Flashcards
1_Growth and Development
Cards in this deck (42)
- 1GrowthQuantifiable change in structure
- 2ChildhoodPhysical changes measured/charted regularly
- 3AdulthoodAssess systems undergoing change
- 4What influences growth?Gender, age, genetics, and Environment(prenatal/postnatal exposures, nutrition, culture, parenting, infections, injuries)
- 5Growth PatternsAre not steady
(different body parts grow at different rates & infancy and school-age growth rates are different) - 6Growth ChartsCDC has growth charts
Chart linear, weight, and head circumference (infants); body mass index-for-age - 7What is the best reflection of growthSerial measurements
- 8DevelopmentAdvance in skill from lower to more advanced complexity
- 9What are the early development patternsCephalocaudal
Proximodistal
Differentiation - 10CephalocaudalHead to toe
- 11ProximodistalMidline to periphery
- 12DifferentiationSimple to complex
- 13DENVER II (formerly DDST; Denver developmental Screening Test)Assessment for examing the developmental progress of children from birth until 6 years old
- 14LearningProcess of gaining knowledge/skills from exposure, education, experience
- 15MaturationIncreased competence because of changes in structural complexity that make higher function possible
- 16Erikson’s theory of psychosocial developmentIndividual needs to develop sense of trust and personal worth
eight critical stages
Each stage requires a resolution of conflict between two opposing forces
Each stage depends on preceding stages; must be successfully accomplished to proceed - 17Infancy (birth to 18 months)Trust vs. mistrust
Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust - 18Toddler (2-3 yrs old)Autonomy vs. shame and doubt
Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt - 19Preschool (3-5 yrs old)Initiative vs. guilt
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 a sense of guilt - 20School-age (6-11 yrs old)Industry vs. inferiority
Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority - 21Adolescence (12-18 yrs old)Identity vs. role confusion
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 - 22Young adult (19-40 yrs old)Intimacy vs. isolation
Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation - 23Middle adult ( 40 -65 yrs old)Generativity vs. stagnation
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 and accomplishment, while failure results in shallow involvement in the world - 24Older adult (65 yrs old to death)Ego integrity vs. despair
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, and despair - 25Cognitive Development: Piaget’s TheoryUses term “scheme” to describe a pattern of action or thought
used to assimilate (take in) or accommodate (modify) new experiences
Individuals strive to maintain balance between assimilation and accommodation
Encompasses birth to 15 years old - 26Piaget's Theory: StagesSensorimotor
Preoperational
Concrete operations
Formal operations - 27Cognitive Development: Vygotsky’s Theoryproposed that learning preceded development
Focus on cultural, social, and political influences on learning/development (vs. biological universality)
Children are pulled toward new learning through their interactions with others and the environment - 28What was the difference between Piaget and Vygotsky's Theories?Piaget proposed development must be reached before learning and Vygotsky proposed that learning preceded development
- 29Zone of proximal developmentDistance between actual and potential developmental level
- 30scaffoldingGuidance from others
- 31Kohlberg’s theory of moral developmentEmphasizes an ethic of justice
Stages of moral development proceed during school-age, adolescent, and young adult years
Stages of moral development proceed during school-age, adolescent, and young adult years - 32Gilligan’s theory of moral developmentNoted women scored lower than men on Kohlberg’s tool
Suggests a different process of moral development exists in women: Relationship-based vs. cognitive development - 33Birth to 2 yrs old begins with predominance and reliance on reflexes that permit the body to learn; reflexes decrease, involuntary acts develop, imitation is predominant, thought is dominated by physical manipulation of objects and eventsPiaget's theory of cognitive development sensorimotor stage
- 342-7 yrs old advanced use of language and movement development of egocentric, animistic, and magical thinking uses representational thought to interpret and learn (relationship) knows cause and effect knows reasoning thoughts are dominated by the senses (seeing, heard, or experienced)Piaget's theory of development Preoperational stage
- 357-11 yrs old mental reasoning processes to assume logical approaches to solving concrete problems, including cause and effect collecting/mastering facts can consider others' point of view thoughts influenced by social contacts language is perfectedPiaget's theory of cognitive development concrete operations stage
- 3611-15 yrs old true logical thought and manipulation of abstract concepts emerge morality establishedPiaget's theory of cognitive development formal operations stage
- 37Avoiding punishment Gaining rewardKohlberg's theory of moral development
preconventional stage - 38Gaining approval Avoiding disapprovalKohlberg's theory of moral development
conventional stage - 39Agreeing upon rights Establishing personal moral standards Achieving justiceKohlberg's theory of moral development
postconventional stage - 40What is practical to others and best for self, realizing connection to others individual survivalGilligan's stages of moral development
preconventional stage - 41Sacrifices wants and needs to fulfill others' wants and needs self-sacrifice is goodnessGilligan's stages of moral development
conventional stage - 42Moral equal of self and others principle of nonviolence, do not hurt self or othersGilligan's stages of moral development
postconventional stage
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- NR 222 Health and Wellness Flashcards on 1_Growth and Development , created by Danielle Pinex on 08/02/2016.
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- Created by Danielle Pinex · Feb 8, 2016
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