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NUR 110 Exam 1

Lifespan and Development

TermDefinition
Development the pattern of movement or change that begins at conception and continues through the human lifespan; involves growth, maintenance, and regulation of loss
Traditional approach emphasizes extensive change from birth to adolescence, little to no change in adulthood, and a decline in old age
Lifespan approach emphasizes developmental change throughout childhood and adulthood
Lifespan based on oldest age documented (122 years old)
Life expectancy average number of years that a person can expect to live (79 years old)
Development co-construction of biology, culture, and the individual (brain shapes culture/no age period dominates development); lifelong, multidimensional (biological, cognitive, socioemotional), multidirectional, plastic, multidisciplinary, and contextual
Contemporary concerns health and well-being (developmental stages), parenting and education (parents working, homeschooling/standardized education), sociocultural contexts/diversity (culture, ethnicity, socioeconomic status, gender), social policy (poverty)
Nature of development: Socioemotional changes in relationships with other people, changes in emotions, and changes in personality
Conceptions of age: Chronological age number of years alive
Conceptions of age: Biological age age in terms of one's health
Conceptions of age: Psychological age (mental age) adaptive capacities compared to others of the same age (how we deal/don't deal with stress)
Conceptions of age: Social age connectedness with others (social networks to communicate), social roles, better social relationships (live longer)
Nature of development: Biological changes in an individual's physical nature (genes inherited, changes in brain or height/weight/motor skills/nutrition/exercise/hormones)
Nature of development: Cognitive changes in thought process, intelligence, and language
Developmental issues: Stability and Change stability: the degree to which early traits/characteristics persist change: the degree to which early traits/characteristics change as you persist
Developmental issues: Continuity and Discontinuity whether developmental is gradual or if it discontinues/stops through the different stages
5 Theoretical Orientations to Development psychoanalytic, cognitive, behavioral/social cognitive, ethological, ecological
Developmental issues: Nature vs. Nurture nature: biological inheritance (what you're born with) nurture: environmental influences (where you grew up/resources), what is available to everyone (medical care/medication/insurance/education), who you surround yourself with (home life/culture)
5 Theoretical Orientations to Development psychoanalytic (emphasize unconscious/emotion), cognitive (emphasize conscious thoughts), behavioral/social cognitive (behavior learned through experience/emphasizes continuity in development), ethological (behavior influenced by biology), ecological
Developmental period time frame in person's life characterized by certain features
Prenatal period time from conception to birth; tremendous growth; 9 month span
Infancy developmental period from birth to 18-24 months; extreme dependence on adults
Freud's Theory as children grow up, their focus of pleasure and sexual impulses shifts from the mouth to anus to genitals
Psychosexual development oral - pleasure = mouth (birth-1.5) anal - pleasure = anus (1.5-3) phallic - pleasure = genitals (3-6) latency - represses sexual interest, develops social/intellectual skills (6-puberty) genital - time of sexual reawakening, pleasure from outsider
Erikson's Psychosocial Theory 8 stages of development unfold through life; at each stage a unique developmental task confronts individuals with a crisis that must be resolved (successfully resolved = healthier development) children able to identify themselves/understand others
Erikson - Trust vs. Mistrust infancy (1); trust sets the stage for a lifelong expectation that the world will be a good and pleasant place to live
Erikson - Autonomy vs. Shame/Doubt late infancy/toddlerhood (1-3); after gaining trust in caregivers, begin to discover behavior is their own; assert sense of independence/realize will; develop sense of shame/doubt if restrained too much/punished harshly
Erikson - Initiative vs. Guilt preschool years (3-5); encounter widening social world and face new challenges that require active, purposeful, responsible behavior; guilt arises if child is irresponsible and made to feel anxious
Erikson - Industry vs. Inferiority elementary school years (6-puberty); need to direct energy toward mastering knowledge and intellectual skills; may feel incompetent and unproductive
