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Physical Development

Physical Development. From womb to tomb. Prenatal Development. Conception – when the sperm and egg unite Pregnancy Zygote – day 1 to day 8 Embryo – week 2 to week 8 Milestones: heartbeat begins (day 25), facial features form, critical neurological development occurs

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Physical Development

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  1. Physical Development From womb to tomb

  2. Prenatal Development • Conception – when the sperm and egg unite • Pregnancy • Zygote – day 1 to day 8 • Embryo – week 2 to week 8 • Milestones: heartbeat begins (day 25), facial features form, critical neurological development occurs • Dangers: Teratogens (toxins that cause birth defects) • Fetus – week 9 to week 40 (or birth)

  3. Prenatal Development • Identical twins form from one egg & sperm that splits into two. • They can only be same-sex pairs. • They are genetically identical. • Fraternal twins form from two separate eggs & sperm. • They can be either same or opposite sex pairs. • They are as genetically similar as any sibling pair.

  4. Prenatal Development • Fetus – week 9 to week 40 (or birth) • 4 months – quickening • 6-7 months – respiratory system developed • Can survive outside womb • 8 months – grows ½ pound per week • 9 months – grows 1 pound per week • Fetuses are top heavy – heads make up over 25% of the body weight.

  5. Prenatal Development • Labor – process of getting baby out. • Contractions – uterine & stomach muscles push baby into position • Usually lasts 45-90 seconds each • Early Labor • Contractions: 5-30 minutes apart • Cervix dilation: 1-3 centimeters • Active Labor • Contractions: 3-5 minutes apart & stronger • Cervix dilation: 4-8 centimeters • Transition Labor • Contractions: 2-3 minutes apart & stronger • Cervix dilation: 10 centimeters (full dilation)

  6. Birth • Baby moves through birth canal or via C-section out of womb into world. • Should come out head first • Bones are soft to facilitate moving through small space. • Freud believed birth to be the most traumatic experience of early childhood.

  7. Infant Development • Order of growth is set. • Timing of growth is not. • 1-3 months • Does little other than eat, sleep, and excrete. • Feeds every 3 hours or so. • Sleeps 12-16 hours a day. • Demonstrates reflexes that suggest normal neurological growth • Rooting, grasping, sucking, stepping, etc.

  8. Infant Development • 3-6 months • Holds head up (2-3 months) • Rolls over (3-4 months) • Sits in 3-point position (5 months) • Sits by self (6 months) • 6 months – 1 ½ years • Pulls self up to standing position • May crawl in between sitting & standing • Walks while holding on to objects • By 1 ½ years, walking by self

  9. Child Development • 2-3 years • Can walk & run in a straight line • Can hop on one foot • 3-5 years • Can run while pumping arms • Learns to ride a bike • Handles turns easier • 5-teen years • Growth is slow & steady

  10. Adolescent Development • Biggest milestone – puberty • Greek word meaning “to grow hairy” • Usually occurs in girls earlier than boys • Girls: 8-13 years • Boys: 10-15 years • Time when primary & secondary sex characteristics form

  11. Adolescent Development Both boys and girls have steady growth rates throughout childhood. Girls grow taller earlier in adolescence while boys grow taller later in adolescence.

  12. Adolescent Development

  13. Secular Trend in Maturity • Girls today mature much earlier than girls 100 years ago. • Better nutrition & health care are likely causes • Girls need a critical mass of body fat to have menstruation. • Boys need a critical mass of body fat to have adequate sperm counts.

  14. Secular Trend in Maturity

  15. Adult Development As health care & nutrition improve, so does length & quality of life.

  16. Adult Development Visual acuity remains stable in adulthood, then declines in old age.

  17. Adult Development Olfactory acuity remains stable in adulthood, then declines in old age.

  18. Adult Development Auditory acuity decline faster in adulthood and in old age.

  19. Adult Development Driving gets more dangerous as we age, probably due to lower sensory sensitivity.

  20. Adult Development Even though physical well being declines, life satisfaction remains stable throughout adulthood.

  21. Adult Development • Menopause • Eventual stoppage of woman’s menstrual cycle • Occurs as young as early 40s and as old as 60s • Lasts between 3 and 10 years • Two documented symptoms: • Hot flashes – sudden experience of warmth, usually accompanied by sweating • Vaginal atrophy – lining of the vagina dries out, making intercourse painful. • Men do not have similar experience.

