| Term | Definition |
| growth | an increase in number & size of cells as they divide & synthesize new proteins; results in increased size & weight of the whole or any of its parts |
| development | a gradual change & expansion; advancement from lower to more advanced stages of complexity; the emerging & expanding of the individual's capacities through growth, maturation, and learning |
| maturation | an increase in competence & adaptability; aging; usually used to describe a qualitative change; a change in the complexity of a structure that makes it possible for that structure to begin functioning; to function at a higher level |
| differentation | processes by which early cells & structure are systematically modified & altered to achieve specific & characteristic physical & chemical properties; sometimes used to describe the trend of mass to specific; development from simple complex activities |
| quantitative change | growth is viewed as |
| qualitative change | development is viewed as |
| developmental task | a set of skills & competencies peculiar to each developmental stage that children must accomplish or master to deal effectively w/ their enviornment |
| cephalocaudal directional trend | the first pattern is head-to-tail direction; the head end of the organism develops first and is large & complex; the lower end is small & simple & takes shape at a later period |
| proximodistal directional trend | or near-to-far, trend applies to the midline-to-peripheral concept; the early embryonic development of the limb buds, which is followed by rudimentary fingers & toes |
| differentiation directional trend | describes development from simple operations to more complex activities & functions |
| birth weight doubles | by 4-7 months |
| birth weight triples | by the end of the 1st year |
| birth weight quadruples | by the age of 2 to 2.5 years |
| skeletal or bone age | most accurate measure of general development; the radiologic determination of osseous maturation |
| diaphysis | the long central portion of the bone |
| epiphysis | the end portions of the bone |
| basal metabolic rate (BMR) | the rate of metabolism when the body is at rest |
| termperment | the manner of thinking, behaving, or reacting characteristic of an individual |
| degree of fit | between children & their environment, specifically their parents, that determines the degree of vulnerability |
| ID, the unconscious mind | is the inborn component that is driven by instincts; the id obeys the pleasure principle of immediate gratification of needs, regardless of whether the object or action can actually do so |
| ego, the conscious mind | serves the reality principle; it functions as the conscious or controlling self that is able to find realistic means for gratifying the instincts while blocking the irrational thinking of the id |
| superego, the conscience | functions as the moral arbitrator & represents the ideal; its the mechanism that prevents individuals from expressing undesirable instincts that might threaten the social order |
| oral stage (Freud; psychosexual) | birth-1 yr; during infancy, the major source of pleasure seeking is centered on oral activities such as sucking, biting, chewing, & vocalizing; kids may prefer one of these over the others, & method can provide indication of personality they develop |
| anal stage (Freud; psychosexual) | 1-3yrs, interest during the 2nd yr of life centers in the anal region as sphincter muscles develop & kids are able to w/hold poop at will; the climate surrounding toilet training can have lasting effects on kid's personality |
| phallic stage (Freud; psychosexual) | 3-6yrs, the genitalia become an interesting & sensitive area of the body; kids recognize differences between the sexes & become curious about dissimilarities |
| latency period (Freud; psychosexual) | 6-12yrs, kids elaborate on previously acquired traits & skills; physical & psychic energy are channeled into acquisition of knowledge & vigorous play |
| genital period (Freud; psychosexual) | 12yrs-older, begins at puberty w/ maturation of the reproductive system & production of sex hormones; the genital organs become the major source of sexual tensions & pleasures, but energies are also invested in forming friendships & preparing for marriage |
| trust vs mistrust (Erikson; psychosocial) | birth-1 year; pg 72 |
| autonomy vs shame & doubt (Erikson; psychosocial) | 1-3 years; pg 72 |
| initiative vs guilt (Erikson; psychosocial) | 3-6 years; pg 72 |
| industry vs inferiority (Erikson; psychosocial) | 6-12 years; pg 72 |
| identity vs role confusion (Erikson; psychosocial) | 12-18 years; pg 72 |
| cognition | refers to the process by which developing individuals become acquainted w/ the world & the objects it contains |
| sensorimotor (Piaget; cognitive) | birth-2 years; pg 73 |
| permanence | aware that an object exists even though it is no longer visible |
| preoperational (Piaget; cognitive) | 2-7 years; pg 73 |
| egocentrism | does not mean selfishness or self-centeredness, but inability to put oneself in the place of another |
| intuitive | in the latter stage of preoperational, kid's reasoning is intuitive (e.g., the stars have to go to bed just as they do), and they are only beginning to deal w/ problems of weight, length, size and time |
| transductive | two events occur together, they cause each other, or knowledge of one characteristic is transferred to another (e.g., all women w/ big bellies have babies) |
| concrete operations (Piaget; cognitive) | 7-11 year; pg 73 |
| conservation | kids realize that physical factors such as volume, weight, and number remain the same even though outward appearances are changed |
| formal operations (Piaget; cognitive) | 11-15 year; pg 73 |
| self concept | includes all of the notions, beliefs, & convictions that constitute an individual's self knowledge & that influence that individual's relationships w/ others |
| body image | refers to the subjective concepts & attitudes that individuals have toward their own bodies |
| self-esteem | refers to a personal, subjective judgement of one's worthiness derived from & influenced by the social groups in the immediate environment & individuals' perceptions of how they are valued by others |
| competence | how adequate are my cognitive, physical, & social skills? |
| sense of control | how well can I complete tasks needed to produce desired actions? is someone or something specific vs luck or chance responsible for my successes & failures? |
| moral worth | how closely do my actions & behaviors meet moral standards that have been set? |
| worthiness of love and acceptance | how worthy am I of love and acceptance from parents, other significant adults, siblings, and peers? |
| Denver II | most widely used developmental screening tests for young children which are a series of tests |
| somatic cell | any body cell other than the ova and sperm |
| germ cells | ova and sperm |
| apoptosis | cell death |
| deformations | often caused by extrinsic mechanical forces on normally developing tissue such as a club foot |
| disruptions | result from the breakdown of previously normal tissue; congenital amputations caused by amniotic bands are examples |
| dysplasia | results from abnormal organization of cells into a particular tissue type; congenital abnormalities of the teeth, hair, nails, or sweat glands may be manifestations of one of the more than 100 different ectodermal dysplasia syndromes |
| malformations | abnormal formations of organs or body parts resulting from an abnormal developmental process |
| syndrome | a recognized pattern of anomalies resulting from a single specific cause |
| association | a nonrandom pattern of malformations for which a cause hasn't been determined |
| sequence | when a single anomaly leads to a cascade of additional anomalies, the pattern of defects |
| teratogens | agents that cause birth defects when present in the prenatal environment, account for the majority of adverse intrauterine effects not attributable to genetic factors |
| autosomes | all chromosomes except the X and Y chromosomes |
| contiguous gene syndromes | disorders characterized by a microdeletion or microduplication of smaller chromosome segments, which may require special analysis techniques or molecular testing to detect |
| single-gene disorder | caused by an abnormality w/in a gene or in a gene's regulatory region |
| reduced or incomplete penetrance | in a population when a proportion of persons who possess that allele do not express the phenotype |
| variable expressivity | when individuals possessing that allele display the features of the syndrome in various degrees, from mild to severe |