Erikson - Identity vs. Identity Confusion adolescent years (10-20); face finding out who they are/what they're about/where they're going in life; explore roles in healthy manner and arrive at positive path to follow (if not - identity confusion)
Erikson - Intimacy vs. Isolation early adulthood (20-30); face developmental task of forming intimate relationships (if not - isolation results)
Erikson - Generativity vs. Stagnation middle adulthood (40-50); a concern for helping the younger generation to develop and lead useful lives (doing nothing - stagnation)
Erikson - Integrity vs. Despair late adulthood (60s-on); reflect on past; if life well spent then integrity achieved; if not retrospective glances yield doubt/gloom/despair
Piaget's Cognitive Developmental Theory children go through 4 stages of development as they actively construct their understanding of the world; organization and adaptation; go through 4 stages in understanding the world (each age-related state consists of a distinct way of thinking)
Piaget - Sensorimotor Stage birth-2; infants construct an understanding of the world by coordinating sensory experiences (seeing/hearing) with physical motoric actions
Piaget - Preoperational Stage 2-7; go beyond connecting sensory information with physical action; represent world with words/images/drawings; unable to perform operations (internalized mental actions that allow children to do mentally what they previously could only do physically)
Piaget - Concrete Operational Stage 7-11; perform operations that involve objects and can reason logically when reasoning can be applied to specific/concrete examples
Piaget - Formal Operational Stage 11-15 and continues through adulthood; move beyond concrete experiences and think in abstract and more logical terms; develop images or more ideal circumstances; entertain possibilities for the future and are fascinated with what they can become
Vygotsky's Sociocultural Cognitive Theory emphasizes how culture and social interaction guide cognitive development; learn to use inventions of society (language/mathematics/memory strategies); social interaction with more skilled adults/peers indispensable in learning to use tools (adaptation)
Skinner's Operant Conditioning consequences of behavior produce changes in probability of behavior's occurrence; behavior rewarded more likely to recur; behavior punished less likely to recur; pattern of behavioral changes brought about by rewards/punishment
Bandura's Social Cognitive Theory behavior, environment, and person (sense of being in control)/cognition (forethought) are key factors in development; observational learning (imitation/modeling); cognitively represent the behavior of others and may adopt this behavior themselves
Brofenbrenner's Ecological Theory development reflects the influence of several environmental systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem)
Brofenbrenner - Microsystem setting where individual lives (family/peers/school/neighborhood); most direct interactions with social agents take place
Brofenbrenner - Mesosystem relations between microsystems/connections between contexts (family experiences vs. school experiences)
Brofenbrenner - Exosystem links between individual's immediate context and a social setting in which the individual doesn't play an active role (experience at home influenced by mother's experiences at work)
Brofenbrenner - Macrosystem culture in which individuals live (behavior patterns, beliefs, products of a group of people passed on)
Brofenbrenner - Chronosystem patterning of environmental events and transitions over the life course as well as sociohistorical circumstances (divorce)
Kohlberg's Cognitive Developmental Theory 3 levels of moral development; morality becomes more mature (judgments of behaviors go beyond superficial reasons)
Kohlberg - Preconventional Reasoning lowest level; moral reasoning is strongly influenced by external punishment or reward (what's in it for them); children respect power of adults; effort made to secure benefit for themself
Kohlberg - Conventional Reasoning intermediate level; individuals develop expectations about social roles; secure approval/maintain friendly relations; for a nation/community to work effectively they need to be protected by laws that everyone follows (social order)
Kohlberg - Postconventional Reasoning highest level; conventional considerations judged against moral concerns such as liberty/justice/equality with the idea that morality can improve the laws, fix them, and guide conventional institutions in the direction of a better world; mutual benefit
