Developmental & Genetic Influences on Child Health Promotion
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
|
|
||||
|---|---|---|---|---|---|
| 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
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
Tdmara86
Popular Nursing sets