Growth And Dev

AGE

Fine Motor

Gross Motor

Language

Play

15

Puts small pellets into small bottles

Walks alone well; can seat in chair

4 – 6 words

No longer rotates a spoon to bring to mouth

Can run and jump in place; walk up & down the stairs

Can stack 2 blocks; exploring sense of permanence Imitates household chores, dusting; parallel play

18

Can open doors by doorknobs; unscrew lids Make simple lines

24 30

7 – 20 words; uses jargoning; names 1 body part Walks up stairs 50 words; 2 word alone still using sentences both feet Can jump down Verbal language from chair increasing

Parallel play evident Spends time playing house

COGNITIVE AND PSYCHOSOCIAL DEVELOPMENT OF A TODDLER Age in Months Stage Task Cognitive

18-Dec

Sensimotor 5

Child experiments by trial and error method

18 - 24

Sensimotor 6

Can pretend and use deferred imitation; object permanence is complete

24

Pre-operational thought

Able to use assimilation or change situation to fit thoughts

24 - 36

Psychosocial Autonomy vs. shame and guilt

Learn independence and the beginning of problem solving

SUMMARY OF PRESCHOOL Age (yr.)

3

Fine Motor Undresses self; stacks tower of blocks; draws a cross

Grass Motor Runs; alternates feet on stairs; rides tricycle, stands on one foot

Language Vocabulary of 900 words

Play Able to take turns; very imaginative

Can do simple buttons

Constantly in motion, jumps; skips

Vocabulary of 1,500 words

Pretending is a major activity

Draws a 6 part man

Throws overhand

Vocabulary of 2,100 words

Like games with numbers or letters

4 5

DEVELOPMENT OF SECONDARY SEX CHARACTERISTICS IN SCHOOL-AGE CHILD Age (yr.)

Boys

Girls

Pre pubertal weight gain occurs

Breasts: elevation od papilla with breast bud formation; areolar diameter enlarges

Sparse growth of straight; downy, slightly pigmented hair at base of penis

Straight hair along the labia. Vaginal epithelium becomes cornified

Scrotum becoming textured; growth of penis and testes begins

pH of vaginal secretions acid; slight mucous vaginal discharge present

Sebaceous gland secretion increases

Sebaceous gland secretion increases

Perspiration increases

Perspiration increases

9 to 11

11 to 12

Dramatic linear growth spurt

Dramatic growth spurt Pubic hair grows darker; spreads over entire pubis Breast enlarge, still no protrusion of nipples Axillary hair present

Breast enlargement occurs

Menarche occurs

Pubic hair present across pubis

12 to 13

Penis lengthens

SUMMARY OF SCHOOL-AGE DEVELOPMENT Age (yr.)

Physical Development

6

A year of constant motion; skipping is a new skill; first molar erupts

7

Central incisor erupt; difference between sexes becomes apparent time in quiet play

8

Coordination definitely improved; playing with gang becomes important; eyes become fully developed

9

All activities done with gang

10

Coordination improves

11

Active, but awkward and ungainly

12

Coordination improves

Psychosocial & Cognitive Development First-grade teacher becomes authority figure; adjustment to all-day school may be difficult and lead to nervous manifestation of fingernail biting; defines words by their use A quiet year; striving for perfection leads to this year being called an eraser year. Conservation is learned; can tell time; can make simple change “Best friends” develop; whispering and giggling begin; can write as well as print; understands concepts of past. Present and future. Gang age; a 9 yr old club is formed to spite someone has secret codes, is all boy or a girl, gangs disband and reform quickly Ready for camp away from home; collecting age; ready for competitive games Insecure with members of opposite sex; repeats off-color jokes A sense of humor is present; is social and cooperative

Age (yr.)

13-15

15-16

SEXUAL MATURATION IN ADOLOESCENTS Males Females Pubic hair thick and curly; triangular in Growth spurt continuing; pubic hair distribution; breast areola and papilla form abundant and curly. secondary mound; menstruation is ovulatory making pregnancy possible Testes, penis and scrotum enlarging further; facial hair fine and downy; voice changes Genitalia adult; pubic hair abundant and Pubic hair abundant and curly; may extend curly; scrotum dark and heavily rugated, onto medial aspect of thighs; breast tissue sperm production mature adult and nipple protrude, may have some degree of acne

16-17

Pubic hair abundant and curly; may extend along medial line of the thighs; testes, scrotum, and penis adult size; may have some degree of acne; gynecomastia (enlarged breast tissue)

17-18

End of skeletal growth

End of skeletal growth

Freud’s Five Stages of Development Stage

Age

Oral

Birth to 1 ½ years

Characteristics Mouth is the center of pleasure (major source of gratification and exploration) Major conflict: weaning Anus and bladder are the sources of pleasure

Anal

1 ½ to 3 years

Phallic

4 to 6 years

Latency

6 to puberty

Genital

Puberty and after

Major conflict: Toilet training The child’s genitals are the center of pleasure. Masturbation offers pleasure. Other activities can include fantasy, experimentation with peers and questioning of adults about sexual topics. Major conflict: (The Oedipus complex and Electra complex, which resolves when the child identifies with parent of same sex. (The Oedipus complex refers to the male child’s attraction for his mother and hostile attitudes toward his father. The electra complex refers to the female’s attraction for her father and hostile attitudes towards her mother Energy is directed to physical and intellectual activities. Sexual impulses tend to be repressed. Develop relationships between peers of the same sex. Energy is directed toward full maturity and function and development of skills needed to cope with the environment.

