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Developmental Theories
Developmental Theories
PSYCHOSEXUAL THEORY
ORAL (BIRTH 1 YEAR)
Babys chief source of pleasure is the MOUTH.
Infants sucks for the enjoyment as well as nourishment. Gains gratification by swallowing, chewing, biting and eating. Unable to delay gratification. Begins to develop self-concept from the responses of others.
PSYCHOSEXUAL THEORY
ANAL (1 3 YEARS)
Zone of gratification is ANUS/BUTTOCKS.
PSYCHOSEXUAL THEORY
TOILET TRAINING
Readiness is 18-24 months. Bowel training accomplished before bladder. Complete night bladder training at 4 or 5-years-old.
PSYCHOSEXUAL THEORY
PHALLIC (3 6 YEARS)
The childs pleasure centers on the GENITALIA and masturbation. Time of Family Romance A. Oedipal Complex - This is marked by jealousy and rivalry toward the same sex parent and love of the opposite sex. - Seen in boys. B. Electra Complex - Seen in girls. CASTRATION ANXIETY Values and rules learned from parents. Guilt and self-esteem develop. Desires are repressed and introjection and role identification with parent of the same sex.
PSYCHOSEXUAL THEORY
LATENCY (6 12 YEARS)
Time of relative sexual indifference/sex instincts relatively quiet. Time of relative calm between more turbulent stages. Development of self-esteem closely linked with developing sense of worth and value.
PSYCHOSEXUAL THEORY
GENITAL ( 12 YEARS AND BEYOND )
Adolescent focus on the genitals as an erogenous zone and engage in masturbation and sexual relations with others.
PSYCHOSOCIAL THEORY
Erik Erikson believed that development results from social aimsor conflicts arising from feelings, parent-child interaction, and social relationships.
At each stage, children confront a crisis that requires the integration of personal needs and skills with social and cultural expectations. Each stage has two components, favorable and unfavorable.
Child learns the ability to try new things and learns how to handle failure. Period of intensive activity, play and consuming fantasies Child interjects parents social consciousness Child develops initiative when trying out new things and is not overwhelmed by failure.
OLD ADULTHOOD
Achieves sense of acceptance of own life, adapts to triumphs and disappointments with a certain ego integrity. Accepts inevitability of death or else falls into despair. Appraisal of life and changing social roles Self-concern and withdrawn PHYSICAL CHANGES: increasing physical decline, increasing forgetfulness, changes in lifestyle with modification on physical limitations, appearance of chronic diseases PSYCHOLOGICAL VIRTUE: WISDOM
COGNITIVE DEVELOPMENT
Swiss psychologist Jean Piaget proposed four major stages of cognitive Development.
COGNITIVE DEVELOPMENT - the growth in thought processes that enables one to acquire and use knowledge about the world. Piaget believed that the core of intelligent behavior is an inborn tendency for people to adapt to their environment.
- is the tendency to create systems that bring together all of a persons knowledge of the environment. - development progresses from simple organizational structures to more complex ones.
- it occurs through the process of assimilating new information and accommodating it.
a. ASSIMILATION
- is the attempt to fit new information into an existing cognitive structure.
b. ACCOMMODATION
- is a change in an existing cognitive structure to cope with new information or new situation or new situation.
EQUILIBRATION
- is the tendency to strive for a state of mental balance (equilibrium) both between a person and the outside world and among the cognitive elements within a person.
PREOPERATIONAL ( 2 7 YEARS )
Child develops a representational system and uses symbols such as words to represent people, places and events. Comprehend simple abstractions but thinking is basically concrete and literal.
SYMBOLIC FUNCTION
- is the ability to learn by using symbols.
SYMBOL
PREOPERATIONAL STAGE
Adolescent thinks beyond the present and delights in that which is not.
Development of : Idealism (perfect word) Egocentism (Everyone is watching me and concerned about me.) (Personal fable)
MORAL DEVELOPMENT
Lawrence Kohlberg was developmental psychologist and then moved to the field of moral education. Kohlberg believed and was able to demonstrate to studies that people progressed in their moral reasoning through a series of stages.
What if everybody did it? Oriented to abiding by law and responding to the obligations of duty. operates on social system and conscience. Good is defined by laws of society, by doing ones duty. A law should be obeyed even if its unfair.
