Human growth and development across the life span PDF

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Study Guide

Human Growth and Development

C217 Study Guide Select a topic from the table of Contents.

Table of Contents How to Use this Study Guide.................................................................................................................................... 2 Coaching Report and Book Chapters....................................................................................................................... 3 Chapter 1: The Life-Span Perspective...................................................................................................................... 4 Chapters 2 & 3: Beginnings...................................................................................................................................... 7 Chapters 4 & 5: Infancy—Physical and Cognitive Development............................................................................. 10 Chapter 6: Infancy—Psychosocial Development.................................................................................................... 13 Chapter 7: Early Childhood—Physical and Cognitive Development.......................................................................14 Chapter 8: Early Childhood—Psychosocial Development......................................................................................15 Chapter 9: Middle Childhood—Physical and Cognitive Development.....................................................................17 Chapter 10: Middle/Late Childhood—Socioemotional Development......................................................................20 Chapter 11: Adolescence—Physical and Cognitive Development..........................................................................21 Chapter 12: Adolescence—Socioemotional Development......................................................................................22 Chapters 13 & 14: Early Adulthood—Physical, Cognitive, and Psychosocial Development...................................23 Chapters 15 & 16: Middle Adulthood—Physical, Cognitive, and Psychosocial Development.................................25 Chapters 17, 18, & 19: Late Adulthood—Physical, Cognitive, and Psychosocial Development..............................26 Chapter 20: Death, Dying, and Grieving................................................................................................................. 28

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Study Guide

Human Growth and Development

How to Use this Study Guide This document is a guided study plan to help you refine your studying as you progress toward the objective assessment. This guide is not a substitute for a thorough reading of the material; it is just to help you identify areas to critically think about so you can be successful in this course. Tips for using this guide:  Answer the questions as you read through the learning resource.  Use the self-evaluation checklist after you complete the reading. If you feel that you still need additional help, contact the course mentor.  Prior to taking the assessment, review the guide to help you study. If you have taken your pre-assessment and have a coaching report: Congratulations on completing the pre-assessment for C217; this is a great step along the path to success in this course. 1. Start by taking a look at your coaching report—you’ll see the competencies and topics listed with your score. 2. Focus more on the lower scoring competency areas (those that are scored as 65% or below), but don’t ignore the others as you will see different questions on the objective assessment. 3. Refer to the Coaching Report and Book Chapters table in this document to locate the competency topic and associated chapter.

T his is a sample coaching report. Refer to your personalized report to review your results.

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Human Growth and Development

Coaching Report and Book Chapters The following table lists the chapters associated with course competencies and topic. Competency

Topics

Chapter

154.1.1 : Perspectives & Theories

Theories of Development

Chapter 1

154.1.2: Beginnings

Heredity and Prenatal Development

Chapters 2, 3

Infancy: Physical and Cognitive Development

Chapters 4, 5

Infancy: Psychosocial Development

Chapter 6

Early Childhood: Physical and Cognitive Development

Chapter 7

Early Childhood: Psychosocial Development

Chapter 8

Middle Childhood: Physical and Cognitive Development

Chapter 9

Middle Childhood: Psychosocial Development

Chapter 10

Adolescence: Physical and Cognitive Development

Chapter 11

Adolescence: Psychosocial Development

Chapter 12

154.1.7: Early Adulthood

Early Adulthood: Physical, Cognitive, and Psychosocial Development

Chapters 13, 14

154.1.8: Middle Adulthood

Middle Adulthood: Physical, Cognitive, and Psychosocial Development

Chapters 15, 16

154.1.9: Late Adulthood

Late Adulthood: Physical, Cognitive, and Psychosocial Development

Chapters 17, 18, 19

154.1.10: End of Life

Death, Dying, and Grieving

Chapter 20

154.1.3: Infancy

154.1.4: Early Childhood

154.1.5: Middle Childhood

154.1.6: Adolescence

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Human Growth and Development

Chapter 1: The Life-Span Perspective Mentor Note: This chapter focuses on the theoretical perspectives in human growth and development. As you review the section reading material, try to identify the similarities and differences between the five clusters of theories and how they complement each other. Focus on the big picture rather than the details. As you progress through the course you will have the opportunity to examine each theory as it applies to the development lifespan. Section 1-1. The Lifespan Perspective pg. 5-7 Match the term with the description of the type of development. According to the learning resource, there are different characteristics of development. Review the description of the characteristic in the first column. Write the corresponding letter of the term in the second column. (Note: there is only 1 term per description.) Terms: A. Lifelong B. Multidimensional F. Contextual

C. Multidirectional

Development Characteristic Description Some dimensions expand and others shrink Has biological, cognitive, and socioemotional dimensions The capacity for change Early adulthood is not the endpoint of development; no age period dominates development Various areas of study have an interest in the field of development through the life span All development occurs within a context, or setting (social, cultural, and historic factors)

