...Development in Infancy & Toddlerhood GURE 5.21 Acting on the environment plays a major role in perceptual differentiation Crawling and walking change the way babies perceive a sloping surface. The newly crawling infant on the left plunges headlong down the slope. He has not yet learned that it affords the possibility of falling. The toddler on the right, who has been walking for more than a month, approaches the slope cautiously. Experience in trying to remain upright but frequently tumbling over has made him more aware of the consequences of his movements. He perceives the incline differently than he did at a younger age. Summary Body Growth Describe major changes in body size, proportions, muscle–fat makeup, and skeletal growth over the first two years. ■ Height and weight gains are greater during the first two years than at any other time after birth. Body fat is laid down quickly during the first nine months, whereas muscle development is slow and gradual. Parts of the body grow at different rates, following the cephalocaudal and proximodistal trends, resulting in changing body proportions. ■ Skeletal age, a measure based on the number of epiphyses and the extent to which they are fused, is the best way to estimate the child’s overall physical maturity. At birth, the bones of an infant’s skull are separated by six gaps, or fontanels, which permit the skull to expand as the brain grows. Brain Development Describe brain development during infancy and toddlerhood, current...
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...later on. Developmental Analysis Development has many definitions, varying from gender, age, and even culture. We all experience changes and growth at various times throughout our life that help us transition into the next phases. It is a natural process for humans to age and grow, but also learn from their environments and mistakes. The various stages marked by Erikson often pinpoint vital phases in an individual’s life where challenges are sought out. From the time of infancy until very old age, an individual is constantly developing and changing. There are challenges often brought about with each new stage and older age, but with each phase knowledge is also gained. Infancy From the time of conception until birth, infancy is a very important time for not only the mother but also the infant. Infancy alone offers a rapid rate of growth and development not only of the infant but also the brain within the first year. The brain has relatively strong plasticity during this time, so it is important during this time to receive cognitive stimulation to increase development and thinking. I do not know much about the details of my mother’s pregnancy because I was adopted when I was a toddler. I was told that she was younger when...
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...NOTES IN INFANT CARE AND FEEDING STAGES OF DEVELOPMENT * Infancy – birth until age 1 * Toddler stage – from 1 to 3 * Preschool stage – from 3 to 6 * School age – from 6 to 12 * Adolescents – from 12 to 19 THEORIES OF DEVELOPMENT # PSYCHOSOCIAL DEVELOPMENT ( ERIK ERIKSON) THEORY | AGE | TASK | TRUST VERSUS MISTRUST | 0-1 | The child develops trust as the primary caregiver meets his needs | AUTONOMY VERSUS SHAME AND DOUBT | 1-3 | The child learns to control his body functions and becomes increasingly independent, preferring to do things himself | INITIATIVE VERSUS GUILT | 3-6 | The child learns about the world through play and develops a conscience | INDUSTRY VERSUS INFERIORITY | 6-12 | The child enjoys working on projects and with others, and tends to follow rules; competition with others is keen, and forming social relationships takes on greater importance | IDENTITY VERSUS ROLE CONFUSION | 12-19 | Changes in the child’s body are taking place rapidly, and the child is preoccupied with how he looks and how others view him; while trying to meet the expectations of his peers, he’s also trying to establish his own identity | # COGNITIVE DEVELOPMENT ( JEAN PIAGET) 1. SENSORIMOTOR STAGE ( birth to age 2) * The child progresses from reflex activity, through simple repetititve behaviors, to imitate behaviors. Concepts to be mastered include: * OBJECT PERMANENCE – the understanding that objects and events continue to exist, even when...
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...Different schools of Psychology to the advancement of the field of Psychology Psychology began or has its roots in philosophy, the mother of all sciences. Aristotle in his works speaks rather remotely on different aspects of psychology. Among some of Aristotle’s major and famous works namely metaphysics, De Anime; he speaks of the soul which in profound consideration could come to the conclusion that it sounds synonymous with our modern understanding of ‘mind’. Thus psychology was a part of philosophy from the very beginning through it stands independently now. Further long before Aristotle existed; philosophers like Thales, Pythagoras, Heraclites and Parmenides spoke on the same subject even though it was not that much elaborated. Here we cannot forget the contribution made by Plato. He very clearly explains in his dialogues further on this matter. Psychology originated very simply as a result of the development of the metaphysical approach of the people of different times. In sociology it is an acceptable fact that the prevailing circumstances and state of a particular social milieu make a great impact on a particular matter. This impact varies from place to place time to time depending on the social characteristics. By inferences the aforementioned is the reason why there are different schools in psychology. When we analyses it stands to reason that all psychologists were trying to deal with the same matter. They have seen the same problems or the issues with regard to ‘mind’...
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...Week 2, Chapter 2 1. Why are males more likely to have a sex-linked trait than females? Answer Men have only one X chromosome which makes the poor schleps chances of x linked traits bigger than women, who have two X chromosomes. Having two X chromosomes means that the trait can be cancelled out by the opposing X. 2 Characteristics such as hair color and height are called Answer 2 answers * phenotypes. * chromosomes. * genotypes. * zygotes. 3 A genotype Answer 3 answers * is a rodlike structure in the cell nucleus that transmits genetic information. * reflects an individual's physical and behavioral characteristics, determined both by environmental and genetic factors. * refers to the genetic makeup of an individual. * is a directly observable characteristic. 4 The DNA of humans and chimpanzees is between __________ percent identical. Answer 4 answers * 75 and 80 * 20 and 25 * 50 and 55 * 98 and 99 5 A person whose 23rd pair of chromosomes is XY Answer 5 answers * has PKU. * is male. * has Down syndrome. * cannot be a fraternal twin. 6 A zygote that separates into two clusters of cells instead of just one produces ...