Methods for Collecting Data observation: lab-controlled setting, everyday world-naturalistic and no manipulation surveys/interview: questions used to obtain opinions/beliefs about topic standardized test: uniform procedures for admin/scoring, can compare to others
Methods for Collecting Data case study: in-depth look at single individual, provides info about one's experiences physiological measures: hormone levels monitored, neuroimaging (fMRI, EEG), HR, eye movement, gene assessment
Types of Research - Descriptive observes and records behavior
Types of Research - Correlational describes the strength of the relationship between 2+ events/characteristics (more strongly events are correlated, more effectively we can predict one from the other); correlation coefficient = +1.00 or -1.00 (higher coefficient, stronger the association)
Types of Research - Experimental carefully regulated procedure; 1+ factors believed to influence behavior being studied are manipulated while all other factors are held constant; if behavior changes it's due to manipulated factor (cause-effect)
Types of Research - Experimental IV: manipulated factor DV: factor changes as a result experimental group: experience is manipulated control group: comparison group that resembles group and is treated the same but not manipulated random assignment: assigned to groups by chance
Types of Research - Cross-Sectional simultaneously compares individuals of different ages
Types of Research - Longitudinal same individuals studied over a period of time (several years or more)
Types of Research - Cohort Effects differences due to time of birth, era, or generation but not to actual age
Ethnic gloss involves using an ethnic label such as African American/Latinx in a superficial way that portrays an ethnic group as being more homogenous than it really is; refer to ethnocultural groups in an overgeneralized way that ignores their unique characteristics
Ethical Research informed consent: all participants must know what their research participation will involve/what risks might develop; have right to withdraw confidentiality: researchers must keep data gathered confidential and anonymous when possible
Ethical Research debriefing: after study participants should be informed of its purpose and methods used deception: may deceive participants about details of study but must ensure that deception will not cause harm and participants will be debriefed ASAP after
Ethical Research and Bias minimize gender bias (conclusions drawn about women because of way men acted) or cultural/ethnic bias (excluding minority groups) research groups should vary in gender/racial groups
Chromosomal abnormalities - Down Syndrome extra chromosome causes mild to severe retardation and physical abnormalities treatment: surgery, early intervention, infant stimulation, special learning programs
Chromosomal abnormalities - Klinefelter Syndrome (XXY) an extra X chromosome causes physical abnormalities treatment: hormone therapy
Chromosomal abnormalities - Fragile X Syndrome an abnormality in the X chromosome can cause mental retardation, learning disabilities, or short attention span treatment: special education, speech/language therapy
Chromosomal abnormalities - Turner Syndrome (XO) women may be infertile; missing X chromosome in females can cause mental retardation, sexual underdevelopment, and a webbed neck treatment: hormone therapy
Chromosomal abnormalities - XYY Syndrome males can become more violent/aggressive; an extra Y chromosome can cause above average height no treatment
Prenatal diagnostic testing - Ultrasound Sonography starts 7 weeks; noninvasive prenatal medical procedure where high-frequency sound waves are directed into pregnant woman's abdomen transforming into visual representation of fetus's inner structures detects structural abnormalities, sex, multiple babies
Prenatal diagnostic testing - Fetal MRI uses powerful magnet/radio waves to generate detailed images of the body's organs/structures; used to obtain clearer image can detect fetal malformations
Prenatal diagnostic testing - Chorionic Villus Sampling 10-12th week; tiny tissue sample from placenta removed and analyzed can detect genetic defects/chromosomal abnormalities
Prenatal diagnostic testing - Amniocentesis 15-18th week; sample of amniotic fluid withdrawn by syringe and tested for chromosomal or metabolic disorders
Prenatal diagnostic testing - Maternal Blood Screening 16-18th week; identifies pregnancies that have an elevated risk for birth defects (spina bifida/Down Syndrome/congenital heart disease risk); triple screen noninvasive testing detects genetic abnormalities using cell-free DNA in blood
