PQE DevPsych Reviewer (AutoRecovered).docx

**DEVELOPMENTAL PSYCHOLOGY** ***^Vincent\ Saniel,\ M.A.,\ L.P.T.^*** ***CHAPTER 1A*** ***Overview of Developmental Psychology*** ***Learning Objectives*** - *Define Developmental Psychology.* - *Define relevant concepts correlated with development.* - *Define and understand the (4) majo...

**DEVELOPMENTAL PSYCHOLOGY** ***^Vincent\ Saniel,\ M.A.,\ L.P.T.^*** ***CHAPTER 1A*** ***Overview of Developmental Psychology*** ***Learning Objectives*** - *Define Developmental Psychology.* - *Define relevant concepts correlated with development.* - *Define and understand the (4) major goals of developmental science.* ***Development*** - *refers to systematic continuities and changes in the individual* - *occur between conception and death* *Developmental Continuities* - ***ways** to remain stable over time* - *continue to reflect our past* ***Developmental Psychology*** *a.k.a. Lifespan Development,* *Human Development* - *[branch of psychology] devoted to [identifying and explaining] the **continuities and changes** that individuals [display over time].* ***FOUR GOALS OF DEVELOPMENTAL SCIENCE*** - *Describe (Observe)* - *Explain* - *Predict* - *Intervene* ***\[1\] Describe (Observe)*** - *carefully observing the **behaviour** of people (different ages)* - *seeks to **catalogue** how people change over time* ***^\[2\]\ Describe\ (Observe)^*** ***\[2\] Explain*** - *aim to determine **why** people develop as they typically do* - *to determine **why** some people develop differently than others* ***\[3\] Predict*** - *predict from knowledge what people **will** think or feel in different situations* ***\[4\] Intervene*** ***^OPTIMIZE,\ INFLUENCE^*** - ***application** of what they have learned/documented in attempts to help people develop in positive directions.* ***STAGES OF DEVELOPMENT*** - ***Domains of Development*** - *Physical (Biological)* - *Cognitive* - *Psychosocial* +-----------------+-----------------+-----------------+-----------------+ | *STAGES OF | | | | | DEVELOPMENT* | | | | +=================+=================+=================+=================+ | *AGE PERIOD* | ***PHYSICAL*** | ***COGNITIVE*** | ***PSYCHOSOCIAL | | | | | *** | +-----------------+-----------------+-----------------+-----------------+ | *Prenatal | ***+** | ***+** | ***+** Response | | Period* | Conception | Developing | to **mother's | | | occurs by | **Learning and | voice*** | | *(conception to | **normal | remembering** | | | birth)* | fertilization** | abilities* | - *develops | | | (or other | | **preferenc | | | means)* | ***+** Response | e** | | | | to **sensory | for it* | | | ***+** From the | stimuli*** | | | | start, | | | | | **genetic | | | | | endowment** | | | | | interacts with | | | | | **environmental | | | | | influences*** | | | | | | | | | | ***+** | | | | | Formation of | | | | | **basic body | | | | | structures** | | | | | and **organs*** | | | | | | | | | | - *Brain | | | | | growth | | | | | spurt | | | | | begins* | | | | | | | | | | ***+ PHYSICAL | | | | | GROWTH** IS THE | | | | | **MOST RAPID** | | | | | IN THE | | | | | LIFESPAN* | | | | | | | | | | ***+** Immense | | | | | **vulnerability | | | | | ** | | | | | to | | | | | **environmental | | | | | influences*** | | | +-----------------+-----------------+-----------------+-----------------+ | *Infancy and | ***+ All senses | ***+** Present | ***+ Attachment | | Toddlerhood* | and body | **learning and | to parents** | | | systems | remembering | and others | | *(birth to age | operate** at | abilities*** | form* | | 3)* | birth to | | | | | varying | ***[End of | ***+ | | | degrees* | 2^nd^ | Self-awareness* | | | | Year]{.underlin | ** | | | ***+ Complex | e}*** | | | | brain growth*** | | ***+ SHIFT** | | | | ***+** Use of | from | | | - *highly | **symbols*** | **dependence to | | | sensitive | | autonomy*** | | | to | ***Problem | | | | **environme | solving*** | ***+ Interest | | | ntal | | in other | | | influence** | ***+** Rapid | children** | | | * | development of | increases* | | | | **comprehension | | | | ***+ RAPID | ** | | | | physical | and **language | | | | growth** and | ability*** | | | | **motor skills | | | | | development*** | | | +-----------------+-----------------+-----------------+-----------------+ | *Early | ***+ Steady | ***+** Slightly | ***+ | | Childhood* | growth*** | **egocentric | Egocentrism | | | | thinking*** | diminishes*** | | *(ages 3 - 6)* | - *more | | | | | **slender | - ***understa | ***+ Logical | | | appearance* | nding | yet concrete | | | ** | other's | thinking*** | | | | perspective | | | | - ***adultlik | ** | ***+** | | | e | grows* | Increased | | | proportions | | **memory and | | | *** | ***+ Cognitive | language | | | | immaturity** | skills*** | | | ***+ Decreased | results in | | | | appetite; sleep | **illogical | ***+ Cognitive | | | problems*** | ideas** about | development*** | | | | the world* | | | | ***+*** | | - *permits | | | ***Handedness** | ***+ Memory and | **formal | | | * | Language | schooling** | | | | skills** | * | | | - ***fine and | improve* | | | | gross motor | | *Some children | | | skills*** | ***+ | show **special | | | | Predictable | educational | | | - ***strength | Intelligence*** | ne*** | | | *** | | | | | | ***+ Preschool | | | | | experience,** | | | | | more likely on | | | | | **kindergarten | | | | | experience*** | | +-----------------+-----------------+-----------------+-----------------+ +-----------------+-----------------+-----------------+-----------------+ | *STAGES OF | | | | | DEVELOPMENT* | | | | +=================+=================+=================+=================+ | *AGE PERIOD* | ***PHYSICAL*** | ***COGNITIVE*** | ***PSYCHOSOCIAL | | | | | *** | +-----------------+-----------------+-----------------+-----------------+ | *Middle | ***+ Growth | ***+ | ***+** More | | Childhood* | slows*** | Egocentrism | complexity in | | | | diminishes*** | one's | | *(ages 6 - 11)* | ***+** Improved | | **self-concept* | | | **strength and | ***+ Logical | ** | | | athletic | yet concrete | | | | skills*** | thinking*** | - *affects | | | | | **self-este | | | ***+ Generally | ***+** | em*** | | | better (best) | Increased | | | | health** than | **memory and | ***+ | | | at any other | language | Coregulation*** | | | time in the | skills*** | | | | life span* | | - *gradual | | | | ***+ Cognitive | shift in | | | - ***respirat | development*** | **control** | | | ory | | from | | | illnesses** | - *permits | **parents | | | are common* | **formal | to child*** | | | | schooling** | | | | | * | ***+ Peers** | | | | | assume | | | | *Some children | **central | | | | show **special | importance*** | | | | educational | | | | | needs** and | | | | | **strengths*** | | +-----------------+-----------------+-----------------+-----------------+ | *Adolescence* | ***+ RAPID** | ***+ Abstract | ***+** Search | | | and **PROFOUND | thinking** and | for | | *(ages 11 - | physical | **scientific | **identity** | | 20\*)* | changes/growth* | reasoning** | becomes | | | ** | develops* | central* | | | | | | | | ***+* | ***+ Immature | - ***Sexual | | | Reproductive | thinking** | identity*** | | | maturity** | persists in | | | | | some attitudes | ***+** | | | ***+* | and behaviour* | Generally good | | | Behavioural | | relationship | | | issues** | ***+ | with parents.* | | | results in | Education*** | | | | *major health | | ***+ Peer | | | risks like* | - ***College/ | group** may | | | **eating | Vocation | exert | | | disorders, drug | preparation | **positive or | | | abuse** | *** | negative | | | | | influence*** | +-----------------+-----------------+-----------------+-----------------+ | *Emerging and | ***+ Physical | ***+** More | ***+** | | Young | condition | complex | Relatively | | Adulthood* | PEAKS,** then | **thought | stable | | | **declines | process** and | **personality | | *(ages 20 - | slightly.*** | **moral | traits and | | 40)* | | judgements*** | styles*** | | | ***+ Lifestyle | | | | | choices** | ***+ Choice for | - ***Changes | | | influence | education** and | in | | | **health*** | **occupation*** | personality | | | | | ** | | | | - *Sometimes | influenced | | | | after | by life | | | | **period of | stages and | | | | exploration | events* | | | | *** | | | | | | ***+ Establish | | | | | intimate | | | | | relationships** | | | | | and **personal | | | | | lifestyles** | | | | | (may not be | | | | | lasting)* | | | | | | | | | | ***+** Most | | | | | **marry;** most | | | | | **become** | | | | | **parents*** | +-----------------+-----------------+-----------------+-----------------+ | *Middle | ***+** Slow | ***+ PEAK** of | ***+ Sense of | | Adulthood (ages | **deterioration | **mental | identity** | | 40 - 65)* | ** | abilities*** | develops | | | of **sensory | | continuously* | | | skills, health, | - ***expertis | | | | stamina,** and | e | ***+** Stress | | | **strength*** | and | from dual | | | | practical** | responsibilitie | | | *(individual | problem-sol | s | | | differences are | ving | if caring for | | | wide)* | skills* | children and | | | | | parents* | | | ***+ Menopausal | ***+ Creative | | | | period** | output** may | ***+ Launching | | | (Women)* | decline but | of children** | | | | **improve in | leaves empty | | | | quality*** | nest* | | | | | | | | | ***+ Peak** of | | | | | **career | | | | | success and | | | | | powers*** | | | | | | | | | | *(others might | | | | | achieve | | | | | **burnout** or | | | | | **career | | | | | change**)* | | +-----------------+-----------------+-----------------+-----------------+ | *Late | ***+** General | ***+** Most are | ***+ | | Adulthood* | **decline** in | **mentally | Retirement;** | | | **health and | alert*** | new options for | | *(ages 65 and | physical | | **use of | | above)* | abilities*** | ***+** Although | time*** | | | | **cognitive | | | | ***+ Slowing of | deterioration** | ***+ More | | | reaction time** | occurs in some | flexible coping | | | affects some | areas, most | strategies** | | | aspects of | find ways to | with losses and | | | functioning* | **compensate**. | impending | | | | * | death.* | | | | | | | | | | - *Family and | | | | | friends | | | | | provide | | | | | important | | | | | support* | | | | | | | | | | ***+ Search for | | | | | meaning in | | | | | life** assumes | | | | | **central | | | | | importance*** | +-----------------+-----------------+-----------------+-----------------+ ***WHAT MAKES EACH PERSON UNIQUE?*** ***INFLUENCES ON DEVELOPMENT*** - *Heredity* - *Environment* - *Maturation* ***\[1\] Heredity** (nature)* - ***Physical and motor development** (size, strength, appearance, and metabolism)* - ***Intellectual development*** - ***Personality development*** ***\[2\] Environment** (nurture)* - *Prenatal* - *Postnatal* ***\[3\] Maturation*** - *Unfolding of a natural sequence of **physical** and **behavioural changes*** ***FOUR (4) CONTEXTS OF DEVELOPMENT*** - *Family* - *Socioeconomic Status* - *Culture* - *Ethnicity and Race* ***\[1\] Family*** - *Characterized by diversity* ***\[2\] Socioeconomic Status (SES)*** - ***Economic + social factors*** - *Income* - *Education* - *Occupation* ***\[3\] Culture*** - *A society's **total way of living*** - *All **learned behaviour** passed on [from parents to children]* - *Customs* - *Traditions* - *Beliefs* - *Values* - *Language* - *Physical products* ***\[4\] Ethnicity & Race*** *[Ethnicity]* - *various social groups based on **shared cultural identity, language, traditions,** and **customs*** *[Race]* - *various social groups based on **characteristics** like skin color and **physical features** (phenotype)* ***^\[4\]\ Ethnicity\ &\ Race^*** ***CHAPTER 1B*** ***Lifespan Development*** ***Importance*** - *We will examine the life span from the point of conception until the time when life (or at least life as we know it) ends.* - *You will see yourself as an infant, a child and an adolescent.* - *Be stimulated to think about the influences that happened.* - *You will see yourself as an adult, middle-aged adult and old adult.* - *Be motivated to think of the future development.* ***APPROACHES IN HUMAN DEVELOPMENT*** ***Traditional Approach*** - *emphasizes **extensive change** from [birth to adolescence], **little or no change** in [adulthood], and **decline** in [late old age].* ***Life Span Approach*** - *emphasizes **developmental change** during adulthood as well as childhood* ***SEVEN (7) PRINCIPLES OF LIFESPAN PERSPECTIVE*** *(Baltes & Smith, 2004)* - *Lifelong* - *Multidimensional* - *Multidirectional* - *Relative Influences of Biology and Culture Shift over the life Span* - *Changing Resource Allocations* - *Plasticity* - *Influenced by the Historical and Cultural Context* ***(1) Lifelong*** - *Change [doesn't stay in one stage]* - ***No period** is **more or less important** than any other* ***(2)*** ***Multidimensional*** - *Physical, cognitive, psychosocial* - ***All dimensions are interconnected*** ***(3) Multidirectional*** - *As people **gain in one area**, they **may lose in another**, sometimes at the same time.