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39 Cards in this Set
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Milestones of development |
Average timing of events for an individual child and is used to check progress of one child against others. These are recorded through childhood health professionals. |
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Norms of development |
Recognised standards and ranges of when a child will reach a particular milestone |
Very Similar to milestones of development |
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The life stages |
0-2=infancy 3-8=childhood 9-18=adolescence 19-45=early adulthood 46-65=middle adulthood 65+=later adulthood |
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Life course |
A unique pattern of events, experiences and influences that affect individual's during their existence. |
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Life span |
Length of time between a person's birth and death |
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Life expectancy |
The number of years that a person can expect to live |
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Human growth |
Refers to an increase in physical size, both mass and height. Occurs because a number of body cells increase and individual cells get bigger as they contain more material and become more sophisticated in their functions. |
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Human development |
Refers to increasing skills, abilities and capacities and can be physical, emotional, intellectual and social. People continue to develop throughout their lifetime at different rates. Every individual has a unique pattern of growth and development because of their genetic inheritance and environmental factors influncing them. |
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Pattern if development: physical |
Involves movements, physical changes, fine and gross motor skills. Reproductive organs remain small and undeveloped until adolescence. Growth in height stops in early adulthood, it can reduce after later adulthood, particularly in women. Mass can always increase throughout the life stages. |
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Fine and gross motor skills |
Gross motor skills= use of large muscle groups to accomplish tasks. (eg crawling, jumping and walking in infancy). In later life would involve things like learning to swim or to rock climb. Fine motor skills= involves more precise control of smaller muscles, fine motor skills are more difficult to aquire and take longer to develop. eg picking up small objects and learning to write for children. Later in life could be learning to paint with water colours. |
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Patterns of development: intellectual |
Involves learning (cognitive) development, language, thinking skills. School, university and progress in your work life are all personal developments as are any learning and hobbies throughout life. |
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Patterns of development: emotional |
Considers how people develop a sense of themselves and how they develp feelings towards others. Considers an individual's self image, esteem and overall concept. Attachments, bonding, happiness, sadness, distress, comparing yourself with others, self confidence and the concepts of right and wrong (morals) are all emtional aspects of development. |
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Patterns of development: social |
About how you communicate and relationships with others. Sometimes overlaps with emotional development. Examples could be smiling or following a person with your eyes and both primary and secondary socialization. |
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Maturation |
Process of physical growth amen development that is seen as unfolding from birth and continuing through The human life course. Term first used by Arnold Gessel in 1925 to descrime a predictavle group of changes in the human body. This sequence is also known as sequential |
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Caphalocaudal |
The upper part of the body (head and brain) growing and developing more rapidly compared to the rest of the body, particularly the Lowe limbs. Occurs in a infants physical development. |
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How growth is measured in infancy and childhood |
Can be measured using a centile chart, to see how the child's height or weight compared to the norm for someone of their age. A centile chart will often show the 5th, 50th and 95th centiles. |
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Difference between growth and development |
Growth is the physical increase in height weight and mass however development is the increase in skills and abilities such as the physical, intellectual, emotional and social development. Development is harder to measure than growth. Growth can be measured with the use of centile charts, comparing to norms etc. Physical development is measured by seeing whether someone can do a particular task such as sitting unaided or walking. Intellectual development is measured with tests throughout school and life. Emotional and social is even more difficult to measure but can be measured through a person's relations to new and past reactions to situations and relationships. |
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How development is measured in infancy |
Parent held records- parents will often be given a personal child health record as a way of keeping track of a child's progress. It includes records of height and weight, immunisations, illness and accidents. Health visitors and doctors would fill them in. Development reviews- GP's and health visitors would offer regular health reviews where cocerns about a child can be discussed. The aim is to spot any problems as early as possible so some action can be taken. Height and weight- a child's height and weight is a good guide to general progress and physical development. A baby would e regularly weighed at health clinics and older children would be weighed or measured as part of health checks. General development- health visitors would ask parents how a child can do take like building blocks or identifying pictures. They could watch a child play to observe how a child is doing. |