Prenatal diagnostic testing - Fetal Sex Determination noninvasive diagnosis of plasma able to determine baby's sex at 4.5 weeks
Prenatal development - Germinal Period first 2 weeks after conception; creation of fertilized egg/zygote, cell division, attachment of zygote to uterine wall; rapid cell division (1 week - differentiation begins) implantation: attachment of zygote to uterine wall (10-14 days after conception)
Prenatal development - Embryonic Period 2-8 weeks after conception; rate of cell differentiation intensifies, support systems for cells form (amnion/umbilical cord/placenta), organs appear; mass of cells = embryo organogenesis: process of organ formation during first 2 months of development
Prenatal development - Fetal Period 2 months-birth; growth and development continue; 3 months can feel fetal movement; 5 months baby prefers specific position; 6 months fetus becomes viable outside womb; last couple months baby develops fatty tissues/organs start functioning at good pace
Prenatal development - Brain 100 billion neurons at birth; neural tube fails to close; folic acid prescribed (prevents neural tube defects) anencephaly: brain/skull/part of head/brain fails to grow; dies in utero/during birth/shortly after spina bifida: varying degrees of paralysis
Prenatal development - Brain when neural tube closes: neurogenesis: generation of new neurons neuronal migration: cells move outward from their point of origin to appropriate locations (6-24 weeks after conception)
Stages of birth - Stage 1 average 6-12 hours; uterine contractions 15-20 mins apart and last up to a minute; water has broken
Stages of birth - Stage 2 begins when baby's head starts to move through the cervix and birth canal and ends when the baby completely emerges from mother's body
Stages of birth - Stage 3 afterbirth - umbilical cord, placenta, and other membranes are detached and expelled (important to make sure everything is out to avoid infections)
Childbirth settings 99% in hospitals 8% attended by midwife doulas provide continuous physical, emotional, and educational for mothers before, during, and after childbirth home births, water births
Methods of childbirth - Medications analgesia (narcotics - Demerol) anesthesia (epidural block) oxytocin (synthetic hormones used to stimulate contractions)
Methods of childbirth - Natural childbirth nothing used at all
Methods of childbirth - Prepared childbirth childbirth classes (Lamaze - learn pain management, breathing techniques)
Methods of childbirth - Water birth giving birth in tub of warm water
Methods of childbirth - Massage/Music therapy massage reduces pain during labor
Methods of childbirth - Acupuncture reduces pain by inserting very fine needles into specific locations in the body
Methods of childbirth - Hypnosis
Methods of childbirth - Cesarean delivery (C-section) happens if baby in breech position VBAC - vaginal birth after C-section (can have baby vaginally after having one via C-section) depends on mom's health and if there were complications
Newborn assessment measuring neonatal health and responsiveness Apgar scale: assessed at 1 min and 5 mins after birth; score of 0, 1, or 2 given for HR, body color, muscle tone, respiratory effort, and reflex irritability; 10 = highest; 3/less = emergency, 7-10 ideal
Apgar Scale HR: 0 = absent, 1 = slow, 2 = fast Respiratory: 0 = no breathing, 1 = irregular/slow, 2 = good breathing with normal crying Muscle tone: 0 = limp/flaccid, 1 = weak/inactive/some flexion, 2 = strong/active/motion
Apgar Scale Body color: 0 = blue/pale, 1 = body pink but extremities not, 2 = entire body pink Reflex: 0 = no response, 1 = grimace, 2 = coughing/sneezing/crying
Brazelton Neonatal Behavioral Assessment Scale (NBAS) assesses newborn's neurological development, reflexes, and reactions to people/objects
Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS) assess newborn's behavior, neurological and stress responses, and regulatory capacities
Preterm and Small for Date Infants low birth weight infants weigh <5.5 lbs at birth preterm infants born 3+ weeks before full term kangaroo care/massage therapy: treatment that involves skin to skin contact (recommended 2-3 hrs a day) bonding: forms connection; first days crucial
Postpartum assessment and concerns BUBBLE: examine breasts, make sure uterus isn't boggy (firm), empty bladder, bowel movements (prescribe proper meds), lochia (discharge; ensure drains; give pads), episiotomy (assess stitches/vaginal tear and spray to clean) emotional fluctuations common
Homan's sign assessment used to make sure patient doesn't develop a DVT (blood clot); check calves/limbs
