growth - ANSWER-refers to specific body changes and increases in the child's size, such as a child's height, weight, head circumference, and body mass
... [Show More] index. These size changes can usually be easily measured.
development - ANSWER-typically refers to an increase in complexity, a change from relatively simple to more complicated. Development usually involves a progression along a continuous pathway on which the child acquires more refined knowledge, behaviors, and skills. The sequence is basically the same for all children, however, the rate varies.
Similarities in growth:` - ANSWER-Growth proceeds from the head downward and from the center of the body outward.
Children gain control of the head and neck first, then the arms, and finally, the legs.
At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
As children grow, the arm and leg muscles develop, followed by the finger and toe muscles.
Differences in growth: - ANSWER-Some children are taller, some shorter. Some children are smaller, while others are larger.
These differences are completely typical. Typical growth is supported by good nutrition, adequate sleep, and regular exercise.
Children do not grow at perfectly steady rates throughout childhood.
Children will experience weeks or months of slightly slower growth, followed by growth spurts.
Differences in the amount of growth can be a source of self-consciousness for some children.
Principle 1 - Developmental Sequence is Similar for All - ANSWER-Children develop in relatively the same ways.
There is a typical sequence of development that occurs as a child grows.
While the sequence is similar, and the behaviors or skills emerge in the same order, children can take more or less time with each behavior or skill.
They can move forward, regress for a short time, then move forward again.
Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific - ANSWER-Development progresses from a beginning point moving in a forward direction.
Just as growth of an infant proceeds from the top down and from the center of the body to the limbs, development of behaviors and skills moves from general to specific.
As children mature, their bodily changes occur in a sequential order and give children new abilities.
As the brain and nervous system develop, a child's thinking (cognitive) skills and motor skills improve.
In the Physical Development Domain, an infant's large muscles develop first and result in the ability to wave the arms and kick the legs.
Development continues in the smaller muscles in the fingers and toes, and results in the ability of the fingers to grasp objects and the toes to help with balance when standing and walking.
Principle 3 - Development is Continuous - ANSWER-In children who develop typically, behaviors and skills they have already acquired become the basis for new behaviors and skills.
There is continuity from one phase of development to the next.
Children continue to add new behaviors and skills as they perfect their abilities to walk, to write or draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering, then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral and written.
In order for children to write or draw, they must have developed the control of their hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing and drawing.
The continuation of development can easily be seen in children as they mature from age two to age twelve
Principle 4 - Development Proceeds at Different Rates - ANSWER-Each child is different and the rates at which individual children develop are different.
Although the sequences for development are usually the same for all children, the rates at which individual children reach each stage will be different.
Some children will walk at ten months of age, while others walk at eighteen months of age.
Development is never uniform, but it is constant.
Principal 5 - All Areas of Development are Interrelated - ANSWER-Development in children is interrelated.
There are several examples in Principles 1 through 4 that show how the body has to grow and develop before new behaviors and skills can occur.
These examples also demonstrate the first two of five areas of development, called domains.
These five domains of development are Physical Development, Cognitive Development and General Knowledge, Language and Communication, Social and Emotional Development, and Approaches to Learning. Each area of development influences development in other areas.
Each of these developmental domains can be defined by one or more characteristics. The characteristics of the Physical Development Domain involve increased physical growth and abilities.
There are many characteristics of the Cognitive Development and General Knowledge Domain, and the Approaches to Learning Domain, which include thinking, planning, creating, exploring, and questioning.
The Language and Communication Domain includes a child's abilities to see, hear, speak, read, and write.
The Social and Emotional Development Domain is defined by forming relationships and attachments.
Tom and Tim are twins and want to do everything together. However, Tom rode his tricycle with ease by his third birthday, but Tim was almost four before he could ride his tricycle with confidence. - ANSWER-Principle 4 - Development Proceeds at Different Rates
When LaShanda was two, you noted that she enjoyed solitary play and did not interact with other children. By the age of two and a half, LaShanda liked to play next to another child, but there was no interaction (parallel play). By the age of three, LaShanda engaged routinely in associative play and could share common materials with another child without interaction. By three and a half, she had made her first real friend and was capable of true cooperative play. - ANSWER-Principle 3 - Development is Continuous
Pete and Al, both nearly five years old, are playing with the same puzzle. You watch as Pete tells Al, "The first piece goes here." Al says, "We both have five pieces now." Even though the activity lasts only a few minutes, you believe it is a good indicator of each boy's current development. - ANSWER-Principal 5 - All Areas of Development are Interrelated
Three-month-old Sean loves to wave his arms in the air. As you watch him, you think about the skills he will probably achieve next: first, he will grasp objects; then he will be able to hold a crayon; and someday, he will be able to write with a pencil. - ANSWER-Principle 2 - Development Proceeds from General to Specific
In the Infant Care Center this fall, you noticed four-month-old Sara roll over; a few weeks later, she began scooting. By December, six-month-old Raul had rolled over and scooted. Last week, you noted that Renae—at the age of five months—had rolled over, and you predict she will be scooting very soon. - ANSWER-Principle 1 - Developmental Sequence is Similar for All
Abraham Maslow - ANSWER-known as the father of humanistic psychology. Maslow's theory assumes that humans are more than the sum of their parts.
Maslow's hierarchy of needs: - ANSWER-Maslow developed a hierarchy of needs.