* - ***(4) Relative Influences of Biology and Culture Shift over the Life Span*** - ***Culture** can [influence or compensate] for an individual's **biological shortcoming/ deterioration*** ***(5) Changing Resource Allocations*** - *As we grow, we **change or adjust our resources** to [meet our current needs]* ***(6) Plasticity*** - ***["neuroplasticity"]*** - *When [learning], the [brain adapts], and our neurons rewire to make things easier next time* - *Its [flaw is on its longevity]* ***(7) Influenced by the Historical and Cultural Context*** - *[Different cohorts] mean [different experiences] thus, **different development*** ***FOUR (4) CLASSIFICATION OF AGE*** - *Chronological Age* - *Biological Age* - *Psychological Age (Mental)* - *Social Age* ***(1) Chronological Age*** - *Since [birth]* ***(2) Biological Age*** - *In terms of [quality of biological health]* ***(3) Psychological Age (Mental)*** - *an individual's [adaptive capacities] compared with those of other individuals of the same chronological age* ***(4) Social Age*** - *based on the [social norms of our culture] and the [expectations] our culture has for people of our [age group]* ***Life Span (Longevity)*** - *refers to the [length of time] a species [can exist] under the most optimal conditions* ***Life Expectancy*** - *the [predicted number of years] a person born in a particular time period can reasonably [expect to live until] (Vogt & Johnson, 2016)* *e.g., Philippines -- 70 yrs. Old* *Japan -- 90 yrs. Old*  ***KEY ISSUES*** - ***Nature vs. Nurture*** - *Are individuals a product of their [genes] or of their [environment]?* - ***Continuity vs. Discontinuity*** - *Is development [gradual/cumulative] or going through [distinct stages/steps]?* - ***Stability vs. Change*** - *Is our development [highly stable] or do we [change]?* ***REVISITING DEVELOPMENTAL THEORIES*** ***[HISTORICAL]*** ***(1) Preformationist View*** - *"a tiny human will be injected with a sperm/egg cell to create a full human being"* - *OBSOLETE* ***(2) John Locke*** - *Empiricist* - *Tabula rasa = "blank slate"* - *One must **sense** to **experience everything*** ***(3) Jean-Jacques Rousseau*** - *"we are all born good"* - *introduced **Developmental Psychology** and **biological timetable*** ***^HISTORICAL\ DEVELOPMENTAL\ THEORIES^*** ***(4) Arnold Gesell*** - *Introduced the idea of **maturation** where one must [wait for an individual to mature].* ***(5) Sigmund Freud*** - ***Psychoanalytic*** - *Psychosexual* - *Psychosocial* - *Moral Reasoning* ***[CONTEMPORARY]*** ***(1) Erik Erikson*** - *Highly regarded by his time for his **Theory of Psychosocial Stages** however it is used less frequently in today's practice.* ***^CONVENTIONAL\ DEVELOPMENTAL\ THEORIES^*** **(2) Lawrence Kohlberg** - Proponent of **Stages of Moral Development** - [Moral reasoning]  **(3) Jean Piaget** - Highly regarded for his **Four Stages of Development** - "development precedes learning" **(4) Lev Vygotsky** - **Sociocultural learning**/development - Emphasizes the importance of **culture and interaction** in the [cognitive development] - [Potential abilities] can be achieved if provided with **proper guidance** - Developed theories on **teaching** that have been **adopted by educators** today ***^CONVENTIONAL\ DEVELOPMENTAL\ THEORIES^*** **(5) BF Skinner** - Behavioural: **Operant Conditioning** **(6) Albert Bandura** - **Social Cognitive/**learning - Learning through **[observation]** **(7) Urie Bronfenbrenner** - **Ecological** - Favorite of developmentalists - "development is [complex]" **(8) Eclectic Approach** - Generating an idea by [incorporating useful ideas] from **previous/different theories** for a **HOLISTIC VIEW** - a part of [modern practice] ***CHAPTER 1C*** ***Research Concerning Lifespan Development*** ***Learning Objectives*** - *Define scientific method* - *Explain research involving time spans* - *Ethics* **SCIENTIFIC METHOD** - the assumption, rules, and procedures scientists use to conduct research **RESEARCH DESIGN** - the specific way a researcher collects, analyzes, and interprets data. **DEVELOPMENTAL RESEARCH** - Longitudinal - Cross-sectional - Sequential **(1) Longitudinal research** - Study [one group] **repeatedly