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31 Cards in this Set

  • Front
  • Back

Growth

Physical change and increase in size

Development

Increase in the complexity and fx and skill

When do things go wrong in genetics?

-too much/too little genetic material in cells


-incorrect sequencing of 4 nitrogen bases

Internal environment

The environment of the genetic matetial in cells as they divide

Factors that could affect internal environment

-drugs/chemical


-viruses /bacteria


-smoke/air pollutants


-ionizing radiation


-hyperthermia


-hyperglycemia


-multifactorial


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

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

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.

Psychoanalytic theory

Freud- explains ego development through predictable id-superego conflicts

Psychosocial theory

Erik erikson ;Identifies personality development in a series of stages from birth to later adult years when critical path must be mastered

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

Principle 2 of growth and development

Growth and development follow regular and predictable trends - cephalocaudal, proximodistal, symmetric

Principle 3 of growth and development

Growth and development are both differentiated and integrated


-skills become increasingly complex

Principle 4 for growth and development

Different aspects of growth and development occur at different stages and at different rates and can be modified

Principle number 5 for growth and development

The pace of growth and development is specific for each person

Critical periods

As different regions of the brain are organizing, they require specific experiences targeting specific functions to develop properly

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.

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)

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

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

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

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

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)

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)

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

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


Assimilation

Process which humans encounter and react to new situations using mechanisms they already possess

Accommodation

Process of change wherby cognitive processes mature sufficiently to allow person to solve problems that were unsolvable before.

Adaptation

Coping behavior, ability to handle demand from environment

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.

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