The person acknowledges the possibility of two conflict between two socially accepted standards and tries to decide between them.
The control of conduct is now internal both in the standards observed and reasoning in right and wrong. Stages 5 and 6 may be alternative levels of the highest level of moral reasoning.
STAGE 6. PRINCIPLED CONSCIENCE - People do what they think is right irregardless of legal restrictions or
the opinions of others. - They act in accordance with internalized standards, knowing that they would condemn themselves if they did not.
GROWTH
- increase in size of a structure. - Human growth is orderly and predictable, but not even. It follows a cyclical pattern.
CRITICAL PERIOD - specific time period during which certain environmental events or
stimuli have greatest effect on childs development.
INFANCY AND ADOLESCENCE - fast growth periods. TODDLER THROUGH SCHOOL-AGE FETAL PERIOD, INFANCY AND ADOLESCENCE - the trunk grows more rapidly than other tissues. SCHOOL-AGE PERIOD - limbs grow most.
- slow growth periods.
FONTANELLE
At birth, anterior fontanelle measures about 2 inches (4-5 cm) at its widest part; closes at between 12-18 months. At birth, posterior fontanelle measures 0.5 inches (0.5-1cm) at its widest part; closes by 2 months of age.
MOTOR
Holds the head parallel from the body when suspended in prone position. Can turn head from side to side when prone; lifts head momentarily from bed. Asymmetric posture dominates, such as tonic neck reflex. Primitive reflexes still present.
Holds head erect for a short time and can raise chest supported on forearms. Bears some weight on legs when held in standing position. Actively holds rattle but will not reach for it. Grasp, tonic neck, and Moro reflexes are fading, step or dance reflex disappears. Play with fingers and hands.
SOCIALIZATION
Smiles in response to a person or object; cries less Laughs aloud and shows pleasure in making sounds.
Birth weight doubles. Drools because salivary glands are functioning but dont have sufficient coordination to swallow.
MOTOR
Can sit when the back is supported; balances the head well Can sustain a portion of weight when held in standing position. Reaches for and grasps an object with the whole hand but misjudges distance. Can carry hand or object to the mouth at will. Primitive reflexes(grasp, tonic neck and Moro) have disappeared.
HEAD CIRCUMFERENCE Grows about 0.5 cm (1/5 inch) a month. Teething may begun eruption of two lower central incisors, followed by upper incisors.
Can turn equally well from stomach or back Sits fairly well unsupported, esp. if placed in forward-leaning position. Lifts head off table when supine Can approach a toy and grasp it with one hand; can transfer a toy from one hand to the other and from hand to mouth. Plays with feet and puts them in mouth.
SENSORY
Has taste preferences; will spit out disliked food Begins to recognize things are still present even though not seen.
Sits steadily alone; pulls self to standing position; stands holding onto furniture. Has a good hand-to-mouth coordination. Developing pincer grasp, with preference for use of one hand over the other. Crawls, may go backward at first.
SENSORY
Creeps (abdomen off the floor) Stands alone for short times; walks with help; moves around by holding onto furniture. Can sit down from a standing position without help. Can eat a spoon and cup but needs help; prefers using fingers. Can play pat-a-cake and peek-a-boo; holds a crayon to mark paper Helps in dressing (e.g. putting an arm through sleeve)
SENSORY
At birth, the full-term infant has sucking, rooting and swallowing reflexes. Newborn feels hunger and indicates desire for food by crying; expresses satiety by falling asleep. At 1 month, has strong extrusion reflex. By 5-6 months, can use fingers to eat teething crackers or toast. By 6-7 months, developmentally ready to chew solid foods. By 8-9 months, can hold a spoon and play with it during feeding. By 9 months, can hold own bottle. By 12 months, can drink from cup with some spilling at times bottle is still preferred.
Dont hold infant while smoking or drinking hot liquid. Set water heater at 120F-130F; Test bath water with inner aspect of the wrist before immersing infant.
4 MONTHS
Keep small objects and small pieces of food out of infants reach. Dont use teething biscuits- they may become small and obstruct airway.
6 MONTHS
Child-proof the home,esp. the kitchen and bathroom. Remove all dangerous items or place out of reach. Use syrup of ipecac in home for emergency use. Keep poison control number on phone; use as needed.