Postpartum depression sadness, anxiety, and despair that lasts for 2+ months treatments: antidepressants, psychotherapy, exercise support by fathers lowers postpartum depression
Prenatal care screening for manageable conditions/treatable diseases educational, social, nutritional services Centering pregnancy (group of 10 people with obstetrician to share resources/info) home visitation (well baby check up)
Gene-linked abnormalities - Cystic Fibrosis glandular disfunction that interferes with mucus production, breathing and digestion are hampered, shortened lifespan treatment: oxygen/physical therapy, synthetic enzymes, antibiotics
Gene-linked abnormalities - Diabetes body doesn't produce enough insulin treatment: insulin
Gene-linked abnormalities - Hemophilia delayed blood clotting causes internal and external bleeding treatment: blood transfusions/injections
Gene-linked abnormalities - Huntington disease CNS deteriorates producing problems in muscle coordination and mental deterioration no treatment
Gene-linked abnormalities - Phenylketonuria metabolic disorder that causes mental retardation treatment: special diet
Gene-linked abnormalities - Sickle-Cell Anemia blood disorder that limits body's oxygen supply; causes joint swelling as well as heart and kidney failure treatment: penicillin, pain meds, antibiotics, blood transfusions
Gene-linked abnormalities - Spina Bifida neural tube disorder that causes brain/spine abnormalities treatment: corrective surgery at birth, orthopedic devices, physical/medical therapy
Gene-linked abnormalities - Tay-Sachs Disease deceleration of mental and physical development caused by an accumulation of lipids in the NS treatment: medication, special diet
Genetic principles dominant-recessive genes principle sex-linked genes genetic imprinting (expression of gene different if mother/father passed it on) polygenic inheritance (characteristics are from interaction of many different genes)
Infancy - Patterns of growth cephalocaudal pattern: sequence in which the earliest growth always occurs from the top down; grow fastest first 2 years proximodistal pattern: sequence in which growth starts in the center of the body and moves out toward extremities
Infancy - Patterns of growth average newborn is 20 in long (btw 18-22 in) and 7.5 lbs (btw 5.5-10 lbs) at 2 infants weigh 26-32 lbs and are half their adult height
The brain extensive brain development after birth/through infancy head should be protected (Shaken Baby Syndrome - brain swelling/hemorrhaging from child abuse trauma) want to stimulate brain repeated experience wires/rewires the brain brain flexible/resilient
Sleep typical newborn sleeps 16-17 hours a day vary in preferred times common problem = night waking (excessive parental involvement in sleep related interactions)
REM sleep eyes flutter beneath closes eyelids (soothes baby, decreases by 3 months) sleep cycle begins with REM sleep; may provide added self-stimulation; promotes brain development
Shared sleeping varies in cultures; American Academy of Peds discourages potential benefits: promotes breastfeeding and quicker response to crying, allows mothers to detect dangerous breathing pauses
SIDS infant stops breathing and dies without apparent cause; highest cause of infant death (2-4 months) should lie baby on back NOT abdomen; clear crib decreases overheating, increases air flow and development
Nutrition 50 cal per day for each lb they weigh; fruits/veggies by end of 1st year; poor dietary patterns = obesity (breastfeeding reduces risk)
Malnutrition early weaning Marasmus: severe protein-calorie deficiency resulting in wasting away of body tissues Kwashiorkor: severe protein deficiency that causes abdomen/feet to swell with water WICK helps moms get supplies for babies/kids
Breastfeeding vs. Bottle Feeding breastfeed solely first 6 months benefits: GI, decrease respiratory infections/allergies/asthma, strengthens immune system, less likely to get type I Diabetes as child/type II as adult, fit cardiovascular system
Reflexes built-in reactions to stimuli (autonomic) grasp (2-5 months, close fist around finger on palm), babinski (2, curl toes when sole is touched), rooting (3-4 months, turn head for nipple when face touched)
Gross motor skills (6 months) large muscle activities, positively connected with communication skills development of posture learning to walk (by 1st bday) locomotion/postural control closely linked milestones reached depend on caregiver support
Gross motor skills (2 years) more skilled/mobile, 13-18 months can pull toy/climb stairs, 18-24 months can walk quickly/balance on feet/walk backward/stand/kick ball
