Human Development Theories Quiz

An increase in body size, particularly height and weight, measured quantitatively.

An increase in the ability to function at higher levels; involves skills development and complexity, measured qualitatively.

Inherited characteristics from parents, like genes and physical traits.

Environmental influences that shape development, such as family, peers, and social interactions.

A theory that emphasizes the role of powerful unconscious drives and desires in shaping behavior.

A theory that focuses on how individuals learn through conditioning, reinforcement, and observation.

A theory that emphasizes individual potential and self-actualization, focusing on the unique needs and growth of each person.

A theory that focuses on qualitative changes in thinking and cognitive abilities throughout development.

The process of how teeth emerge, starting from the first tooth bud appearing under the gums at birth to a full set of primary teeth by age 2.

The period when primary teeth start to erupt and fall out, while permanent teeth grow in their place.

The process of building trust and understanding with a child during communication.

Using comforting touch to convey care and reassurance to children based on their age and developmental stage.

Being aware of how your physical presence and the environment can influence a child's comfort level.

Paying attention to the child's words and emotions, demonstrating understanding and empathy.

Using visual cues like facial expressions, gestures, and objects to convey meaning to children.

Using the tone and quality of voice to communicate effectively with children, especially important for infants who don't fully understand words.

A stage from 6 to 13 years where children are developing skills and competencies, especially in making things and achieving tasks, or they may develop a sense of inadequacy if they are not encouraged.

A stage from 13 to 18 years where adolescents are forming a clear sense of identity based on their life experiences or experiencing confusion about who they are and their place in the world.

A stage from 18 to 25 years where young adults are searching for intimacy in relationships or experiencing feelings of loneliness and isolation.

This stage focuses on developing skills, self-confidence, and self-efficacy. It's about learning to be effective, competent, and capable in a variety of tasks.

During this stage, children might struggle with feelings of inadequacy, helplessness, and self-doubt, due to a lack of encouragement or a feeling of being unsuccessful.

This is about finding a sense of belonging and purpose in the world. It involves exploring different aspects of life, values, and beliefs to shape an individual's identity.

Without a clear sense of identity, adolescents may feel lost, confused, and unsure about their future direction.

When young adults succeed in building meaningful, loving relationships, they experience the pleasure of intimacy and connection. However, if they struggle to form these relationships, they may feel isolated and alone.

Thinking based on personal perspectives and limited understanding of others' viewpoints. Children in this stage believe everyone sees and thinks as they do.

The ability to understand that a thing remains the same even if its shape or arrangement changes. For example, a child understands that a ball of clay is still the same amount of clay even if it is rolled into a long shape.

Applying a specific instance to a general rule; drawing conclusions from observations. For example, a child might observe that all birds they see can fly and conclude that all birds must be able to fly.

Thinking logically and systematically about abstract concepts and hypothetical situations. This allows for problem-solving, critical thinking, and understanding complex ideas.

A mental shortcut where children focus on only one aspect of a situation and ignore other important factors. This leads to illogical conclusions.

The belief that inanimate objects have lifelike qualities and feelings. Children at this stage may talk to their toys or believe that the wind is angry.

Thinking that events happen because of magic or supernatural forces instead of logical causes. Children at this stage may believe their thoughts can control things or that they are responsible for unexpected events.

Connecting two events that occur simultaneously, even if there's no logical connection between them. A child might think that the sun sets because they go to bed.

A baby reaching this milestone will start making sounds like "ooh" and will laugh out loud, showing their growing capacity for vocalization.

At six months, babies can now lift their head and chest at 45 and 90 degrees while laying on their stomach, displaying their strengthening neck and upper body muscles.

A six-month-old baby can start to grasp a rattle and follow objects across their midline, showcasing their developing hand-eye coordination.

At six months, babies can be introduced to solid foods, signaling their growth towards a more diverse diet.

This refers to a condition where the eyes don't align properly and may look inward or outward, which needs to be assessed in a six-month-old baby.

Parents should continue to place their baby on their backs or sides for sleep, encouraging them to self-soothe. Daily hygiene routines involving bathing and diaper changes need to be maintained.

This refers to making sure the baby's surroundings are safe, especially considering choking hazards, walkers, and playpens. Childproofing the home is also crucial.

This includes engaging the baby in activities like talking, singing, and exposing them to various sounds and environments. It also encourages the use of bright rattles and tactile toys for sensory exploration.

A stage in infancy (0-12 months) where the baby's primary need is to develop a sense of trust in caregivers and the world. This trust forms when their basic needs (like feeding, comfort, and safety) are met consistently and lovingly.

The stage where toddlers (1-3 years old) start to assert their independence and explore their world. If they are allowed to do so safely and supported in their efforts, they develop a sense of autonomy. If they're overly restricted, they feel shame and doubt in their abilities.

The stage where preschoolers (3-6 years old) are curious and eager to learn. They experiment with their environment, ask questions, and play creatively. If encouraged and allowed to explore, they develop initiative. If their actions are constantly criticized, they feel guilty and hesitant.

A common fear in early childhood (0-3 years) where the child becomes anxious when separated from a familiar caregiver or experience.

A common fear in early childhood (0-3 years) where the child fears loss of control over their environment or routines. This can manifest as anxiety around changes in their schedule, routines, or familiar objects.

This is a pattern of behavior where a child feels distressed when their usual routine is disrupted, and they may engage in behaviors that try to restore the routine. For example, a child might become upset when their usual bedtime story is changed.

A common fear during the Initiative vs. Guilt stage, where a child feels uneasy about things they can't see or understand. This might be the dark, big storms, or unknown places.

These are expressions of frustration that occur when children feel like they have little control over their feelings or the situation. It's a normal part of toddlerhood, but parents need to provide a safe outlet for these tantrums and help children learn more appropriate ways to express their emotions.