D. Plastic

E. Multidisciplinary

Term (Letter) C. Multidirectional B. Multidimensional D. Plastic A. Lifelong E. Multidisciplinary

F. Contextual

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Human Growth and Development

Section 1-2. The Nature of Development Complete the terminology comparison table: The first column lists the term. In the second column enter a brief definition of the term. In the third column enter an example to help you distinguish between the terms. TERM Definition Example Nature

An organisms biological inheritance

Nurture

Its environmental experiences

Continuity

Change is gradual

Discontinuity

Change is in distinct stages

Stability Change

We become older reditionsof our earlier experience We develop into someone different from wo we were at an earlier point

Beliefs that genetics is the casue. Personality learned by arents, homosexuality is genetic or out of someones control, health risks passed on from parent to child Obesity is caused by poor eating habits, homosexuality is a choice, education is learned by environmental aspects and not genetics A child gradually learning to walk-crawl, stand and then walk An insect growing through distinct stages-caterpillar, chrysalis, butterfly Being shy due to hereditary or experiences at a young age Personalities are modified by interactions among family and experiences

Section 1-3. Theories of Development Complete the theories of development table: The first column lists the theory. In the second column enter a description of the key assumptions of the theory. Pay particular attention to Erikson’s and Piaget’s theories since they address the entire lifespan. Theory Description Psychoanalytic and Psychosocial Theories He thought that as a child grew up, their focus of pleasure Freud asnd sexual impulses shifts from the mouth to the anus and eventually to the genitals 8 stages of human development. Each stage conisists of a Erikson developmental task that confronts individuals with a crisis that must be resolved Cognitive Theories States that children actively construct their understanding of Piaget the world and go trough 4 stages of cognitive development. Sociocultural cogntiive theory that emphasizes how clture Vygotsky and social interaction guide cognitive development. Emphasizes that individuals manipulate information, monitor it, and strategize about it. Central to this teory are the processes of memory and thinking. Behavioral and Social Cognitive Theory Method of learning that takes place through rewarding certain Operant conditioning behaviors.

Information processing

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Human Growth and Development

Theory Description Psychoanalytic and Psychosocial Theories Theory that people learn from one another by modeling and Bandura’s social cognitive model observation. Ecological Theory Bronfenbrenner’s environmental systems theory that focuses Ecological theory on 5 environmental systems: microsystem, mesosystem, exosystem, macrosystem, and chronosystem. Behavior is strongly influenced by biology and is tied to Ethology evolution on 1-3. Theories of Development (Continued) Answer the following question: How does Erikson’s theory differ from that of Freud? Freud emphasizes importance of basic needs and biological forces while erikson’s is based upon social and environmental factors. Erikson’s theory expands into adulthood and Freuds ends at an earlier period.

Complete the stages of development tables: Erikson’s theory is influential in understanding development across the lifespan. In the first column enter the name of the stage. In the second column enter the associated age range. Name of Stage

Age Range

Trust vs. Mistrust

Infant to 18 months

Autonomy vs. Shame and Doubt

18 months to 3 years

Initiative vs. Guilt

3 to 5 years

Competence vs. Inferiority

5 to 13 years

Identity vs. Role Confusion

13 to 21 years

Intamacy vs. Isolation

21 to 39 years

Generativity vs. Stagnation

40 to 65 years

Ego-integrity vs. Despair

65 years and older

Piaget’s theory is also examined throughout the course. In the first column enter the name of the stage. In the second column enter the associated age range. Name of Stage

Age Range

Sensorimotor Stage- infants construct an understanding of the world by seeing and hearing Preoperational Stage- children represent the world with words, images and drawings performing a concrete operation Concrete Operational Stage- children can perform operations that involve objects

Birth to 2 years 2 to 7 years

7 to 11 years

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Study Guide Name of Stage Formal Operational Stage- individuals move beyond concrete experiences and begin to think in abstraac and more logical terms

Human Growth and Development Age Range 11/15 years on up

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Human Growth and Development

on 1-4. Research in Life-Span Development Complete the types of research tables: Describe the unique characteristics of the following approaches to research: Research Description When to use Approach Studies designed to observe and record Descriptive Correlational Experimental

Case Study

behavior Attempts to determine the strength of the relationship between 2 or more events Procedure in which one or more factors believed to influence the behavior being studied are manipulated while all other factors are held constant Detailed research of a person, group, or situation

Describe the unique characteristics of the following approaches to research: Research Approach Description When to use A research strategy in which individuals Cross-sectional Longitudinal

of different ages are compared at one time A research strategy in which the same individuals are studied over a period of time, usually several years or more

Supplemental Resource: Development Theories For a closer look at Piaget’s and Erikson’s theories watch “Human Growth and Development: Theoretical Perspectives.” This video was created by one of the course mentors. End of Chapter 1 Self-Evaluation After reading this chapter and completing this guide you should be able to: ☐ Identify different theories of human development. ☐ Explain various characteristics of life-span perspective of development. ☐ Explain research methods used in studying life-span development. ☐ Summarize issues in development, such as nature versus nurture, continuity, change, and stability. If you feel you still need assistance, please contact the course mentor.

