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31 Cards in this Set
- Front
- Back
Growth |
Physical change and increase in size |
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Development |
Increase in the complexity and fx and skill |
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When do things go wrong in genetics? |
-too much/too little genetic material in cells -incorrect sequencing of 4 nitrogen bases |
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Internal environment |
The environment of the genetic matetial in cells as they divide |
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Factors that could affect internal environment |
-drugs/chemical -viruses /bacteria -smoke/air pollutants -ionizing radiation -hyperthermia -hyperglycemia -multifactorial |
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Multifactorial disorder |
Comination of genes and environment where a disorder will not occur unless environment that favors its development exists External factors are called second hits |
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External influences on growth and development |
-brain damage from accidents or abuse - poverty (inadequate medical care/poor nutrition ) -sensory deficits -violence/domestic abuse -poor parenting =low self-esteem |
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Age 3 brain development |
90% of adult size- emotional, behavioral, cognitive, and social foundation in place for rest of life. It is a critical period for shaping the capacity to form intimate and emotionally healthy relationships. |
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Psychoanalytic theory |
Freud- explains ego development through predictable id-superego conflicts |
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Psychosocial theory |
Erik erikson ;Identifies personality development in a series of stages from birth to later adult years when critical path must be mastered |
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Principle 1 for growth and development |
Growth and development are orderly and sequential as well as continuous and complex - knowledge that predictable milestones occur within each age group allows for identification of abnormal - critical periods |
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Principle 2 of growth and development |
Growth and development follow regular and predictable trends - cephalocaudal, proximodistal, symmetric |
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Principle 3 of growth and development |
Growth and development are both differentiated and integrated -skills become increasingly complex |
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Principle 4 for growth and development |
Different aspects of growth and development occur at different stages and at different rates and can be modified |
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Principle number 5 for growth and development |
The pace of growth and development is specific for each person |
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Critical periods |
As different regions of the brain are organizing, they require specific experiences targeting specific functions to develop properly |
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Infancy |
Birth -18 mths; trust vs mistrust -important events: feeding ( children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust. |
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Early childhood |
18 mths - 3 years; autonomy vs shame and doubt -important events: begginning of toilet training, DRESSING SELF ( children need to develop a sense of personal control over physical skills and a sense of independence. Successfully it's too filling of autonomy, failure results and feelings of shame and doubt) |
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Preschool |
3-6 years; initiative vs. Guilt -important events: exploration ( children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval resulting in the sense of guilt |
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School age |
6-12 years; industry vs. Inferiority ; Important events: school - children need to cope with new social and academic demands. Success leads to a sense of competence while failure results and feelings of inferiority |
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Adolescence |
12-20 years; identity vs role confusion Important events: social relationships - teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself while failure leads to role confusion and a weak sense of self |
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Young adulthood |
20-40 years; intimacy vs isolation Important events : relationships - young adults need to form intimate, loving relationships with other people. Success leads to strong relationships while failure results and loneliness and isolation |
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Middle adulthood |
40-65 years; generativity vs stagnation -important events :work and parenthood ( adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness an accomplishment, while failure results in shallow involvement in the world) |
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Maturity |
65 to death; ego integrity vs despair -important events: reflection on life ( older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom while failure results in regret, bitterness, despair) |
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Developmental Tasks |
Robert Havighurst; focuses on the concept of learning, particularly education, in order to understand growth and development -set of developmental tasks at each phasr |
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Cognitive Development |
Jean Piaget; describes cognitive development from infancy through adolescence based on assimilation and accommodation l, which stimulate intellectual growth. -stimuli must exist before intellectual abilities develop |
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Assimilation |
Process which humans encounter and react to new situations using mechanisms they already possess |
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Accommodation |
Process of change wherby cognitive processes mature sufficiently to allow person to solve problems that were unsolvable before. |
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Adaptation |
Coping behavior, ability to handle demand from environment |
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Moral Development |
Lawrence Kohlberg; a theory of moral judgement of reasoning that begins in early childhood -1. Premoral/preconventional: response to cultural rules of right and wrong but interpret in physical punishment /reward -2. Conventional: concerned maintaining expectation with family, group, nation and sees it as right -3. Post conventional/ autonomous/ principle: effort to define valid view and principles w/o regard to outside authority or expectation of others. |
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Faith Delopment |
James Fowler; faith( or spirituality ) comprises meaning of life -0-3: formulation of concepts about self and environment -4-6: intuititive project stage:combo image/beliefs; uses imagination -7-12: mythical-literal stage: symbols, stories, myths -adolescence :synthetic- conventional : structured by expectations judgement of others |