Growth and Development

Growth and Development

• Growth involves quantitative changes like size and weight, while development involves qualitative changes.
• Growth is a part of development.
• Development describes organism changes as a whole, compared to growths focus on particular aspects.
• Growth continues throughout life, but stops once maturity has been attained.
• Development is a continuous process that occurs from womb to tomb.
• Growth is quantitative and observable, while development is qualitative and isn't easily measured.
• Growth may or may not require development, while development can happen without growth.
• Growth is quantitative and measurable.
• Development refers to qualitative changes leading to individual maturation.
• Development refers to orderly, cumulative, directional and age-related behavioral reorganizations.
• Orderly development means changes follow a logical sequence.
• Cumulative development means that each phase includes all that went before it.
• Directional development means the course of development always moves toward complexity.
• Age-related behavioral reorganization refers to the qualitatively new way of organizing capabilities.
• Qualitative change involves the transformation of an ability.
• A child is any human being below 18, unless adulthood is attained earlier under applicable law.

Stages and Principles of Development

• An adolescent is someone in the transitional period between childhood and adulthood, generally between 10 and 20.
• Adolescence is a period of rapid physical, cognitive, emotional, and social change.
• Adolescent development involves physical, intellectual, personality, and social changes.
• Development follows a predictable orderly sequence.
• Cephalocaudal pattern dictates greatest growth occurs at the top (infancy).
• Proximodistal pattern dictates muscular control of the trunk and arms comes before that of hands and fingers.
• Each individuals rate of development is unique.
• Development involves change.
• Early development is more critical than later development.
• Development is the product of maturation and learning.
• Development is inter-related.
• Every developmental period has societal expectations, known as developmental tasks.

Domains and Approaches to Human Development

• Development spans across the lifespan.
• The domains of development include principles of human development.
• Traditional approach emphasizes extensive change from birth to adolescence.
• Lifespan approach involves change in adulthood as well as childhood.
• Lifelong development is never complete at any specific age.
• Plasticity means development is possible throughout life.
• Multidimensionality acknowledges the complex interplay of biological, cognitive, and socioemotional factors.
• Contextual development means development varies based on a person's biology, family, school, etc.
• Human development involves growth, maintenance, and regulation.
• Adults maintain performance and slow deterioration.
• Motor development is strengthening bones, muscles, and the ability to move.
• Gross motor development involves large muscles like legs and arms.
• Fine motor development involves small muscles like those in hands and fingers.
• Social/emotional development leads to self-concept and ability to form relationships.

Cognitive and Prenatal Development

• Language development includes speech (sound production) and understanding (receptive language).
• Cooing refers to largely vowel sounds.
• Babbling refers to consonant and vowel sounds
• One-word utterances are Holophrases
• Two-word utterances are telegraphic speech.
• Cognitive development involves thinking processes such as concentrating and problem-solving.
• Havighurst combined infancy and early childhood and Santrock saw them as two phases
• Developmental tasks lead to happiness if achieved, or difficulty if failed
• The pre-natal period goes between conception and birth and features immense growth
• The pre-natal stage is when heredity and gender are set.
• Key pregnancy stages relate to her unborn baby.
• Germinal Period features prenatal development in the first two weeks. Features creation, cell division of the zygote and uterine wall contact.
• The blastocyst is the inner layer, which develops into the embryo.
• Trophoblast refers to the outer layer of cells that gives nutrition to cells.
• 24-30 hours after fertilization the male and female chromosomes unite.
• 36 hours after fertilization the zygote divides into two.
• 48 hours after fertilization, the two cells become 4 cells.
• 72 hours after fertilization the 4 cells become 16-32 cells.
• 96 hours after fertilization the cells make a hollow ball of 64-128 cells.
• 4-5 days after fertilization, the inner cell mass is free in the uterus.
• 6-7 days after fertilization, the blastocyst touches the uterine wall.
• 11-15 days after fertilization, the ball invades into the uterine wall, and the embryo implants.
• The endoderm is the first layer and becomes the digestive, respiratory systems.
• The outermost layer is the Ectoderm and becomes nervous, sensory, skin.
• A Placenta is life support to nourish the baby.
• The Umbilical cord connects baby to placenta.
• An Amnion surrounds the baby.
• The Fetal Period begins about 2 months after and finishes 9 months later as the infant is born
• By month three, the fetus is about 3 inches long and weighs about 2 ounces

