills in order for a person to become highly functioning, well rounded individual.
Emotional intelligence
37
3 general parenting styles
- Dictatorial - Permissive - Authoritative
38
The acquisition of the ability to behave in accordance with social expectations.
Social development
39
This is a systematic statement of principles that provides a framework for explaining a phenomenon.
Theory
40
These are theories that provide road maps for explaining human development.
Developmental theories
41
The skill or learning process that an individual must accomplish at a particular time in his life.
Developmental task
42
Believes that early childhood experiences form the unconscious motivation for actions in later life. He theorized that personality develops in five (5) overlapping stages from birth to adulthood and believes that sexual energy is centered in specific parts of the body at certain stage. And that unresolved conflict and unmet needs at a certain stage will lead to becoming fixated.
Sigmund Freud's Theory of Psychosexual Development
43
Three structures of Personality
ID EGO SUPER EGO
44
Pleasure principle, primitive drives
ID
45
reality principle, balances the ID and SUPER-EGO
EGO
46
Conscience and ego ideal
SUPER EGO
47
Freud’s Five Stages of Psychosexual Development
Oral phase Anal phase Phallic Latency Genital
48
Mouth – infants are so interested in oral stimulation or pleasure Age?
Oral phase - 0-1 yr (infant)
49
Anal region – children’s interest focus on the anal region as they begin toilet training.
Anal phase - 1-3 yrs. (toddlerhood)
50
Genitalia – children’s pleasure zone shifts from anal to genitals – masturbation
Phallic - 3-6 yrs. (preschool)
51
Sexual impulse is repressed
Latency - 6-12 yrs. (school age)
52
Full sexual maturity
Genital - 12 and after (adolescent)
53
Each stage signals a task that must be achieved and he believes that the greater the achievement, the healthier the personality of the individual. What theory of development is this?
Theory of Psychosocial development
54
Developmental tasks are viewed as a series of crises and the successful resolution is supportive to the development of healthy personality and individual is able to move to next stage with particular strength, while failure to resolve the task is damaging to the ego.
Theory of Psychosocial Development
55
According to this Swiss psychologist, ________ is a sequential, orderly process in which a variety of new stimuli must exist before intellectual abilities can develop.
Cognitive development
56
4 phases of cognitive development
Sensorimotor Preconceptual/Preoperational Concrete operational Formal Operational
57
Three primary abilities (cognitive development)
Assimilation Accommodation Adaptation
58
The process of changing a situation or one’s perception of it to fit one’s thoughts/ideas
Assimilation
59
The process of change whereby cognitive processes mature sufficiently to allow the person to solve those that are unsolvable before
Accommodation
60
The ability to handle the demands made by the environment.
Adaptation
61
Trust vs. Mistrust
0-1 yr. Infancy
62
Autonomy vs. shame and doubt
1-3 yrs. toddlerhood
63
Initiative vs. Guilt
3-6 yrs Preschool
64
Industry vs inferiority
6-12 yrs School-age
65
Identity vs. Role Confusion
12-18 yrs Adolescence
66
Intimacy vs. Isolation
18-25 yrs Young adulthood
67
Generativity vs. Stagnation
25-60 yrs. Middle adulthood
68
Integrity vs. despair
60 years onwards Old adulthood

NCM 107 (11 decks)

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