overtime** **(2) Cross-sectional research** - [compare] **different groups** that **vary in age**  **(3) Sequential research** - study **multiple age groups [over time]** **ADVANTAGES AND DISADVANTAGES** **FIVE (5) BASIC ETHICS** - No harm - Informed consent - Confidentiality - Deception - Debriefing **(1) No Harm** - The [most direct] ethical concern of researchers is to **prevent harm** to the research participants ***^ETHICS^*** **(2) Informed Consent** - Researchers must obtain informed consent - Explains about the **true nature of the study**, particularly everything that might be expected to **influence willingness to participate** - Participants **may withdraw** their consent to participate at **anypoint** **(3) Confidentiality** - Researchers must protect the **privacy** of the research participants' **responses** by [not using names] or other information that **could identify** the participants **(4) Deception** - Occurs whenever research participants are **not completely** and **fully informed** about the [nature of the research project] **before** participating in it **(5) Debriefing** - At the **end of a study**, this procedure designed to **fully explain** the [purposes and procedures] of the research and **remove** any **harmful aftereffects** of participation, must occur ***CHAPTER 2*** ***Research Concerning Lifespan Development*** ***Learning Objectives*** - *Define scientific method* - *Explain research involving time spans* - *Ethics* **SYMPTOMS OF PREGNANCY** - Missed Period - Tender, swollen breasts - Slight bleeding or cramping - Nausea with or without vomiting - Frequent urination - Fatigue - Mood swings - Constipation - Food aversions - Faintness and dizziness - Raised basal body temperature **(1) Missed period** - May indicate pregnancy, although **can be misleading.** ***^SYMPTOMS\ OF\ PREGNANCY^*** **(2) Tender, swollen breasts** - [Increased production] of the female hormones **estrogen** and **progesterone** - [stimulates breast growth] to **prepare for producing milk.** **(3) Slight bleeding or cramping** - **Implantation bleeding** may occur about **10 to 14 days** [after fertilization] when the [ovum attaches] to the [lining of uterus]. - Women may also cramp as the **uterus enlarges.** **(4) Nausea with or without vomiting** - **Pregnancy hormones** likely play a role - Morning sickness may [begin] as early as **2 weeks after conception** - usually around **4 to 8 weeks** and may occur at [any time of day.] **(5) Frequent urination** - During **first trimester,** [enlarging uterus] **exerts pressure** on the **bladder**. **(6) Fatigue** - **Heart** is [pumping harder and faster] to **carry nutrients** to the **fetus**. - [Stepped-up production of hormones] takes extra effort. **(7) Mood Swings** - **Flood of hormones** early in pregnancy produce **emotional highs and lows** **(8) Constipation** - Increase in **progesterone** may **slow digestion**, causing **slow passage** of food through the intestinal tract **(9) Food aversions** - Most likely during [first trimesters], **hormonal changes** may **alter food preferences** - **Heightened sense of smell** could possibly trigger one's **nausea** in response to certain foods ***^SYMPTOMS\ OF\ PREGNANCY^*** **(10) Faintness and Dizziness** - ­­[lightheaded feeling] may be triggered by - **blood vessel dilation** - **low blood pressure** - **low blood sugar** **(11) Raised Basal Body Temperature** - basal body temperature (taken [first thing in the morning]) normally **rises** soon **after ovulation** each month and then **drops** during **menstruation** - temperature **remains elevated** when **menstruation ceases** **CONCEPTION AND CHARACTERISTICS OF PRENATAL PERIOD** **Conception** ***^Fertilization^*** - the real "amazing race" - **Every human [begins] very simply with the meeting of one sperm and one ovum (egg)**  **Dizygotic Twins** ***^Fraternal\ Twins^*** - **union of two different ova (a single ovum that has [split]) with two different sperm cells** - **no more genetically *alike* than any other siblings** ***^CONCEPTION\ AND\ CHARACTERISTICS\ OF\ PRENATAL\ PERIOD^*** **Monozygotic Twins** ***^Identical\ Twins^*** - **division of a single zygote after fertilization** - **genetically *similar*** **CHARACTERISTICS OF PRENATAL** - **Hereditary endowment** - **Favourable conditions** - **Sex** - **Greater