Chapter 10 Development Across the Lifespan 10-1 Growth and Development 10-2 Infants, Toddlers, and Preschoolers 10-3 Children Age 6 through 12 10-4 Teens

Chapter 10Development Across the

Lifespan• 10-1 Growth and Development• 10-2 Infants, Toddlers, and Preschoolers• 10-3 Children Age 6 through 12• 10-4 Teens• 10-5 Adults

Growth and Development

Section 10-1

Objectives• Identify factors that

influence growth• Distinguish between

different types of growth• Relate developmental

theories of growth and development

• Apply developmental theories to examples of real-life situations

∗ Heredity – the sum of all traits passed on through genes from parents to children.

∗ Environment – all conditions and situations that surround and affect an individual.

∗ Cultural Heritage – is learned behaviors, beliefs, and languages that are passed from generation to generation.

∗ Ethnic Group – a group of people who share common racial and/or cultural characteristics such as national origin, language, religion, and traditions.

Terms to Know

∗ Character – refers to inner traits, such as conscience, moral strength, and social attitude.

∗ Maturation – change that occurs between childhood and adulthood.

∗ Chronological Growth – a person’s age.∗ Physical Growth – refers to changes in body

stature. ∗ Intellectual Growth – developing the ability to

reason and form complex though patterns.

Terms to Know

∗ Cognition – the processes involving thought and knowledge.

∗ Social Growth – developing the ability to get along with other people.

∗ Emotional Growth – development in the range of feelings and the ability to express these feelings.

∗ Sequential Steps – A series of patterns during which children grow and develop.

Terms to Know

∗ Individual Rates of Growth – the principal that children grow and develop at different rates based on heredity, environment, and motivation.

∗ Interrelated Development Rates – Interactions between physical, emotional, social, and intellectual aspects of growth.

∗ Developmental Theories – Explanations of scientists who have studied human growth and development to learn how these processes work and affect individuals.

Terms to Know

∗ Behaviorism – a theory based on the belief that behavior is the response of stimuli from the environment.

∗ Classical Conditioning – theory that behaviors can be associated with responses.

∗ Operant Conditioning – theory that people repeat behaviors that are positively reinforced, or rewarded.

Terms to Know

∗ The lifespan can be viewed as a path that extends from birth to death.

∗ Most individuals progress through the same stages along the path

∗ Development does not stop after the teen years.

∗ Growth and change continue throughout every stage.

∗ The stages of development are similar for almost everyone, but each person progresses in an individual way.

Growth and Development Overview

∗ Two main factors influence a person’s growth and development

∗ Heredity (nature)

∗ Environment (nurture)

Factors Influencing Growth

∗ Heredity ∗ Causes people to be alike and different in many

ways (hair color, height, intellectual, athletic)∗ Environment

∗ Infants have little control over their environment∗ Physical conditions, such as food and rest∗ Relationships with others and the presence or

absence of affection∗ Environment can also affect a baby’s brain

development (brains develop at a slower rate if no one holds or talks to them)


∗ Heredity and Environment∗ Scientists have argued for years which affects

growth and development more – heredity or environment.

∗ Experts now agree that they work together to produce effects that are unique for each individual

∗ Factors influenced by heredity and environment are:

∗ personality ∗ self-concept∗ Cultural heritage∗ Character



∗ Cultural Heritage∗ Your family helps you

learn about the culture of your society

∗ Their guidelines and beliefs become part of your heritage (foods you eat, holidays, traditions)

∗ Ethnic groups are important because they encourage a culturally healthy society


∗ Character ∗ The inner force that guides

your conduct and behavior toward acceptable standards of right and wrong

∗ Character development begins in childhood when children are taught certain behaviors are acceptable and other are not (learn not to hit

∗ As character grows, children develop acceptable standards of behavior and use them voluntarily.

∗ They can face a new situation knowing right and wrong

∗ As you mature (maturation), your physical, personal, and behavior characteristics become more adult.