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...ACKNOWLEDGEMENT Throughout the research process, the focus has been to investigate the different aspects of environmental influences on human development among students of UNISEL. During the research process, we have gained a deeper knowledge and understanding on how environmental aspects affect human development. We also discovered that child development not only focuses on one aspect, but also many aspects such as prenatal environment, physical environment, social / cultural environment and emotional environment. We would like to express our utmost gratitude to Mr.Nadraj, our lecturer, for his great guidance, advice and consideration in the process of completing this research on time. His immense contribution and insight have made this project a much more complete one. Also, I would like to extend my appreciation to all who have assisted me in many ways, resulting in this report. The deepest gratitude to all the respondents who were willing to participate in our survey; without their valuable contribution and response, this study would not have been able to be carried out. Thank You! TABLE OF CONTENTS 1.0 Introduction................................................................................................................. 3 1.1 Background................................................................................................................. 3 1.2 Purpose.............................................................................................
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...Praise for The Spirit Catches You and You Fall Down “Fadiman describes with extraordinary skill the colliding worlds of Western medicine and Hmong culture.” —The New Yorker “This fine book recounts a poignant tragedy…It has no heroes or villains, but it has an abundance of innocent suffering, and it most certainly does have a moral…[A] sad, excellent book.” —Melvin Konner, The New York Times Book Review “An intriguing, spirit-lifting, extraordinary exploration of two cultures in uneasy coexistence…A wonderful aspect of Fadiman’s book is her even-handed, detailed presentation of these disparate cultures and divergent views—not with cool, dispassionate fairness but rather with a warm, involved interest that sees and embraces both sides of each issue…Superb, informal cultural anthropology—eye-opening, readable, utterly engaging.” —Carole Horn, The Washington Post Book World “This is a book that should be deeply disturbing to anyone who has given so much as a moment’s thought to the state of American medicine. But it is much more…People are presented as [Fadiman] saw them, in their humility and their frailty—and their nobility.” —Sherwin B. Nuland, The New Republic 3/462 “Anne Fadiman’s phenomenal first book, The Spirit Catches You and You Fall Down, brings to life the enduring power of parental love in an impoverished refugee family struggling to protect their seriously ill infant daughter and ancient spiritual traditions from the tyranny of welfare bureaucrats and intolerant...
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...POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Donna E. Stewart, MD, FRCPC E. Robertson, M.Phil, PhD Cindy-Lee Dennis, RN, PhD Sherry L. Grace, MA, PhD Tamara Wallington, MA, MD, FRCPC ©University Health Network Women’s Health Program 2003 Prepared for: Toronto Public Health October 2003 Women’s Health Program Financial assistance by Health Canada Toronto Public Health Advisory Committee: Jan Fordham, Manager, Planning & Policy – Family Health Juanita Hogg-Devine, Family Health Manager Tobie Mathew, Health Promotion Consultant – Early Child Development Project Karen Wade, Clinical Nurse Specialist, Planning & Policy – Family Health Mary Lou Walker, Family Health Manager Karen Whitworth, Mental Health Manager Copyright: Copyright of this document is owned by University Health Network Women’s Health Program. The document has been reproduced for purposes of disseminating information to health and social service providers, as well as for teaching purposes. Citation: The following citation should be used when referring to the entire document. Specific chapter citations are noted at the beginning of each chapter. Stewart, D.E., Robertson, E., Dennis, C-L., Grace, S.L., & Wallington, T. (2003). Postpartum depression: Literature review of risk factors and interventions. POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Table of Contents EXECUTIVE SUMMARY 2 OVERALL METHODOLOGICAL FRAMEWORK 5 CHAPTER 1: RISK FACTORS FOR...
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...MORE ADVANCE NOISE FOR QUIET “An intriguing and potentially lifealtering examination of the human psyche that is sure to benefit both introverts and extroverts alike.” —Kirkus Reviews (starred review) “Gentle is powerful … Solitude is socially productive … These important counterintuitive ideas are among the many reasons to take Quiet to a quiet corner and absorb its brilliant, thought-provoking message.” —ROSABETH MOSS KANTER, professor at Harvard Business School, author of Confidence and SuperCorp “An informative, well-researched book on the power of quietness and the 3/929 virtues of having a rich inner life. It dispels the myth that you have to be extroverted to be happy and successful.” —JUDITH ORLOFF, M.D., author of Emotional Freedom “In this engaging and beautifully written book, Susan Cain makes a powerful case for the wisdom of introspection. She also warns us ably about the downside to our culture’s noisiness, including all that it risks drowning out. Above the din, Susan’s own voice remains a compelling presence—thoughtful, generous, calm, and eloquent. Quiet deserves a very large readership.” —CHRISTOPHER LANE, author of Shyness: How Normal Behavior Became a Sickness 4/929 “Susan Cain’s quest to understand introversion, a beautifully wrought journey from the lab bench to the motivational speaker’s hall, offers convincing evidence for valuing substance over style, steak over sizzle, and qualities that are, in America, often derided. This book is brilliant...
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