growth and development** - **Exposure to hazards ^(Physical\ and\ Psychological)^** - **Formation of significant attitudes from caretakers** **(1) Hereditary endowment** - **[Genes] inherited from parents** - **Affect physical and physiological characteristics** - **Body built** - **Cardiovascular traits** - **The proportion of different types of muscle fibre** - **the capacity to improve physical fitness with training** **(2) Favourable conditions** ***^CHARACTERISTICS\ OF\ PRENATAL^*** **(3) Sex** - **determined by its chromosome make-up at conception** **(4) Greater Growth and Development** **[9 weeks] fetal stage begins** ** weeks sex organs differentiate** **[16 weeks] fingers and toes develop** **[20 weeks] hearing begins** **[24 weeks] development of lungs** ** weeks rapid growth of the brain** ** weeks fully developed bones** **[36 weeks] fully developed muscles** **[40 weeks] full-term development** **(5) Exposure to Hazards ^(Physical\ and\ Psychological)^** - **presence of teratogens\*** ***\*tera = monsters*** **(6) Formation of Significant Attitudes from Caretakers** - **those who surround the mother and baby should maintain a good disposition or attitude towards them** **PERIODS OF PRENATAL DEVELOPMENT** - **Germinal Period** - **Embryonic Period** - **Fetal Period** **(1) [GERMINAL PERIOD]** - **First two (2) weeks after conception** - **As a result, a [new cell] is formed** **Events of the Germinal Period ^(Days\ 1\ --\ 14)^** +-----------------------------------+-----------------------------------+ | **Day 1** | **[Fertilization] | | | occurs within 24 hours of | | | ovulation** | +===================================+===================================+ | **Day 2** | **The single-celled | | | [zygote] begins to | | | [divide] 24-36 hours | | | after fertilization** | +-----------------------------------+-----------------------------------+ | **Day 3 -- 4** | **The cellular mass has 16 cells | | | and is called a | | | [morula]; it is | | | travelling down the [fallopian | | | tube] to the | | | [uterus]** | +-----------------------------------+-----------------------------------+ | **Day 5** | **An [inner cell | | | mass] forms; the | | | entire mass is called a | | | [Blastocyst] and is | | | the size of a | | | [pinhead].** | +-----------------------------------+-----------------------------------+ | **Day 6 -- 7** | **The [blastocyst] | | | attaches to the wall of the | | | uterus.** | +-----------------------------------+-----------------------------------+ | **Day 8 -- 14** | **The [blastocyst] | | | becomes fully embedded in the | | | [wall of the | | | uterus].** | | | | | | **Blastocyst, a cell mass, now | | | has about 250 cells.** | +-----------------------------------+-----------------------------------+ ***^PERIODS\ OF\ PRENATAL\ DEVELOPMENT^*** **(2) [EMBRYONIC PERIOD]** - **Occurs from 3 -- 8 weeks after conception** - **Differentiation intensifies** - **Mass of cells in now an embryo** **Embryonic Layers** - **Endoderm** - **Mesoderm** - **Ectoderm** **(1) Endoderm ^inner\ layer^** - **Digestive system** - **Respiratory system\*** **(2) Mesoderm ^middle\ layer^** - **Circulatory system** - **Bones and muscles** - **Excretory system** - **Reproductive system\*** **(3) Ectoderm ^outermost\ layer^** - **Nervous system** - **Brain** - **Sensory receptors ^ears,^** ^nose,\ eyes^ - Skin parts ^hair,\ nails^ **EVENTS OF THE EMBRYONIC PERIOD ^(Weeks\ 3\ --\ 8)^** +-----------------------------------+-----------------------------------+ | **Week 3** | **now an embryo *(2 mm long)*** | +===================================+===================================+ | | **elongated** | +-----------------------------------+-----------------------------------+ | | **Three layers emerged** | | | | | | - **Ectoderm** | | | | | | - **Mesoderm** | | | | | | - **Endoderm** | +-----------------------------------+-----------------------------------+ | **Week 4** | **embryo *curved*; [two ends | | | almost touch]** | +-----------------------------------+-----------------------------------+ | | **Ectoderm folds into [neural | | | tube]** | +-----------------------------------+-----------------------------------+ | | **Mesoderm: [tiny | | | heart] forms, begins | | | to [beat]** | +-----------------------------------+-----------------------------------+ | | **Endoderm *differentiates* into | | | a [GIT] and | | | [lungs]** | +-----------------------------------+-----------------------------------+ | | **[Eyes] develop** | +-----------------------------------+-----------------------------------+ | **Week 5** | **[Ears], | | | [mouth], and | | | [throat] take shape** | +-----------------------------------+-----------------------------------+ | | **the [Handplate] | | | appears ^(where\ fingers\ will^** | | | | | | **^emerge\ from)^** | +-----------------------------------+-----------------------------------+ | | **Heart divides into [two | | | regions]** | +-----------------------------------+-----------------------------------+ | | **The [brain] | | | *differentiates* into** | | | | | | - **Forebrain** | | | | | | - **Midbrain** | | | | | | - **Hindbrain** | +-----------------------------------+-----------------------------------+ | | **[Arms] and [leg | | | buds] appear** | +-----------------------------------+-----------------------------------+ | **Weeks 6 -- 7** | **[2.5 cm long]** | +-----------------------------------+-----------------------------------+ | | **[Heart] divides | | | into [four (4) | | | chambers]** | +-----------------------------------+-----------------------------------+ | | **[Fingers] emerge | | | from the handplate** | +-----------------------------------+-----------------------------------+ | | **Evident [primitive facial | | | features]** | +-----------------------------------+-----------------------------------+ | | ***[Sexual | | | differentiation]* | | | begins** | +-----------------------------------+-----------------------------------+ | **Day 8** | **Most [structures and | | | organs] are present** | +-----------------------------------+-----------------------------------+ | | **Ovaries and | | | [testes] are | | | evident** | +-----------------------------------+-----------------------------------+ | | **Embryo begins to [straighten | | | up]; assumes a [more | | | human appearance]** | +-----------------------------------+-----------------------------------+ ***CHAPTER 3*** ***Infancy*** ***Learning Objectives*** - *Characteristics of Infancy* - *Major adjustments of Infancy* - *Condition influencing adjustment to Postnatal patterns* - *Hazards of Infancy* - *Infant reflexes* - *Continued Development* **INFANCY** - **The period of the *newborn*** - **The *early period* of *existence* as an *individual*** - **The *first period* of life** **CHARACTERISTICS OF INFANCY** - **The *shortest* of all developmental periods** - **A time of *radical adjustments*** - **A time for *major adjustments*** - **A *plateau* of development** - **A *preview* of *later development*** - **A *hazardous preview*** **(1) [The Shortest of All Developmental Periods]** - **the time for the fetus to adjust to life outside the uterine walls** - **[Adjustment is completed] when:** - **Medical criteria** - **The *fall* of the *umbilical cord* from the *navel*** - **Physiological criteria** - ***Regained* the *weight loss* after birth** - **Psychological criteria** - **Begins to show signs of *developmental progress* in *behaviour*** **(2) A Time of Radical Adjustments** - ***Birth* is an [interruption] of the [development pattern] that started at the moment of *conception*** - ***Graduation*** from an ***internal*** to an ***external environment*** **(3) A Time for Major Adjustments** - **[Temperature changes]** - **Uterine sac is around *100 F*** - **[Breathing]** - **When the *umbilical cord* is *cut*, they must beging to *breathe on their own*** - **[Sucking and swallowing]** - **For *nourishment* [ ]** - **[Elimination]** - **Works soon after birth** **(4) A Plateau of Development** - **A "plateau" due to *necessity* for making *radical adjustments*** - ***Growth and development* suddenly *stops* at [birth]** - [Slight regression], such as ***loss of weight***, tendency to be ***less strong & healthy*** than at birth **(5) A Preview of Later Development** - **A rough draft undergoing rapid revision** **(6) A Hazardous Period ^Sensitive\ period^** - **Both *physically* and *psychologically*** - ***the time when children [first learn] they can trust an adult or parent to [take care] of all their needs, keep them safe, and give them love*** - ***language acquisition*** - ***the period to develop brain function and body coordination*** ***\ ***