  22. Adult Development • Older people report more chronic illnesses, but fewer acute illnesses • Chronic illnesses: cancer, arthritis, heart disease • Acute illnesses: common cold, infections

  23. Intellectual Development Knowing that it is what it is

  24. Intellectual Development • All cognitive development focuses on learning schemas • Ways of thinking about the world. • Schemas develop through 2 processes: • Assimilation – taking in new information and integrating it into existing schemas. • EX: A man working as a nurse is just unique. • Accommodation – taking new information and modifying schemas accordingly • EX: Both men & women can be nurses.

  25. IntellectualDevelopment Jean Piaget’s Theory of Cognitive Development • Sensorimotor Stage - birth - 2 years Six Sensorimotor Sub-stages • Reflexive Activity (birth to 1 month) • New objects are assimilated into reflexive behaviors • Primary Reactions (1 to 4 mos.) • Pleasurable actions centered on the infant’s body are discovered by chance and repeated. • Sucking thumb, kicking legs, blowing bubbles

  26. IntellectualDevelopment • Secondary Reactions (4 to 8 mos.) • Actions are centered on external objects and events. • Shaking a rattle. • Coordinated Reactions (8 to 12 months) • Involves intentional actions using reflexes. • Lifting and grabbing

  27. IntellectualDevelopment • Tertiary Reactions (12 to 18 mos.) • Children devise new ways to act on objects to produce interesting results. • Beginning of Thought(18 mos. to 2 yrs.) • Interaction with the world becomes internal. • Children don’t have to directly experience the world to understand what will happen to them.

  28. IntellectualDevelopment • Object Permanence Objects continue to exist even when they cannot be seen. • In sub-stages 3 & 4 -- Children will not search for an object when it is covered up. • In sub-stages 4 & 5 -- The A, not B, error -- Children will look for missing objects in the last place they found it, not where they saw it last.

  29. IntellectualDevelopment • Pre-Operational Stage -- 2 to 7 years This stage is defined by a child’s ability or inability to grasp the following concepts: • Conservation -- properties of an object do not change when its appearance is altered. • Example: Children think that a tall glass holds more liquid than a short glass. Children in Pre-operations do not understand conservation.

  30. IntellectualDevelopment • Reversibility -- the process of mentally undoing or reversing an action. • Example: If you ask “Johnny” if he has a sister, he will say “yes.” If you ask Johnny if his sister has a brother, he will likely say “no.” Children in Pre-operations do not understand reversibility.

  31. IntellectualDevelopment • Egocentrism -- tendency to view the world from only one’s own perspective. • Example: If a child wants to go to McDonald’s, then everyone wants to go to McDonald’s. Children in Pre-operations are very egocentric.

  32. IntellectualDevelopment • Class inclusion – objects can be classified in several different ways. • Example: If you ask a child, “Are there more wooden beads or brown ones?” the child will say brown, even when all the beads are wooden. Children in Pre-operations do not understand class inclusion.

  33. IntellectualDevelopment • Animism -- giving life and life-like qualities to inanimate objects. • Example: Children will say something like, “The [setting] sun is hiding behind the mountain.” Children in Pre-operations use animism.

  34. IntellectualDevelopment • Transductive Reasoning -- concluding that events which occur together cause each other. • Example: Children believe it is not afternoon if they haven’t taken a nap. Children in Pre-operations use transductive reasoning.

  35. IntellectualDevelopment • Concrete Operations - 7 to 11 years • Children can master many of the concepts from pre-operations. • Tasks can now be done mentally. • Formal Operations - 11 to adult years • Key cognitive task -- hypothetical and abstract thinking. • Adolescents and adults deal with possibilities, not just realities.