∗ Changes that occur as you grow and develop are l:

∗ Chronological∗ Physical∗ Emotional∗ Intellectual∗ Social

Types of Growth

∗ Chronological growth ∗ The only type of growth that takes place at

the same rate for all people∗ Each birthday adds another year to you

age∗ Chronological maturity is often used for

legal purposes like obtaining a driver’s license, registering to vote or enlist in the military

Types of Growth

∗ Physical growth∗ Influenced by heredity and health habits such

as the type and amount of food eaten∗ Presence or absence of exercise∗ How you take care of your body

∗ Intellectual growth∗ Influenced by heredity, environment, and

desire to learn∗ As connections between the brain’s nerve cell

develop and strengthen, intellectual abilities increase

∗ Being able to comprehend and organize thoughts

Types of Growth

∗ Social Growth∗ Begins in early childhood as children

learn to take turns and share∗ Playing and working together individuals

learn to get along with others∗ You also learn that different people like

different activities∗ Emotional Growth∗ Learn self-control, gain confidence, and

develop self-esteem

Types of Growth

∗ Growth and development occur in a series of patterns called sequential steps

∗ Each new response is based on existing capabilities and skills learned in prior steps

∗ Growth and development rates vary from child to child which displays individual rates of growth

∗ Growth is also influenced by interrelated development rates

∗ You have a crying baby. You try to console the baby by giving him a rattle. The rattle is recognized intellectually as his hand grasps it physically. Emotionally, the baby is appeased by the distraction of the rattle. Socially, the baby smiles at you, signaling his contentment.

Patterns of Growth

∗ Scientists have studied human growth and development to learn how these processes work and affect individuals

∗ Their explanations are called development theories.

∗ Theories are NOT facts, but they are useful in understanding the capabilities of individuals at various stages in life.

Theories of Growth and Development

∗ Behaviorist Theories∗ According to behaviorists, experiences

shape people’s behaviors∗ Behaviorists believe that babies are not

born with behaviors but they learn as they interact with their surroundings


∗ Pavlov’s Classical Conditional Theory

∗ Asserts that behaviors can be associated with responses

∗Pavlov (a Russian researcher) observed that a dog salivated at the sight of food. He experimented with ringing a bell at feeding time, and before long, the dog salivated merely at the sound of the bell.

∗ Behaviorists say that experiences – positive, negative, or neutral – can affect a person’s emotions, attitudes, and behaviors.


∗ Skinner’s Operant Conditioning Theory∗ People repeat behaviors that are positively

reinforced, or rewarded.∗ People will discontinue behaviors that are

met with negative reinforcement or punishment.

∗ According to this theory, behavior is changed as the reinforcements (rewards or punishment) are gradually removed.

∗ This theory is popular when working with children.

∗ Grades received in school are an example.



Classical Conditioning

∗ Based on stimulus ∗ Involves involuntary

behavior

Operant Conditioning

∗ Based on Consequences∗ Based on choices in

behavior

∗ Bandura’s Social Cognitive Theory∗ In opposition to the conditioning theories, Bandura created

the social cognitive theory.∗ Bandura theory includes people’s own thoughts and

motivations for reactions to stimuli∗ His theory explains why not every person has the same

reaction to the same stimuli.∗ His theory also emphasized the way each person perceives a

situation∗ Bandura's most famous experiment was the 1961 Bobo Doll study.

Briefly, he made a video in which an adult woman was shown being aggressive to a Bobo doll, hitting and shouting aggressive words. The film was shown to groups of children. Afterwards, the children were allowed to play in the room with the same doll. The children began imitating the model by beating up the doll and using similar, aggressive words. The study was significant because it departed from behaviorism's insistences that all behavior is directed by reinforcement or rewards. The children received no encouragement or incentives to beat up the doll; they were simply imitating the behavior they had observed.


