Child and Adolescent Development Overview

Children need to develop a sense of purpose by asserting control and exploring their environment. Success leads to purpose, while failure leads to guilt.

Children develop a sense of competence by mastering new social and academic demands. Success leads to competence, while failure leads to feelings of inferiority.

Teens develop a sense of self and personal identity through social relationships. Success leads to a strong sense of self, while failure leads to role confusion or a weak sense of identity.

Young adults develop intimate and loving relationships. Success leads to strong relationships, while failure leads to loneliness and isolation.

A theory that suggests personality development is driven by psychosexual stages, with each stage focused on a different erogenous zone and specific challenges.

The first stage of Freud's theory, occurring from birth to 18 months, where pleasure centers around the mouth (sucking, biting, chewing).

The second stage in Freud's theory, occurring between 18 and 36 months, focused on bowel and bladder control.

The third stage in Freud's theory (3-6 years), centered around the genitals and dealing with possible incestuous feelings.

A stage of Freud's theory (6-puberty) where sexual urges are dormant or inactive.

The final stage in Freud's theory (puberty onward), focusing on the maturation and awakening of sexual urges.

A theory of development that proposes that personality development occurs through resolving psychosocial crises across different stages during life.

The first stage of Erikson's theory, in infancy (birth to 18 months), where children develop trust from reliable caregivers or mistrust if not.

The second stage in Erikson's theory (2-3 years), dealing with developing a sense of independence (autonomy) or feelings of shame and doubt.

First stage of prenatal development (0-2 weeks), characterized by zygote creation, cell division, and attachment to the uterus.

Second stage of prenatal development (2-8 weeks), where the zygote becomes an embryo and organ formation (organogenesis) occurs.

Third stage of prenatal development (2 months - birth), characterized by rapid growth and organ system development.

Release of a mature egg cell from the ovary.

Union of egg and sperm cells.

Attachment of the zygote to the uterine wall.

Stage of infant vocalization characterized by single, vowel-like sounds.

Stage of infant vocalization involving repeated consonant-vowel combinations like "bababa".

One-word utterance conveying complex meaning.

Early stage of language acquisition involving short, two-word utterances.

Debate on the relative importance of heredity and environment in development.

Debate on whether development is gradual or occurs in distinct stages.

Debate on whether personality traits remain consistent over time or change.

The difference between what a child can do alone and what they can do with help from a more knowledgeable other (MKO).

What a child can accomplish independently.

What a child can accomplish with support.

Someone who has a better understanding of a skill than the learner.

Support or assistance provided to help a learner accomplish a task.

Describing a person first, then mentioning the disability.

Difficulties in specific academic areas.

A condition characterized by inattention and hyperactivity.

Placing a student with special needs in a regular classroom for some subjects.

Placing a student with special needs in a regular classroom for all subjects.

Moral reasoning based on avoiding punishment.

Moral reasoning where actions are driven by self-interest.

Moral reasoning based on the expectations of others.

Moral reasoning where rules and laws are followed strictly and blindly.

Moral reasoning where laws can be changed if they are considered unfair.

Moral reasoning based on conscience with principles of life.

Cognitive development stage (birth-infancy) focused on senses and motor skills.

Cognitive development stage (2-7 years old) focused on intuitive thinking and pretend play.

Cognitive development stage (8-11 years old) where logical thoughts are about concrete objects.

Cognitive development stage (12+ years old) characterized by abstract and hypothetical thinking.

Parenting style with low demands and high responsiveness.

Parenting style with high demands and high responsiveness.

Parenting style with high demands and low responsiveness.

Parenting style with low demands and low responsiveness.

Theory that human development is influenced by social interactions and culture.

An increase in an individual's quantitative dimensions, such as height and weight.

A qualitative increase in the complexity of functions/actions; it's more than just size.

Physical, emotional, and mental changes that occur with age.

Acquiring knowledge, skills, attitudes, and behaviors.

The period of rapid biological development before birth.

The period of intense dependence on others for basic needs.

The stage of age of curiosity and exploration, typically preschool age.

The stage where fundamental skills are mastered, usually the school age.

Rapid physical and emotional changes;a time of searching for personal identity.

Leaving home, completing education, beginning work, and establishing relationships and a family.

The continuation of gradual changes from early adulthood, including various adjustments.

Life adjustments related to health, physical deterioration, dependence, and eventual death.

Growth starts from the center of the body and moves outwards.

Growth starts from the head and moves down to the rest of the body.

Development follows a predictable sequence, although rates may vary.

Developmental changes occur over time, not suddenly.

While patterns are similar, the rate of development varies among individuals.

Development continues throughout the entire lifespan.

Development involves biological, cognitive, and socio-emotional aspects to create an individual.