  36. intellectualdevelopment Key Concepts in Formal Operations • Adolescent Egocentrism -- the problem in knowing the difference between one’s own thoughts and the thoughts of others. • Imaginary Audience -- confusing one’s own thoughts with the thoughts of an audience. • Assuming everyone in the room notices what you may be preoccupied with (pimples). • Personal Fable -- tendency to feel that personal thoughts and feelings are unique and special. • The “No one understands me!” problem.

  37. Intellectualdevelopment Key Concepts in Formal Operations • Metacognition -- thinking about thinking. • Having this creates a sense of self and gives a more global perspective.

  38. Intellectual Development Language Development The most complex body of knowledge known • Language -- a system consisting of a limited number of symbols that can be combined according to agreed-upon rules to produce an infinite number of messages.

  39. Intellectual Development Four Aspects of Language: • Phonology - sound system of language. • Phonemes - basic unit of sound for any language. • 45 phonemes exist in the English language. • Semantics - meanings in language. • Morphemes - basic meaningful units for any language.

  40. IntellectualDevelopment • Syntax- rules that specify how words are combined. • In English, adjectives precede nouns (beautiful girl) • In Spanish, nouns precede adjectives (chica hermosa) • Pragmatics - rules that specify how language is used appropriately.

  41. IntellectualDevelopment Language in the Sensorimotor Stage • 3 to 5 weeks - Cooing - repetition of vowel-like sounds. • 3 to 4 months - Babbling - cooing with consonant sounds included. • About 1 year - Holophrasic speech - single word sentences representing an entire sentence in meaning. • 18 to 24 months - Telegraphic speech - combining two words into sentences (Called functional grammar, which emphasizes semantic relationships between words). The first 50 words consist of object and people names.

  42. IntellectualDevelopment Sensorimotor Errors with Language • Overextension -- using a word to refer to a much larger range of meaning than it was intended. • All four-legged creatures are “doggies.” • Underextension -- using one word to refer to only one aspect of its meaning. • Using the word “cookie” to refer to only chocolate chip cookies

  43. IntellectualDevelopment Pre-operational Errors with Language • Overregularization -- overapplying grammar rules. • Ending all past tense verbs with -ed (throwed)

  44. Moral Development Two wrongs don’t make a right. But three lefts do.

  45. Moral Development • Lawrence Kohlberg • Studied boys between 7 & 15 • Gave them moral dilemmas and asked what they thought was the right thing to do. • Determined that morality falls into 3 main categories.

  46. “Heinz” Moral Dilemma In Europe, a woman was near death from cancer.  One drug might save her, a form of radium that a druggist in the same town had recently discovered.  The druggist was charging $2000, ten times what the drug had cost him to make.  The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could get together only about half of what it should cost.  He told the druggist that his wife was dying and asked him to sell it cheaper or to let him pay later.  But the druggist said no.  The husband got desperate and broke into the man's store to steal the drug for his wife.  Should the husband have done that?  Why?

  47. Moral Development • Preconventional morality • Focuses on rewards & punishments • If I get in trouble, it’s bad; if I get rewarded, it’s good. • Will bargain their good behavior for favors • If Heinz gets caught, then what he did was wrong.

  48. Moral Development • Conventional morality • Focuses on obedience to established authority figures • Following the rules is deemed moral. • Type of morality most people follow • If what Heinz did is against the law, it is wrong.

  49. Moral Development • Postconventional morality • Focuses on understanding how rules are made and whether you believe in that process. • Fairness & democracy are highly regarded • Self-chosen or created rules are highly regarded • Not achieved by most people. • Answers to the Heinz dilemma varies – some side with the druggist, some with Heinz.

  50. Moral Development • Carol Gilligan • Critiqued Kohlberg for only working with white, Westernized boys • Demonstrated different moral ethic with girls – care ethic • Focuses on attention to the care & needs of others

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