∗ Piaget’s Cognitive Theory∗ Piaget identified four stages of development

through life∗ Sensorimotor Stage – birth to 2 years, infants use

their senses and reflexes to explore∗ Preoperational Stage – 2 to 7 years, begin to use

language and symbols, and being to understand concepts but do not think logically

∗ Concrete Operations Stage – 7 to 11 years, begin to think logically, but it is first based on only what they have experienced, as they age children depend less on objects and activities

∗ Formal Operation Stage – 12 through adulthood, have the ability to think logically and abstractly, can predict future events of their actions


∗ Vygotsky’s Sociocultural Theory∗ Vygotsky believed that children learn through

interactions with others instead of objects.∗ Vygotsky’s theory includes the zone of proximal

development (ZPD)∗ The zone describes a level at which a child is

capable of learning.∗ Outside the child’s zone are concepts or tasks he

or she cannot yet learn, even with adult help∗ The zone includes tasks a child can accomplish

with help from others which is called scaffolding


∗ Erikson’s Psychosocial Theory∗ He defined 8 stages of development

∗ Trust versus mistrust – infancy – babies learn trust as caregivers meet their basic needs

∗ Autonomy versus shame and doubt – toddlerhood – toddlers use new skills to become more independent, if toddlers are not allowed autonomy, they will not achieve and will feel self-doubt and shame

∗ Initiative versus guilt – early childhood – children begin to learn they can have an effect on the world around them, they feel a sense of accomplishment, harsh criticism can make them feel guilt for incompetence


∗ Erikson’s Psychosocial Theory Cont.∗ Industry versus inferiority – middle

childhood – children begin to make and carry out plans which gives them confidence, if they are discouraged or compared harshly with others, they can feel inferior and insecure

∗ Identity versus role confusion – adolescence – teens begin to realize they have many different roles, they need to establish who they are, if a sense of self is not recognized, role confusion will occur


∗ Erikson’s Psychosocial Theory Cont.∗ Intimacy versus isolation – young adulthood – young adults

form close, intimate relationships, share their emotions with others, failing this task results in becoming lonely and isolated.

∗ Generativity versus self-absorption – middle adulthood – adults begin thinking about the next generation, may feel the need to help or nurture others, adults who fail at this task may think only about themselves and have little to do with the world around them.

∗ Integrity versus despair – late adulthood – older adults will think back on their lives with a sense of satisfaction, feel fulfilled, adults who do not feel fulfilled will instead feel regretful and hopeless.


∗ Kohlberg’s Theory of Moral Development∗ Kohlberg divided his theory into six stages, grouped into three

main levels.∗ Pre-Conventional Level – first stage, children understand right

and wrong only in terms of whether they will be punished, second stage, children have a self-centered concept viewpoint, they ask how doing right will benefit them

∗ Conventional Level – stage three, people begin to understand that morality involves meeting social expectations, stage four, they understand that obeying rules and laws helps society function in an orderly fashion

∗ Post-Conventional Level – stage five, people may form their own principals of right and wrong, these views may replace those of society, stage six, people believe in abstract rules such as human rights and justice


Section 10-2Infants, Toddlers, and Preschoolers

Objectivesdescribe the characteristics and basic needs of newbornssummarize the physical, emotional, social, and intellectual development of infantsgive examples of physical, emotional, social, and intellectual characteristics of toddlers and preschoolersdescribe types of special needs children might have and how to meet those needs

31

Key Terms

Newborn - the first month of lifeInfant - babies age 2 - 12 monthsPediatrician - a doctor specializing in the care and development of childrenSudden infant death syndrome (SIDS) - the sudden death of an apparently healthy baby during sleepToddlers - children age 1 - 2 yearsObject permanence - the concept that people and objects exist even when they cannot be seenSolitary play - a stage when children play by themselves Parallel play - a stage when children will play beside other children rather than with them

32

∗ Preschoolers - children age 3, 4, and 5 years old

∗ Cooperative play - a stage when two or more children play complementary roles and share play activities

∗ Children with special needs - children with disabilities and gifted and talented children

∗ Physical disability - laminates a person’s body or its functions

∗ Cognitive disability (Intellectual disability) - limits the way a person’s brain functions, causing a limited learning capacity