Fine motor skills (1 year) pincer grasp (grabbing utensil to eat) sensory/perceptual development (takes year to see, clearer and colored) hearing: learn sounds by last 2 months of pregnancy (recognize mother's voice at birth), 3 months perception improves, 6 months localize sound
Fine motor skills (1 year) touch/pain: respond to touch and feel pain (circumcision) smell: differentiate odors by 6 days taste: sensitivity to taste present before birth, 2 hours after make different facial expressions when tasting things (sweet/bitter/sour)
Reflexes babkin (3-4 months, responds to pressure in both palms by closing eyes/opening mouth), sucking (before/after birth, sucks when object placed in mouth), stepping (2 months, when arms held and feet touch solid surface begin to step/dance)
Reflexes moro/startle (5-6 months, react to sudden noise/movement by arching back and waving limbs), tonic/neck (5-7 months, responds to neck/back being touched by bending one arm and pointing the other)
Object permanence object still exists even when it's not directly in front of us
Conditioning classical/operant conditioning (learn to behave a certain way to receive a reward - money for good grades) information retention (long-term memory easily retrieved)
Attention focusing mental resources selective: 1 thing at a time divided: split attention/concentrate on 1+ activity sustained: focused attention (on object/person), length increases with age (3 months = 5-10 sec) executive: planning goals, self-reflection
Language development form of communication (spoken/written/signed); consists of words used by community and rules for varying/combining them infinite generativity: ability to produce endless number of meaningful sentences using finite set of words/rules
Language development in Infants birth - crying 2-4 months - cooing begins 5 months - understand first word 6 months - babbling begins 7-11 months - language specific listener 8-12 months - use gestures, comprehension appears
Language development in Infants 13 months - first word spoken 18 months - vocab spurt 18-24 months - uses 2 word utterances, rapid extension of understanding
Emotional development feeling/affect that occurs when person is in state/interaction important to them (well-being) brain regions play role relationships and culture provide diversity in emotional experiences
Crying crying = important mechanism newborns have basic cry: rhythmic pattern, stops (hungry/diaper change) anger cry: toy taken away, not what they want, loud noise, no sleep, taken from parents pain cry: high, loud, intense
Smiling reflexive smile: no external stimuli involved social smile: involves external stimuli, occurs 4-6 weeks
Separation protest crying when caregiver leaves; due to anxiety about being separated; peaks at 15 months; cultural variations
Trust developing sense of self, 18 months separation anxiety/protest physical comfort and sensitive care key to building trust
Social orientation/understanding face-face play, locomotion, intention/goal-directed behavior, joint attention/gaze following, social referencing (reading emotional cues), social sophistication/insight (reflected in perception of other's actions)
Attachment and development close emotional bond Freud - provides oral satisfaction Harlow - contact comfort preferred Erikson - trust arises from physical comfort/sensitive care Bowlby - 4 phases of attachment social contexts: family (caregiving/childcare)
Physical changes (boys/girls) girls - more fatty tissue boys - more muscle mass
Growth stunted by genetic influences, prenatal hazards, early puberty, growth hormone deficiencies, medical conditions
Gross motor skills age 3: simple movements, clumsy age 4: more adventurous, improved fine coordination age 5: more risky/dangerous, improved body coordination
Sleep total needed = 10-13 hours narcolepsy, insomnia, nightmares interactions with parents increase sleep duration (bedtime stories)
Nutrition/Exercise obesity: raises risk of medical and psychological problems malnutrition: iron deficiency 3-4 year olds should spend at least 3 hours a day exercising
Illness/Death MVAs, cancer, cardiovascular disease, flu/pneumonia, septicemia, lower respiratory diseases, firearms, exposure to parental smoking, lead poisoning, inadequate medical care
Emotional development emotional coaching: monitor child's emotions, address negative emotions and teach how to deal with them, promote positive emotions, learn to express in healthy way emotional dismissing: ignoring/denying child's negative emotions, can't regulate emotions