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Language development in infancy |
Newborn- cries 4 weeks- GUTTURAL sounds are produced from the throat. 5-6 weeks- VOCALISATION (can gurgle or coo to express pleasure) 3 months- burgled and babble, uses vowel and consonant sounds, takes turns to speak and listen. 6 months- ECHOLALIA (repetative sounds like da da). Make sounds like goo and Der. 9 months- sounds like dad-dad and mum-mum, babbling continues. Tries to copy counts make y adults like coughing. 1 year- HOLOPHRASES (idea expressed in single work eg juice) , use of jargon that can e understood by close family. 18 months- 6-40 identifiable words, may use pivot words (eg teddyv gone), increased expression in words, echo and repeat words from adults. 2 years- TELEGRAPHIC (sentences where only crucial words used eg where cat) these become longer as they age. 2 and a half/3 years- chatter, talk to themselves, 200+ words, constantly ask questions. 4/5 years- talk fluently, longer more complex sentences, general speech grammatically correct, enjoy jokes and riddles, vocab of 2000+ words. |
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Children's teeth |
1st set of teeth- baby/milk teeth (real term is deciduous teeth). Usually come at around 6 months. 20 teeth in set. 2nd set- permanent teeth. Come at approx 6 years , 32 in set, should last lifetime. To prevent tooth decay: -consistent and thorough teeth brushing -avoid sweet and sugary snacks -have plenty of calcium in diet (affects strength of enamel) -avoid fruit juices as can erode enamel - avoid mushy food as leaves deposits in teeth |
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A newborns physical development |
Newborn=NEONATE Movements uncoordinated except for some primitive reflexes that should be present. Will also be able to smell, taste, blink eyes and hear. Will cry and be able to recognise smells and voices. Will have IINNATE (primitive) REFLEXES= reflexes that are automatically present at birth, necessary to allow to feed, move and survive. |
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Innate reflexes (in infancy) |
Reflexes that are automatically present at birth. Most are necessary to feed, move and survive. These reflexes include: Moro/startle reflex- when startled baby throws out arms and legs and grimaces. Protective reflex- if cloth over baby's face, will try and pull cloth away and turn head. Grasping- grasping object paced in hand Hand to mouth- bring obj ct to mouth and begin to suck it Rooting- when touching baby's cheek, they'll turn head in direction of touch. Helps baby find mothers nipple. Crawling- when face down will show crawling movements Stepping- if help upward with feet touching ground, they'll make stepping movements. |
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Loco-motor and non loco-motor skills |
Comes under phsycial development in infabcy. Loco-motor= gross motor skills that get you around (eg crawling and walking) Non loco-motor= gross skills that don't get you around (eg sitting up unaided) |
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Immunisation in infancy |
Immunisation comes under physical development (as well as fine, gross loco-motor skills in infancy) . There remains controversy over immunisation as some parents disagree with it. Immunisation at different ages: 2 months- diphtheria, tetanus, whooping cough, polio 3 months- the above and meningitis C 4 months- the above 12 months- HIB (influenza), meningitis C 13 months- MMR (measles, mumps, rubella) |
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Intellectual development in infancy |
Early in life infant shows interest in human face. Can recognise its mother by sound and appearance. Able to use facial and eye movement and sounds to communicate needs with carers. Infant needs stimulation to in order to develop intellectually, such as lots of interaction and talking. Playing with bright toys that make sounds can stimulate children. |
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Emotional and social development in infancy |
Babies enter world with 'unbuilt' ability to recognise and react to basic feelings in people, they use this to build emotional attachments with carers. By 1 year can recognise and react to expressions of happiness, distress and anger and can be guided by emotions shown by carers. During first 18 months infant forms loving bonds which emotionally links them to carer. If bonding process fails to develop the child's social and emotional development can be impaired. Lots of research has been done with the attachment theory such as Bowlbys research. Failure to form attachment by 12 months can have negative effect on person's life in respect to forming relationships. People who form poor or no attachments in infancy can have a life involving: bullying, poor school performance, involvement in crime and drugs, unemployment, self harm, poor parenting and even suicide. |
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Herd immunity |
Describes a form of immunity that occurs when the vaccination of a significant portion of the population provides a measure of protection for individual's that haven't developed immunity. This theory proposes that with contagious diseases that are spread from person to person, chains of infection are likely to be disrupted when large numbers of the population are immune to the disease. The greater the proportion of individuals that are resistant, the smaller the probability that susceptible individual's will come into contact with the disease. This can occur the other way round where the less people immune to the disease, the more suseptanble others are. |
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childhood development: The three year old |
emotional: Typical 3 year old will start to move away from tempted tantrums and are now settling down. Can be quite delightful, mischievous, affectionate and inquisitive.