33

Key Terms

∗ Learning disability - limitation in the way a person’s brain sorts and uses certain types of information

∗ Behavioral disorder - limits the way a person functions emotionally and socially

∗ Gifted or talented - a person who shows outstanding ability in either a general sense or in a specific ability

∗ Inclusion - the placing of students with varying abilities in the same class

34

Key Terms

∗ Characteristics of Newborns∗ Newborns look different from older babies∗ Average newborn weighs about 7 1/2

pounds and is about 20 - 21 inches long∗ Skin may appear red and wrinkled∗ Head may be misshapen, chin recedes,

nose is flattened, and ears pressed against the head

∗ Newborns have large heads, bowed legs and bulging abdomens, very short necks, sloping shoulders, and narrow chest35

Newborn Babies

∗ Care of Newborns∗ Newborns have simple needs - eat

and sleep, and be kept clean, warm, and dry and above all LOVE

∗ Feeding∗ Babies cannot digest solid food until around 4 - 6 months

and must be fed breast milk or formula∗ Newborns need to be fed 6 - 8 times a day and generally

wake up once or twice during the night to be fed

36

Newborn Babies

∗ Care of Newborns Cont.∗ Sleep

∗ Newborns need about 18 – 20 hours a day of sleep

∗ Usually sleep 4 to 5 hours at a time∗ Need a firm, flat mattress for support and

posture development∗ Mattress should fit snugly in the crib with no

room for them to get their head caught between the crib and edge of mattress

∗ Always place babies on their backs to sleep to help reduce the risk of SIDS

∗ Keep pillows, toys, and soft bedding out of the crib

Newborn Babies

∗ Care of Newborns Cont.∗ Bathing

∗ Babies should be given sponge baths for the first few weeks

∗ Once the navel has healed the baby can have a tub bath

∗ Clothes∗ Clothing should be soft, flame-retardant fabrics∗ Clothes should be loose and easy to put on and take

off∗ Clothing should be appropriate for the existing

temperature∗ Diapers

∗ Diapers are a basic need for at least the first two years

∗ Newborns need to be changed about 10 times a day∗ Changing diapers promptly and cleaning will help

prevent diaper rash.

Newborn Babies

∗ Physical Growth of Infants∗ Infants will triple their weight the first

year of life and will grow to 1 1/2 times their length at birth

∗ By six months, most can roll over∗ Seven months many begin to crawl∗ Many eight month olds can sit alone for

a period of time∗ By 10 months, infants may be able to

stand up∗ Many begin to walk by age 12 months

39

Infants

∗ Intellectual Growth of Infants∗ Newborns receive information and show

intellectual development through their senses

∗ Two months - infant are able to discriminate between different voices and show preference to people over objects

∗ Three months - begin to show signs of memory, they begin to remain alert for longer spans of time

∗ Six months – infants show improved eye-hand coordination

∗ Eight months – understand simple concepts such as in and out

40

Infants

∗ Intellectual Growth and Development Cont.∗ Ten months – search for hidden objects∗ Twelve months – put nesting toys

together correctly and many begin to show hand preference

∗ Toys provide infants with intellectual stimulation

∗ Babies like bright, colorful, varied textures, interesting sounds

∗ Toys should be kept clean since babies like to put objects in their mouth and should not be allowed to play with small objects

Infants

∗ Language development is a sign of intellectual growth

∗ Newborns cry to express their needs∗ Three months infants make vowel sounds

like ooh and ah∗ Four months infants start making

consonant sounds∗ Five months they begin to understand their

name∗ Eight months they begin to recognize some

words∗ Nine months they may say mama and dada∗ Twelve months most can say several words

and follow simple directions

Infants

∗ Speaking to infants will have a great impact on their language

∗ Newborns do not understand words so the content of the message is unimportant, however, speaking to them allows them to enjoy human contact and become familiar with specific voices

∗ Newborns can perceive a parent’s mood, therefore, parents should speak in pleasant tones

∗ Message content becomes important when they begin to understand words and repeat words they hear

∗ Infants begin to repeat words around 11 – 12 months

Infants

∗ Early Brain Development∗ The first two years of life are critical in

determining how the circuits of the brain are wired.