Prenatal Development

• After 4 months, a fetus is about 6 inches log and may weigh between 4 and 7 ounces
• After 5 months, a fetus is about 12 inches long and may weight close to a pound
• After 6 months, a fetus is 14 inches long and weighs one and half pounds
• After 7 months, a fetus is 16 inches long and weights 3 pounds
• After 8 and 9 months, substantial weight grows, weighing about pounds
• Teratology involves the causes of congenital disabilities.
• A teratogen causes birth defects.
• Hazards include non-prescription drugs like diet pills and coffee.
• Heavy caffeine can cause pre-term deliveries and low birth weight
• Drinking while pregnant is dangerous and results int Fetal Alcohol Syndrome and facial deformities with defects
• Deaths are also higher from smoking
• Environmental hazards include radiation
• Other factors include rubella, syphilis, HIV, nutrition, stress, and age

Reflexes

• Syphilis damages organs.
• Rubella in 1964-65 resulted in deaths for thousands of babies
• One third of babies infected with herpes can die.
• Mothers can infect through gestation.
• Rooting and Sucking reflexes aid the child
• Infants start to suck when the roof of their mouth is touched, the child will start to suck to find mother through this.
• Tonic neck reflex means when a baby's head is turned, the arm on that side stretches out and the opposite arm bends. Often called fencing.
• The Grasp reflex means stroking a baby's hand makes them close their fingers.
• The Startle or Moro reflex refers to throwing arms after sudden sounds or movements.
• The Babinski reflex mean that the baby will response to a stroke on its lower back
• Infantile Amnesia makes people unable to recall childhood experiences.

Developmental Stages and Tasks

• Independence happens from the 2nd week to second year
• Independence happens with walking and leg skills
• Learning to deal wit love, and sex and learning social ability
• Gangs develop for normal skills
• Reading ability develops
• The teenager will want to show the world what they can and can't do
• Sociality develops for common ground

Cognitive Development & Theorists

• The Schema is the cognitive structure individuals use intellectually adapt to organize their environment
• The Assimilation is the process of fitting new experiences into an existing created schema
• The Accomodation is the process of creating new schema
• During Jean Piaget's sensorimotor stage (birth to 2) a child must become reflective.
• Object Permanence is key and ability that attained in this stage to recognize that an object still exists even when out of sight.
• Social skills are developed at this age for them
• Erik Erikson said there's always room to grow from all this
• There are many views on social ability

Behaviorist Perspective

• Focus is on observation of studies
• Conditioning happens during reinforcement
• Pavlov's experiment studies these factors
• The Conditioned Stimulus is what occurs during the experience
• Generalization is once the dog has learned to salivate at the sound of the bell
• Extinction of pairing will lead to stopping
• Spontaneous recovery is what happens when things are received over time
• Discrimination is telling different things that could present food or doesn't.
• Edward L Thorndike said this is the S-R factor of humans
• Learning is associations that are found between humans
• Associations are important to humans
• There should be some laws in the universe
• Effect is stronger during reinforcement.
• The more someone is in touch with their is stronger the bond will be
• Readiness will see someone get in touch with you even more.

Burrhus Frederick Skinner

• This process are both required in certain things
• There's always going to rewards with learning this process
• All things bridge cognitive behavior and will end up with more theories over time
• This form of condition leads to an act of learning
• These processes get certain skills going
• Rewards can bring some certain benefits during the response
• Some aspects can be reduced or increased over certain actions.
• The Neo bridges aspects of certain behaviors can can build stronger skills to learn

Albert Bandura's social learning theories

• Focuses on social aspect when they know they see
• Learning is often the action of being involved
• Theory is developed through behavior and thoughts which form social theories Good principles should come with good role models

Gestalt's Pyschology

-This shows what cognitive should show

• Its all about the minds of the population
• initial actions mean things that occur
• Certain processes are important and should always restructure data
• There was more development as the theory goes
• This relates to Proximity and Similarity
• The Law of closure will come over time, with good habits and action, all come together.
• Insight shows new patterns as the individual comes to new understanding over data
• There's so much more that comes with it, and is more about the actions that come and are readily seen