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78 Cards in this Set
- Front
- Back
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an increase in body size or change in structure, function, and complexity of body cell conten
t, metabolic and biochemical processes up to some point of optimum maturity |
growth
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increase in size
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growth
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what are the 2 types of growth
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1. incremental
2. replacement |
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this kind of growth is when there is an excess in growth over normal daily losses
excess growth/ normal daily losses |
incremental growth
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this kind of growth is when there are normal refills of essential body components ..
ex. every 120 days old red blood cells are exchanged by new ones |
replacement growth
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increase in size of cellular structures
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hypertrophy
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increase in the number of cells
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hyperplasia
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this process is patterned, orderly, and involves lifelong changes in structure, thought, feelings, or behavior
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development
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evolving as a result of
-maturation of physical or mental capacity - experiences - learning and results in new level of maturity and integration |
development
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a growth responsibility that arises at a certain time in the course of development.; successful achievement of which leads to satisfaction and success with later tasks
something you need to accomplish |
developmental task
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emergence of genetic potential for changes in form, structure, complexity, integration, organization, and function (physically and mentally)
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maturation
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level of physical growth and development and how the body functions over time
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biological age
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person's perception of the aging process
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psychological age
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refers to society's expectations of the person at a specific age or stage
(hardest stage is adolescence) |
social age
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time since birth
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chronological age
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principle that discusses child's ability to perform a physical task depends on
- maturation of neurologic structures in brain - maturation of muscular and skeletal ex. toilet training |
principle of readiness
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principle that discusses how development proceeds from
- simple --> complex - homogenous --> heterogenous - general --> specific |
principle of differentiation
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this principle of differentiation demonstrates how a child first learns how to wave arms and then learns to control fingers
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simple --> complex
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this principle of differentiation demonstrates how body configurations of males and females are more similar at birth than during adolescence....
embryo- paddle-like hands --> fingers |
homogenous --> heterogenous
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this principle of differentiation demonstrates how motor responses at birth are diffuse and undifferentiated, but later become more specific and controlled
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general--> specific
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growth occurs from top (head) down
- head disproportionally large as child and then evens out |
cephalocaudal pattern
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use upper body before lower body
see objects before you can control trunk learn to do things with hands before can crawl or walk |
sensory and motor development
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growth occurs from center of body and moves outward to the extremities
- limbs grow faster than hands and feet - upper arms and lefs --> forearms and forelegs--> hands and feet --> fingers and toes whole hand as unit before several fingers |
proximodistal
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near to far
growth progresses from central axis of body toward the periphery or the extremities |
proximodistal
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side to side growth; capacity for growth and development of structures is symmetric; growth that occurs on one side of the body occurs simultaneously on the other; arms grow symmetrically and simultaneously
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bilateral
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moves both arms symmetrically before can control movement so that one arm has different motor movement than the other
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bilateral
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this principle focuses on developmental shifts at successive periods in development
- young child is not small adult -- size of head to chest and torso to limbs of younger and older persons is very different |
principles of asynchronous growth
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this principle refers to different rate of growth changes at different periods during the life span
- whole body does not grow as total unit simultaneously - various structures grow and develop at different rates - before birth= head fastest growing body part - body growth rapid during infancy and childhood |
principles of discontinuity of growth rate
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what are the two influences on growth
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1. endowment
- genetic influences 2. environment - nutrition - living conditions |
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growth periods are differentiated into...
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1. critical periods
-- periods critical for body part and structure development -- adequate protein intake essential 2. subcritical periods |
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behavior motivated by desire to increase well-being and health- not disease specific
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health promotion
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behavior to avoid detect or maintain functioning within specific illness or disability
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disease prevention
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what are the 3 kinds of prevention
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1. primary prevention
2. secondary prevention 3. tertiary prevention |
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the lifelong process of growth, maturation, and change. the product of the elaborate interplay of biological, psychological, spiritual-moral, and social cultural development
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development
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a developmental theory where there is a gradual unfolding and transition movement through
- development is discontinuous -discrete stages -invariant stages |
stage theory
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freud, piaget, and erikson are what kind of theorist?
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stage theorists
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these developmental theories include:
-information processing models -generational theories -behavioral theories -social learning theory -reward and reinforcement -ethological approach -genetics -evolution |
non-stage theories
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in this perspective (aka learning perspective) events in the environment determine how people will develop and respond.
Theories place greater importance on the external environment and on the effects of conditioning and learning ex. ivan pavlov- classical conditioning BF Skinner- operant conditioning Wolpe: desensitization theory |
behaviorist perspectives
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operant condition was whose theory?
... stimulus and response-- approach or avoidance ...learned behaviors via reinforcement or reward ...reinforcement and repetition assure learning ....modification--can be changed by manipulating reinforcement and reward schedule |
Skinner
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the following are steps for what?