Erickson’s Eight Stages of Development Stage

Age

Central Task

Indicators of positive resolution

Infancy

Birth to 18 months

Trust versus mistrust

Learning to trust others

Indicators of positive resolution Mistrust, withdrawal, estrangement

Self control without loss of self esteem.

Compulsive self restraint or compliance.

Ability to cooperate and express oneself

Willfulness and defiance

Learning the degree to which assertiveness and purpose influence the environment. Beginning ability to evaluate one’s own behavior Beginning to create, develop and manipulate. Developing sense of competence and perseverance

Lack of self confidence. Pessisim, fear of wrong doing. Over control and over restriction of own activity

Early Infancy

Late Childhood

School Age

Adolescence

18 months to 3 years

3 to 5 years

6 to 12 years

12 to 20 years

Initiative versus Guilt

Industry versus inferiority

Identity versus role confusion

Coherent sense of self. Plans to actualize one’s abilities Intimate relationship with another partner.

Young adulthood

18 to 25 years

Adulthood

25 to 65 years

Maturity

Autonomy versus shame and doubt

Intimacy versus isolation Commitment to work and relationships

65 to death

Generativity versus stagnation

Integrity versus despair

Creativity, productivity, concern for others Acceptance of worth and uniqueness of one’s own life. Acceptance of death

Loss of hope, sense of being mediocre. Withdrawal from school and peers Feelings of confusion, indecisiveness and possible anti social behavior Impersonal relationships. Avoidance of relationships, career or lifestyles commitments Self indulgence, self concern, lack of interests and commitments Sense of loss, contempt for others

Piaget’s Phases of Cognitive Development Phases and Stages

Age

Sensorimotor stage

Birth to 2 years

Stage 1 Use of reflexes Stage 2 Primary circular reaction

Birth to 1 month

Most active is reflexive

1 to 4 months

Perception of events is centered on the body. Objects are extension of self

4 to 8 months

Acknowledges the external environment. Actively makes changes in the environment

8 to 12 months

Can distinguish a goal from a means of attaining it

12 to 18 months

Tries and discovers new goals and ways to attain goals. Rituals are important

18 to 24 months

Interprets the environment by mental image. Uses make believe and pretend play

2 to 4 years

Uses and an egocentric approach to accommodate the demands of the environment. Everything is significant and relates to “me”.

Stage 3 Secondary circular reaction Stage 4 Coordination of secondary schemata Stage 5 Tertiary circular reaction Stage 6 Inventions of new means Pre conceptual phase

Significant behavior

Intuitive phase

4 to 7 years

Concrete Operations Phase

7 to 11 years

Formal Operations Phase

11 to 15 years

Explores the environment. Language development is rapid. Associates words with objects Egocentric thinking diminishes. Thinks of one idea at a time. Includes others in the environment. Words express thoughts. Solves concrete problems. Begins to understand relationships such as size. Understands right and left. Cognizant of viewpoints Uses rational thinking. Reasoning is deductive and futuristic.

Kohlberg’s Phases of Moral Development Level

Stage

Average Age

Pre-conventional Person is responsive to cultural rules of labels of good and bad, right or wrong. Externally established rules determine right or wrong actions. Person reasons in terms of punishment, reward, or exchange of favors.

Punishment and Obedient Orientation

Fear of punishment, not respect for authority, is the reason for decisions, behavior, and conformity

Toddler to 7 years

Instrumental Relativist Orientation Egocentric focus

Conventional Person is concerned with maintaining expectations and rules of the family, group, nation, or society. A sense of of guilt has developed and affects behavior. The person values conformity, loyalty and active maintenance of social order and control. Conformity means good behavior or what pleases or helps another and is approved.

Conformity is based on egocentricity and narcissistic needs. There is no feeling of justice, loyalty, or gratitude. “I’ll do something if I get something for it because it pleases you.”

Preschooler through school-age

Interpersonal Concordance Orientation Decisions and behavior are based on concerns about others reactions; the

School-age through adulthood

person wants others’ approval or a reward. An emphatic response, based on understanding of how another person feels, is a determinant of decisions and behavior

Law-and-Order Orientation Societal focus

The person wants established rules from authorities, and the reason for decisions and behavior is that social And sexual rules and traditions demand the response. (I’ll do something because it’s the law of my duty

Adolescence and adulthood (most men are in this stage)

Post conventional The person lives autonomously and defines moral values and principles that are distinct from personal identification with group values. He or she lives according to principles that are universally agreed on and that the person considers appropriate for life Universal focus

Social Contact Legalistic Orientation The social rules are not sole basis for decisions and behavior because the person believes a higher moral principle applies such as equality, justice, or due process

Universal Ethical Principle Orientation Decisions and behaviors are based on internalized rules, on conscience rather than social laws, and on self-chosen ethical and abstract principles that are universal, comprehensive, and consistent.

Middle-age or older adult