Use nonskid rugs, socks with nonskid strips, nonskid strips in bathroom. Keep wastebaskets covered or out of reach. Pad sharp edges of furniture. Never leave unattended near water or in bathtub. Dont use electrical appliances near water.
1 3 YEARS OLD
Dont use toys with small pieces. Hold childs hand when walking near the street. Encourage the child to sit down while eating. Turn pot handles toward the back of the stove. When 20 lbs use front-facing car seat.
MOTOR
Walks well alone by 14 months with a wide-based gait; creeps upstairs. Builds tower of two blocks; enjoys throwing objects and picking them up. Drinks from a cup and can use a spoon.
Can use four to six words, including name. Has learned no which may be said while doing a requested demand.
PHYSICAL
Growth has decreased and appetite lessened- PHYSIOLOGIC ANOREXIA Anterior fontanel is usually closed. Abdomen protrudes, larger than chest circumference
MOTOR
Runs clumsily; climbs stairs or up on furniture. Imitates strokes in drawing. Drinks well from cup; manages a spoon well. Builds tower of three to four cubes
MOTOR
Gross motor skills quite refined. Can walk up and down stairs, both feet on one step at a time, holding onto rail. Builds tower of six to seven cubes or will make cubes into a train.
Vocabulary of about 300 words; uses short, two to three-word phrases, also pronouns. Obeys commands; shows signs of increasing autonomy and individuality; makes simple choices when possible. Still ritualistic, especially at bedtime. Can help undress self and pull on simple clothes. Does not share possessions, everything is mine.
MOTOR
Walks on tiptoe; stands on one foot momentarily. Builds tower of eight blocks. Copies horizontal or vertical line. May attend to own toilet needs.
Usual weight gain 1.8 to 2.7 kg (4-6 lbs) Usual height gain 7.5 cm (3 inches)
MOTOR
Jumps off bottom step; walks upstairs alternating feet. Rides a tricycle using pedals. Constructs three-block bridge; builds tower of 9-10 cubes. Can unbutton front or side button; uses a spoon. Usually toilet trained at night.
SENSORY
Vocalization of about 900 words; uses three-to-four word sentences; uses plurals; may have hesitation in speech pattern. Begins to understand ideas of sharing and taking turns.
MENTAL ABILITIES
Beginning understanding of the past, present and future, or any aspect of time. Stage of magical thinking.
PHYSICAL
Height and weight increases are similar to previous year. Length at birth is doubled
MOTOR
Skips and hops on one foot; walks up and down stairs like an adult. Can button buttons and lace shoes. Throws ball overhand; uses scissors to cut outline.
MENTAL ABILITIES
Unable to conserve matter. Can repeat four numbers and is learning number concept. Knows which is the longer of two lines; has poor space perception.
PHYSICAL
Height and weight increases are similar to previous year.
MOTOR
Gross motor abilities well developed; can balance on one foot for about 10 seconds; can jump rope, skip, and roller skate. Can draw a picture of a person; prints first name and other words as learned. Dresses and washes self; may be able to tie shoelaces.
SENSORY
Color recognition is well established.
Vocabulary of about 2100 words; talks constantly; ask meaning of new words. Generally cooperative and sympathetic toward others. Basic personality structure is well established.
Use bicycle helmet; ride bicycle on right-hand side of the road or on sidewalk; make sure the bicycle is the correct size, feet should touch the ground when sitting on the bicycle seat. Teach child not to eat things from outside (e.g. mushrooms) until checked by parents. Look both ways before crossing street. Use safety restraints in cars.
SENSORY
Visual acuity of 20/20.
Weight gain 7-25 kg (15-55 lb), mean 17.5 kg (38 lb) Approximately 95% of mature height achieved by the onset of menarche or skeletal age of 13 years; height gain 5 to 25 cm (2-10 inches), mean 20.5 cm (8 inches)
Weight gain 7-30 kg (15-65 lb), mean 23.7 kg (52 lb) Approximately 95% of mature height achieved by skeletal age of 15 years Height gain 10-30 cm (4-12 inches), mean 27.5 cm (11 inches).
Use car safety restraint. Teach responsible behavior to reduce sexually transmitted diseases. Suicide prevention. Handgun control and safety. Motorcycle helmet use. Smoke and carbon monoxide detector use.