Term
| Behavioral development (gross motor, fine motor, language skills, personal-social skills |
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Definition
| Gross motor skills include posture, head balance, sitting, crawling, and walking. The development of fine motor skills involves using the hands and fingers for prehension, or the act of grasping. Language skills are the means of communication. Personal social skills are the social ties that bind us to other people. |
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| focusing on only one aspect of a situation at a time and ignores others |
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| the development of how the individual perceives and processes information about the world |
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| the imitation of an event in the absence of the model (later) |
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| developmental screening tests (Denver II) |
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Definition
| This is a screening instrument designed to detect developmental delays in infants and preschoolers. It tests four functions: gross motor, language, fine motor-adaptive, and personal-social skills. |
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| This child cannot see another's point of view and feels no need to elaborate his or her own point of view, because the child assumes everyone else sees things as he or she does. |
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| Erikson's developmental stages |
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Definition
Erik Erikson (1902-) came up with these 8 psychosocial stages as an improvement on Freud's Psychosexual Stages.
1. Basic trust v. Mistrust. Birth to 1 year. From warm, responsive care infants gain trust or confidence that the world is good.
2. Autonomy v. Shame and Doubt. 1-3 years. Children start to use new mental and motor skills, and want to choose for themselves. Autonomy is created when the parents alow reasonable freedom and don't force or shame the child.
3. Initiative v. Guilt. 3-6 years. Children use play to experiment with what kind of person they might become. If the parent demand too much self-control the child might become insecure with who they are.
4. Industry v. Inferiority. 6-11 years. Children learn to work and cooperate with others. Negative experiences may lead to feelings of incompetence and inferiority.
5. Identity v. Identity diffusion. Adolescence. The adolescence tries to discover 'Who am I, and what is my place in society?' The resolution (or not) of this will result in your views on your future adult roles.
6. Intimacy v. Isolation. Young adulthood. Young people work on establishing intimate ties with others. Because of early disappointments an individual may not be able to form lasting relationships.
7. Generativity v. Stagnation. Middle adulthood. Generativity means giving to the next generation through work, children, or caring for other people. Failing to do this can make you feel that your life is meaningless.
8. Ego integrity v. Despair. Old age. In this final stage, people reflect on what type of life they led. If they are not happy with their life, they feel despair and fear death overmuch. |
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| how society says males and females should differ |
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| a cataloging of life events, a considering of one's successes and failures with the perspective of age. |
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| the decreasing frequency and finally the cessation of menstruation |
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| the ability to think of an external event without actually experiencing it |
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| assertion of own will, a normal part of the quest for autonomy |
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| the concept that objects and people continue to exist even when they are no longer in sight |
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| Piaget's cognitive stages of development |
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Definition
Sensorimotor stage: from birth to age 2. Children experience the world through movement and senses (use five senses to explore the world). During the sensorimotor stage children are extremely egocentric, meaning they cannot perceive the world from others viewpoints and explore using senses. The sensorimotor stage is divided into six substages: "(1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes.
Preoperational stage: from ages 2 to 7 (magical thinking predominates. Acquisition of motor skills) Egocentricism begins strongly and then weakens. Children cannot conserve or use logical thinking.
Concrete operational stage: from ages 7 to 11 (children begin to think logically but are very concrete in their thinking) Children can now conserve and think logically but only with practical aids. They are no longer egocentric.
Formal operational stage: after age 11 (development of abstract reasoning). Children develop abstract thought and can easily conserve and think logically in their mind. |
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Definition
| playing the same thing side by side without interaction and without trying to influence each other's behavior |
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| periodic health examination |
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Definition
| the routine periodic examination for each specific age-group |
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| the stages of development |
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| a way of repeating the adult's expert advice as his or her own independent guidelines |
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| A consistent routine assures the child that the world is predictable and orderly. |
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| the child now uses symbols to represent people, objects, and events. |
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| usually a combination of a noun and a verb and includes only words that have concrete meaning |
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| the normal upright posture of the toddler, with the potbelly; sway back; and short, slightly bowed legs |
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