Chapters 2 & 3: Beginnings Mentor Note: Chapters 2 and 3 cover the subjects of heredity and prenatal development. This study guide will only focus on the important sections: Chapter 2 sections 2 and 4; and Chapter 3 section 1. Section 2-2. Genetic Foundations of Development Define the following terms: 

Dominant Gene: stronger, more powerful of the 2 types Page 8 of 44

Study Guide     

Human Growth and Development

Dominant Trait: trait carried on a dominant gene. Will always be expressed regardless of what type of gene it is paired with Recessive Gene: not able to exert any influence on a characteristic if paired with a dominant gene Recessive Trait: trait carried on a recessive gene can only be expressive if on R-R gene pair Genotype: used to describe all of the traits carried in a person’s genetic material, including recessive traits Phenotype: characteristics that are usually expressed

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Human Growth and Development

Section 2-2. Genetic Foundations of Development (continued) List 3 examples of chromosomal abnormalities: 1. Down Syndrome 2. Aneuploidy 3. Turner Syndrome List 3 examples of genetic abnormalities: 1. Cystic Fibrosis 2. Sickle Cell Anemia 3. Huntington’s Disease Section 2-4. Heredity-Environment Interaction Answer the following questions: What is the goal of the field of behavioral genetics? They seek to discover the influence of heredity and environment on individual differences in human traits and development.

How do the findings of adoption studies and twin studies help us to understand the role of heredity and environment? To determine the influences of environment and heredity, the home environment needs to be controlled while heredity is varied. (Ex. Identical twins, who develop from 1 egg that splits into 2 are genetically identical while fraternal twins develop from 2 fertalized eggs and are genetically no more similar than brothers and sisters. Adoption studies allow us to determine if adopted families, who contribute to the home environment, or their biological parents, who contributed to their genes. Complete the heredity-environment table: Review the type of correlation in the first column. Enter an example of the type of correlation in the second column to help you remember this concept. Correlation Type Passive Evocative Active (niche-picking)

Example Correlations that exist when the natural parents, who are genetically related to the child, provide a rearing environment for the child Correlations that exist when the child’s genetically influenced characteristics elicit certain types of environment Correlations that exist when children seek out environments and they find compatible and stimulating

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Human Growth and Development

on 3-1. Prenatal Development pg 74-78 Complete the prenatal stages of development table. Enter the stage in the first column. Enter the number of weeks or months postconception in the second column. Describe the key developments during the corresponding stage in the third column. Please note, these periods of prenatal development are not the same as the trimesters of pregnancy. Stage

Weeks

Key Developments During Stage

Germinal Period

Conception to 2 weeks

Embryonic Period

Weeks 2-8 after conception

Fetal Period

Remaining 7 months

Includes the creatin of the fertilized egg, called the zygote, cell division, and the attachment of the zygote to the uterine wall. Rapid cell division occurs. Rate of cell differentiation intensifies, support systems for cells form, and organs appear Embryo to Fetus, organs functioning, audible heart beat, more active, distinguishable features/limbs, neural connections

Complete the following questions and tasks:  What is a teratogen? From the Greek word “Tera,” meaning “monster.” Any agent that causes a birth defect. The field of study that investigates the causes of birth defects is called teratology. 

Why do some infants exhibit effects of exposure to a teratogen while others do not? (Provide 3 factors.) 1. Dose- the greater the dose of an agent, such as a drug, the greater the effect 2. Genetic Susceptibility- type or severity of abnormalities is linked to the genotype of the pregnant woman and the genotype of the embryo or fetus 3. Time of Exposure- exposure to teratogens does more damage when it occurs at some point in development than at others (embryonic period is more vulnerable than the fetal period



Describe the effects of the following on a developing embryo or fetus: o Nicotine: adversly influence prenatal development, birth and postnatal development. Preterm births and low birth weights, fetal and neonatal deaths, respiratory problems, and Sudden Infant Death Syndrome (SIDS, also known as crib death) o Alcohol: Fetal Alcohol Spectrum Disorders (FASD)- facial deformities and defective limbs, face and heart. Learning problems and many are below average in intelligence, some have an intellectual disability, deficiencies in the brain pathways involved in working memory. o Cocaine: quickly crosses the placenta to reach the fetus- reduced birth weight, length, and head circumference, lower arousal, less effectective self-regulation, Page 11 of 44

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Human Growth and Development higher excitability, lower quality of refelxes at 1 month of age, impaired motor development at 2 years, and a slower rate of growth through 10 years, deficits in behavioral self-regulation, elevated blood pressure at 9 years, impaired language development and information processing, attention deficits (especially impulsivity), learning disabilities at age 7, increased likelihood of being in a special education program that involves support services, increased behavioral problems, especially externalizing problems such as hig...