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| growth and change that occur in a persons body and the genetic, nutritional, and health factors that affect that growth and change |
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development of emotions, temperament, and social skills
ex: appropriate gender roles |
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all mental processes a person uses to obtain knowledge or to think about the environment
ex: education (schools/informal) |
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elements of the persons immediate surrounds
ex: family, peer group, religion, institutions |
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interconnections between microsystem components
ex: parent teacher conference |
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socioeconomic context, institutions that affect development indirectly
ex: country's wealth, funding for education, decisions made by city council |
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| larger social setting- religion, beliefs, cultural values, ideology |
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| conditions change- context changes over time |
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differences in how the same event affects people of different ages
ex: age at which one marries, has kids |
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| explain, describe, predict |
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| psychoanalytic theory, who, core concepts |
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development is an active process influenced by a persons inborn, biological drives and unconscious social & emotional experiences, originates in childhood
FREUD! |
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| cognitive theory, who, core concepts |
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| sturcture and development of thought processes, how thinking and problem solving skills develop over time (Piaget), thoughts and expectations profoundly affect attitudes, beliefs, values, actions |
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| Behaviorism/Learning Theories, who, core concepts |
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| studies observable behavior, recognizes learning experiences over time as a source of developmental changes, John Watson, conditioning |
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| sociocultural theory, who, core concepts |
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| human development results from the dynamic interaction between developing persons and their surrounding society, individuals must be understood in terms of their own culture, Vygotsky |
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| emphasizes interactions between genetic institutions and surrounding contexts ex: impulses inherited from ancestors |
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| observing people of different ages at one point in time |
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| observing the same group of people at different points in time |
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| combines longitudinal with cross sectional studies |
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| observing and recording behavior systematically and objectively |
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| observing when circumstances are carefully controlling |
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| an interview or a questionnaire |
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| intensive study of ONE individual |
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| rich description of a phenomena, not translated into #s |
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| data that can be categorized, ranked or numbered |
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| looks at relationships between variables as they exist naturally in the world (CANT SAY A causes B) |
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| one variable causes a response in another |
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| protection from harm, informed consent, confidentiality |
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| chromosomes, how many pairs? |
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| DNA molecules that contain genetic material, 23 pairs |
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| observed characteristics, height, hair color |
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| factor that causes malformation of an embryo (drugs, alcohol) |
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| age at which a baby can survive being born (22 weeks) |
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| growth near center of body first in embryo |
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| growth from head to base of spine in embryo |
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| a single dominant gene (strongly influences phenotype) |
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| does nto usually present itself unless both parents carry recessive gene |
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| a fertilized egg (sperm and egg have just conjoined) |
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| sections of chromosomes carrying hereditary material |
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| many genes influence the phenotype |
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| affected by many factors (genes & environment) |
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| fluid surrounding the fetus |
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| medical procedure using sound and vibration to measure the baby |
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| sampling of the amniotic fluid to detect abnormalities in the fetus |
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| when zygote implants in the uterine wall |
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| round organ that carries nutrients to fetus and wastes out |
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| soft fine hairs that cover the body of a baby, protect skin |
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| soft spots on a babys skull |
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| waxy gunk on newborns, protects skin from fluid |
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| thinning of walls of the cervix as it is dilated |
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| when an incision is made in the vag to make the delivery process easier |
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| caused by hormones in mom after baby is born, mom is usually too busy for social interaction |
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| small for gestational age, underweight baby |
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| Bronfrenbrenner's ecological approach (Five systems/examples of each) |
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| microsystem (family), mesosystem (parent-teach conference), exosystem (community structure), macrosystem (cultural values), chronosystem (historical conditions) believed humans should be studied in their natural settings |
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| Developmental Domains (3), Explain and give an example of each |
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Biosocial Development: growth and change that occurs in a persons body, and the health factors that influence this (driving a car)
Cognitive Development: includes all the manuel processes that a person uses to obtain knowledge or to think (learning language, judgement)
Psychosocial Development: development of emotions, temperament, and social skills (appropriate gender roles) |
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| Theorists (People). Explain how work of theorist is helpful in understanding growth and development |
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Piaget, Freud, Vygotsky, Watson.
Piaget studied children to understand cognitive development. From studying children he concluded that cog. development occurs in four stages, sensorimotor, pre-operational, concrete operational, and formal operational. These periods are age related. We can use characteristics from each of these stages to see where a child is at cognitively |
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Jason's mother is not working since her position was downsized at a corporate office. His father continues to work.
Postive changes to micro/meso systems?
Negative changes?
How might this change influence his development in biosocial, psychosocial, and cognitive domains? |
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Definition
Positives: More quality time with mom
Negatives: More stress for parents because only one parent is working. Parents relationship might be strained (meso)
Biosocial: There might not be enough food to eat, so growth might be stunted
Psychosocial: Might learn to better interact with adults because he is around mom more
Cognitive: Learn language easier, by being around adults more |
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| Stages of scientific method |
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| Formulate a research question, develop a hypothesis/design the study, test the hypothesis, draw conclusion, report the findings |
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| Three reoccurring issues in HD |
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| Nature vs nurture, continuity vs. discontinuity (is development a smooth progression, or abrupt shifts), universal vs. context specific (one single path or many paths of development) |
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| Why is an understanding of research/theories important/not important to the study of HD? |
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| Research can help us learn more about a specific population, can help you evaluate a program (schools). Theories are framework for understanding how and why people change over time. Theories might not apply to everyone. |
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| 3 stages of childbirth, what happens during each? |
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Stage 1: Uterus contracts, cervix enlarges, 12-24 hours for first birth, weak and irregular contractions
Stage 2: Crowning, baby is born
Stage 3: Placenta is expelled |
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| Reasons to have a c-section? |
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| STDS (herpes, AIDS), Baby is too big (CPD), Fetal distress, Cord is wrapped around baby's neck or pressed against baby's head |
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| How should a mother to be care for herself during pregnancy? |
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| Should not go on a diet, should intake calories by 10%, try to relax as much as possible, should not take drugs, have aspirin, or caffeine. Should be exercising, and seeing a proper doctor for health. |
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| Effects of use of tobacco, heroine, marijuana, alcohol, aspirin and caffeine? |
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Tobacco= retarded growth, facial deform
Heroine= retarded growth, irritability in newborns
Marijuana= impaired central nervous system, miscarriage, stillbirth, brain damage
Alcohol= FAS, heart damage
Aspirin= deficits in intelligence, attention
Caffeine: lowering birth weight |
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| Effects of diseases on fetus. Syphilis, rubella, HIV/AIDS, herpes. |
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Syphilis: damage to CNS, teeth & bones
rubella: mental retardation, damage to eyes
HIV/AIDS: frequent infections, death
Herpes: enlarged spleen, improper blood clotting |
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| Describe each of the three stages of prenatal development. |
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Germinal: First 2 weeks, while zyogte is traveling to be implanted to uterine wall
Embryonic: Skin and hair develop, muscles, bones and circulatory system develop. Arms and legs are present
Fetal: Develops into a boy or a girl, heart becomes stronger, eyes and teeth form |
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| Reasons to have prenatal counseling. |
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| Prevent having child with serious defect, family history, ethnic groups, women ages 35+, prevent miscarriage later |
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| Types of prenatal assessment |
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| ultrasound, amniocentesis, chorionic villus sampling, fetoscopy |
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| When parents have a kid that looks nothing like them what happened? |
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| The child got mostly all recessive genes |
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| advantages/disadvantages ro testing for diseases |
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Advantages: prevention of having a baby they might not be financially stable for
disadvantages: could jeopardize marriages, chance of parenthood |
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