Physical: - walk upstairs with one foot on each stair -stand balanced on one leg and walk sideways -dress and undress with help -throw ball underarm, catch ball with arms extended -pedal and steer tricycle or car -use scissors - build tower of 10 bricks
Intellectual and Social: Socialization continues to increase and may enjoying nursery and schiol. Begining to learn rules and consider others. Will learn sharing and cooperating although this isn't fully developed. |
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Childhood development: the four year old |
Becoming much more socially adept, love to interact with others and enjoy holidays and trips. Become easier to transport as they don't need to carry so many things. Constantly asking questions and want to learn about everything, often exited to start school. Physical: -mature pincer grasp -eat well with knife and fork -improved balance, can walk in straight line -go up and down stairs like adult -more skilled at ball games -better skills on tricycle - improved dressing skills -can climb and play -improved agility and coordination |
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Childhood development: the five year old |
Busy exploring new social world with 'best friends'. empathy skills develop so has fewer difficulties with social skills like sharing. Still mostly centred on self and frequently argues with peers. 5 year old loves to plan, games centre around play and imagination, has trouble differentiating between reality and fantasy. Sleeps between 10 and 11 hours, knows 13k words. Can count to ten and identify some letters Physical: - can skip and jump rope -catches bouncing balls -able to run on tiptoes -can snap fingers, whistle and wink -draws pictures |
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Childhood development: the six year old |
Very changeable, can go from anger to hilarity in minutes, can go from best friends to enemies quickly. Still very active and behind to settle down into steady manner of learning. Children are very curious and learn best by actively interacting with things. Child will typically: -think logically with reasoning skills -understand cause and effect -may suddenly become moody -has bossy behaviour -competative behaviour -may not take critism well -develops fine motor skills |
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Childhood development: the 7 and 8 year old |
Express interest in 'real' activities, may start collections over fantasy play. Attention spans have developed so will follow through on projects and find solutions to problems. Socially, friends and teamwork are important. May start to be self conscious due to a need for approval. Are less dependant on adults and question parent authority. Common to find a 2 and a half year difference in some children who may lag in skills and developments. Child typically: -manipulates small tools well -enjoys testing strength + skills -good balance - can catch smaller balls -ties shoelaces -prints own name -reads often -often wants to be with friends -understands others views |
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Self concept, image and esteem |
Self concept=the understanding we have of ourselves, a learned idea of how were distinct from other people. Everyone has a self concept and it develops through life. Self concept can either be positive or negative. A number of things can influence self concept like income, social media, age and experience. Self image= mental picture someone has of themselves, is a way they'd describe themselves to someone else. Can be positive or negative. Self esteem= how much a person values themselves as a result of an opinion of themselves. Can be high or low. When you have positive self concept you: self confident, keen to accept challenges, more likely to be successful, more motivated, good relationships and being happy in life. Self concept=self esteem+self image
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Self concept in adolescence |
Adolescents are rebound for being touchy with rapid mood swings and anger, their friends are the main source of support. They may have a lack of self confidence and esteem as they struggle to terms with changes as well as it being an important time in their life. Teenagers aquire a strong sense of self and do things like change religion or become vegetarian. This is called the idealistic phase. |
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Puberty in adolescence |
Puberty= the physical changes associated with sexual maturation. In puberty hormones play a large part in changes. The pituitary gland at the base of the brain secretes hormones. It secretes gonadotrophins (follicle stimulating hormones) and luteinising hormone (that stimulates production of oestrogen and testosterone) . |
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Physical changes in adolescence |
Breasts- females breasts start to enlarge becoming glandular after ovulation has started. Body hair grows- underarm, face chest and pubic for males. Underarm and pubic for females. Primary genital organs grow and become productive- testes and scrotum enlarge and begin to produce sperm for males. Ovaries get larger and ovulation started for females. Secondary sexual organs grow- penis and accessory glands grow and start to secretes for males. Uterus and vagina and associated glands enlarge, menstruation starts for females. Skeleton- growth spurt in height and weight. Shoulders widen and hips remain slip for men. Hips widen causing body shape to alter for women. Voice changes- rapid growth of voice box causing voice to become deeper for men. Voice becomes les shrill for women. Shape alters due to tissue changes- significant muscle changes for men. Fat deposited under skin and around breasts leading to curvy shape for women. Tonsils, adenoids thymus and lymthic tissues- having grown during childhood they begin to shrink. |
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Intellectual changes in adolescence |
All aspects of intellectual development such as vocabulary, logic and working out problems. Thy begin to think about exams and the future. Due to lack of experience they don't always make the right decisions. |
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Emotional development in adolescence |
Mood swings due to hormones. Rebellious and angry. Make comparisons with others Feelings of self worth and happiness Friends become big influence Can suffer from depression due to problems with self concept. |
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Social development in adolescence |
Friendships become very important. Secondary socialization. Have relationships with the opposite sex |
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