Vygotsky Zone of Proximal Development assistance from adults for difficult tasks for children, can't do tasks alone, need help, grows cognitive skills private speech: self-regulation, talking to self (3-7 guides them in interactions) use in teaching
Gender Schema Theory/Gender Role Classification learning rules of gender/appearance through culture gender stereotypes begins around 1-2 when they can pick gender
Social Cognitive Theory development influenced by social/environmental interaction (observation/imitation/modeling/reward-punishment) children mimic behavior
Moral Development changes in thoughts/feelings heteronomous morality: 4-7, already know reaction, think immediate punishment transition phase: 10+, aware of changes but not knowing all changes autonomous morality: learn rules created by others and learn to adapt
Preoperational Stage represent world with words/images/drawings symbolic function substage (2-4): mentally represent object not there egocentrism and animism
Information processing accuracy in children's long-term memory
Child's Theory of Mind awareness of one's own mental process and that of others 18 months-3: understand perceptions/desires/emotions 3-5: understand false beliefs 5-9: appreciation of the mind 7+: understand beliefs/thoughts of others
Gender gender identity: sense of being male/female gender roles: sets of expectations that prescribe how males/females should think/act/feel gender typing: acquisition of traditional masculine/feminine role
Styles of parenting - Authoritarian very controlling; strict rules; children become obedient to please parents and avoid punishment; learn unhealthy behaviors (emotions suppressed) low self-esteem, poor social skills, mild achievement in school
Styles of parenting - Permissive loving but no control; fulfill all child's wishes (indulgent); very involved but no punishment (kid has total freedom); unhealthy behaviors high self-esteem, impulsive, irregular emotions, trouble keeping friends, low interest in school
Styles of parenting - Authoritative firm but loving (supportive); encourages/promotes independence; respects child's needs but provide structure (boundaries), appropriate behavior high self-esteem/assertive, regulate emotions, socially responsible, high achievement in school
Styles of parenting - Neglectful ignore children (not present); children feel alone; full freedom but no attention; develop lack of trust low self-esteem, hate self/others, hide emotions or avoid feelings, withdrawn socially, perform poorly in school
Physical abuse any inflicted injury if occurs first 5 years likely will be in special education
Sexual abuse fondling or any touch/intercourse/sotomy 7% sexually abused
Child neglect failure to provide child with basic needs (food, shelter, sanitation, clothing)
Emotional abuse verbal/mental/psychological abuse increased incidence of PTSD someone constantly yelling at you/calling you names/putting you down medical abuse
Parental influences/relationships influence through how they manage child's life, interactions with child, and opportunities they provide religion practiced, eating habits, exercise habits, hours of sleep
Peer-peer influences type of peer interacted with, situation/location where they interact, culture lived in peer pressure (model behavior of others to reproduce those actions) friends, play functions, types of play (sensorimotor/practice play, pretense symbolic play), games
Early childhood education Developmentally Appropriate Practice (DAP): having knowledge about each child and how they develop within particular age Head Start: federally qualified/funded program geared towards low socioeconomic status families/impoverished families; preschoolers
Early childhood education Children Centered Kindergarten: emphasizes education of whole child; focuses on physical, cognitive, and social-emotional development Montessori approach: promotes teacher being facilitator; students more engaged in class, freedom/spontaneity
Learning disabilities dyslexia: mixing up letters, impaired reading/writing dysgraphia: difficulty in handwriting, write slower dyscalculia: difficulty in math computation
ADHD inattention, hyperactivity, impulsivity can be misdiagnosed based on other factors (home life) or cultural differences therapy/medications
Autism Spectrum Disorders Autism: verbal/nonverbal, brain disorder/dysfunction; depends on functioning level (impaired social interactions/repetitive behaviors) Asperger's: high functioning, socially awkward (isolate)
Individuals with Disabilities Education Act (IEP) individualized plan for child who has a disability (strategies used to help child and how they will assess)
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