In a hierarchy, one set of things is dependent on the next, both of which are dependent on the next, and so on.
Maslow's hierarchy has five levels, is pictured as a pyramid, and goes from bottom (human need number 1) to top (human need number 5).
Like a pyramid, the upper levels are supported by the lower levels.
Satisfying the needs on the second level depends upon the first level needs being satisfied.
physical - ANSWER-food
sleep
water
comfort and safety - ANSWER-Transportation
Safe neighborhood
Safe relationships
social - ANSWER-A sense of belonging and acceptance
Stable relationships with others
Positive interactions with others
self esteem - ANSWER-Feeling of competency
Feeling of success and pride in accomplishments
The ability to cope and problem solve
self-actualization - ANSWER-Having a feeling that there is a purpose to one's life
Spirituality
Empathy
Level 1 - Physical - ANSWER-Human need:
Air to breathe
Shelter to protect
Water to drink
Food to eat
Clothes to wear
Examples:
Rest, sleep
Food, water, formula
Shelter, heat, beds
Health care
Employment or income
Clothes
Level 2 - Comfort and Safety - ANSWER-Human need:
Safety
Security
Stability
Examples:
Transportation
Neighborhood
Safe relationships (not domestic violence or abuse)
Child care
Level 3 - Social - ANSWER-Human need:
Belonging
Love and attention
Acceptance
Examples:
Sense of belonging, of being connected
Adult-adult affiliation
Parent-child relationship
Positive relationships with extended family
Positive informal social support network
Positive formal social support network
Level 4 - Self-Esteem - ANSWER-Human need:
Adequacy
Confidence
Importance
Examples:
Sense of competency as parent, worker, significant other
Sense of efficacy, capability
Sense of resiliency, hopefulness
Ability to cope and problem solve
Sense of well-being (individual to family levels)
Opportunities for enjoyment
Level 5 - Self-Actualizing - ANSWER-Human need:
Fulfill one's life with purpose and meaning
Being all that one is able to be
Examples:
Spirituality
Personal emotional response
Refinement of interpersonal skills (empathy, communication, relating)
Enhancement of understanding of relationships with child(ren), family, community, self
Erik Erikson - ANSWER-developed eight psychosocial stages through which humans develop during their lifetimes. He assumes that humans are driven by, and are constantly trying to channel, powerful inner forces. --- describes emotional development as a series of eight stages, called conflicts, which must be "resolved" before proceeding to the next conflict. Since ---- states there is never a complete resolution to these conflicts, an individual will only find themself on the continuum between resolution and non-resolution. According to ----, each conflict is best resolved during a specific stage of life; however, an individual may still move along a conflict continuum that is labeled as one for a younger person.
Infant
Conflict: Trust vs. Mistrust - ANSWER-Meaning:
Trust is developed over time by providing an infant with a consistent, comforting environment.
When needs are met, trust is established.
Trust builds an emotional foundation.
A lack of trust can result in poor emotional stability.
Toddler
Conflict: Autonomy vs. Shame and Doubt - ANSWER-Meaning:
Toddlers need to explore their own bodies and environment in order to become confident about themselves.
When autonomy is allowed, a person can become comfortable with his/her choices.
A lack of autonomy can result in a feeling of shame or insecurity.
Preschool
Conflict: Initiative vs. Guilt - ANSWER-Meaning:
Four- or five-year olds begin to develop an interest in exploring beyond themselves.
Children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions.
When initiative is encouraged, a person experiments within one's environment.
A lack of encouragement for initiative can result in a feeling of guilt for acting on one's natural curiosity.
Grade School
Conflict: Industry vs. Inferiority - ANSWER-Meaning:
Between the ages of 6 to 12, children show the ability to develop competencies. Children who are inhibited in developing these skills and abilities will experience inferiority.
When children experience success, they attain a sense of adequacy and pride.
A lack of industry can result in a feeling of low self-worth.
High School
Conflict: Identity vs. Role Confusion - ANSWER-Meaning:
Between the ages of 12 to 18, children are attempting to define who they are and where they are going.
When children are given the opportunity to develop their own ideas and opinions, they can form their own identity.
A lack of identity will lead to confusion about who they are.
Early Adult
Conflict: Intimacy vs. Isolation - ANSWER-Meaning:
Between the ages of 18 to 35, young adults are exploring the development of relationships.
Young adults need the opportunity to develop close relationships with family, friends, and partners.
A lack of intimate relationships can lead to individuals feeling isolated and alone.
Middle Adult
Conflict: Generativity vs. Stagnation - ANSWER-Meaning:
Between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career.
Adults need to see progress in their careers or success in their contributions to society.
A lack of accomplishment often leads to feelings of resentment and regret.
Late Adult
Conflict: Integrity vs. Despair - ANSWER-Meaning:
After the age of 65, adults seek meaning in their lives.
Adults are reflecting on their accomplishments and fulfillment in life.
A lack of achievement may lead to despair in the final years.
Erikson developed ----- psychosocial stages through which humans develop during their lifetime. - ANSWER-eight
According to Erikson, emotional development is a series of stages called - ANSWER-conflicts
Successful progression through all of Erikson's conflicts ensures that an individual becomes -----stable - ANSWER-Socially and emotionally
If parents and caregivers fail to help resolve a conflict, children could experience
Mistrust
Shame and doubt
Guilt
All of the above - ANSWER-all of the above [Show Less]