1. target behavior 2. desired behavior 3. repertiore of behaviors 4. steps to the desired behavior 5. consequences 6 rewards and timeouts |
behavior modification steps
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this is the common treatment for mitigating the harmful effects of phobias, addictions, or other behaviors
3 types: systemic desensitization, flooding, immersion |
desensitization
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theory hat children learn by watchin, imitating, or modeling others. aka observational learning (response to a external stimulus)
...theory has more of an emphasis on cognition than other behaviorist theory |
social learning theory
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the perspective that believes the answers to the important questions lie somewhere behind the surface, hidden in the unconscious
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psychodynamic theory
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the 1st psychodynamic stage
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oral (birth - 1 yr)
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2nd psychodynamic stage
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anal (1-3)
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3rd psychosexual stage
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phallic (3-6)
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4th psychosexual stage
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latency (6-11)
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5th psychosexual stage
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genital (adolescence)s
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this stage theory is characterized by a particular issue, challenge, or developmental crisis
...the optimal resolution of a developmental crisis always involves a creative tension or balance between two opposite or opposing extremes ....the stages are cumulative in that each builds on the last. How a person handles one stage sets the stage for handling the next one |
eriksons theory of psychosocial development
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what are erikson's 8 stages?
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hope
will purpose competence fidelity love legacy wisdom He will pee cum for long lost women |
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what are some problems with erikson's theory
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1. difficult to validate
2. based on biological differences 3. times are changing 4. cultural role 5. what about a second chance |
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perspective that believes that intelligence is a developmental
process that helps organisms adapt to their environment ...childrens minds are shaped by factors in the environment ....social interaction plays a significant role in development of cognition |
cognitive perspective
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what are the 4 stages of piagets theory of cognitive development
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1. sensorimotor period (0-2)
2. preoperational period (2-7) 3. concrete operations period (7-11) 4. formal operations to (adulthood) |
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theorists that described the developmental theory with a cultural focus
... values are of primary importance we have to be taught - imitative learning -instructed learning - collaborative learning ...zone of proximal development |
Lev Vigotsky
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these are whose 4 basic principles
1. children construct their knowledge 2. development can not be separated from its social context 3. learning can lead to development 4. language plays a central role in mental development |
vigotskys
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these theories are comprised of a code of conduct put forward by a society or religion and accepted by an individual for her own behavior ...
or... normatively - a code of conduct that given specified conditions would be put forward by all rational persons |
moral theories
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who developed the theory of morality of justice?
preconventional conventional postconventional |
Lawrence Kohlberg
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this perspective tends to believe in free will, choice, self actualization, pursuit of meaning, transcendence, innate goodness and creativity, People have a natural tendency to learn which flourishes in a positive encouraging environment
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humanistic existential perspective
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what are Maslows 5 stages in the pyramid
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1. physiological
2. safety 3. love/ belonging 4. esteem 5. self- actualization |
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this perspective focuses on biological deficiencies, physiological systems, genetics and heredity, biological rhythms, psychoneuroimmunology, and evonlutionary biology and sociobiology
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physical- biological perspective
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these theories attend to the influence from various contexts especially the historical or sociocultural and political climates
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contextual apporaches
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in this system people are closest to child-family, school, neighborhood, daycare
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microsystem
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in this system it goes from connections - linkage
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mesosystem
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in this system it goes from larger social system - indirect effects
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exosystem
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in this system it goes from culture, law, cascading effect
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macrosystem
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this system is the timing of events
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chronosystem
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these theories focus on the historical time and place, the historical time period of our lives, the timing of lives, the timing of events in our lived, linked lived, the relationships we experience, the human agency and social constraints, and the choices we make
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life course theories
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what are the 4 influences on development
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1. life span related
2. cohort related .3 non-normative influences 4. contextual influences ...sociocultural ....environmental ....spiritual/ religious .... family |
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this type of influence is correlated highly with age. such as physical maturation, commencement of education, and parent's death
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life span related
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this type of influence is correlated with historical events that influence entire age groups --- economics, depressions, epidemics, wars, social movements
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cohort
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this type of influence is correlated with events that have great impact on individual lives but that most people escape, such as contracting a rare disease, having a child with a genetic abnormality, or winning a lottery
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non normative
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influences that arise from the context in which the individual finds himself
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contextual
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the sum total of the learned ways of doing, feeling, and thinking, past and present of a social group within a given period. These ways are transmitted from one generation to the next and to immgrants who become members of the society
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culture
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penis panic
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Koro Shook Yong
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culture is.... 4 things
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adaptive
learned cumulative changing |
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what are the 4 phases of culture shock?
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1. honeymoon pahse
2. disenchanted phase 3. beginning resolution phase 4. effective function phase |
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the following are....
human nature person-nature time activity relational |
core values
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what are the 5 assessment tools
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values
beliefs customs social structure preferences |