∗ Brain growth is dependent upon emotional interaction

∗ Emotional and Social Growth of Infants∗ Infants need love and attention from others∗ Infants begin to show emotion as early as two

months old∗ Five months - their emotions include fear,

disgust, and anger∗ Six months – they play peek-a-boo∗ Eight months – they often demonstrate fear of

strangers and may seek comfort of parents

Infants

∗ Social and Emotional Growth Cont.∗ Nine months – show interest in play

activities of others∗ Ten months – they begin to cry less

frequently∗ Twelve months – begin to develop their

own identities and are able to recognize emotions expressed by others. They also socialize by practicing communication skills with adults

Infants

∗ Physical Growth of Toddlers∗ Gross motor skills improve and children are able

to walk, run, jump, kick, climb, and throw a ball∗ Fine motor skills improve and children are able to

fill and empty containers, turn knobs, and build block towers

∗ Toddlers also like to scribble, paint,and string beads

∗ By 30 months toddler can turn pages of a book∗ Toilet training is usually mastered toward the end

of the toddler years∗ Children should not be pushed to use the toilet∗ Once toddlers show signs of awareness, they

should be taken to “potty” about every 2 hours

Toddlers

∗ Intellectual Growth of Toddlers∗ Toddlers do not need to be pushed to learn because they

absorb much of what they need to know from their environment∗ Toddlers have an increasing attention span and begin to show

signs of memory∗ Toddlers learn that objects and people still exist even when they

cannot be seen (What is that called????)∗ Toddlers learn how to identify shapes and objects and enjoy

putting puzzles together∗ Around 20 months they begin imaginative play∗ Toddlers learn the difference between one and many and before

and after∗ Language skills increase and they begin to speak in two-and-

three word sentences∗ Between one and three, toddlers’ vocabulary grows to over 500

words47

Toddlers

∗ Emotional and Social Growth of Toddlers∗ Toddlers expanding range of emotions include pride,

affection, stubbornness, jealousy, and sympathy∗ Toddlers are self-centered and are often demanding,

possessive, aggressive, and insecure∗ They seek approval and are easily hurt by criticism∗ Have you ever heard “terrible twos”??? Behaviors

displayed at this age may be caused by insecurity.∗ Toddlers are learning about the world around them

and to cope they often try to act big by doing everything LOUDLY and often responding “NO”.

48

Toddlers

∗ Emotional and Social Growth of Toddlers Cont.

∗ Toddlers go through stages where they like to play alone (what’s this called??) and stages where they like to play beside other children (what’s this called??)

∗ Toddlers prefer the company of family members

∗ Two years olds can be expected to be socially aggressive

∗ The do not like to share and often snatch toys they want from others

Toddlers

∗ Physical Growth of Preschoolers ∗ Weight and height slow down during the preschool years∗ Gross motor skills become more refined and preschoolers

have better balance and coordination∗ Gross motor skills include hopping, skipping, dancing, and

jumping rope, with improved accuracy in throwing and catching

∗ Preschoolers use tricycles and play on swings, slides, and jungle gyms

∗ They also learn to dress themselves∗ Fine motor skills include unbutton a shirt, pull up large

zippers∗ By age four or five they can lace their shoes, tie knots,

brush teeth and feed themselves with spoons and forks∗ Preschoolers can draw shapes and cut on lines with

scissors, put puzzle pieces together and turn pages in a book

Preschoolers

∗ Intellectual Growth of Preschoolers∗ Attention span and concentration improve∗ Preschoolers can plan in advance (ex. a five-year-old

can tell you what he or she is going to draw before drawing it)

∗ Preschoolers ask many questions and caregivers must show interest and give honest but simple answers

∗ Caregivers should also use reading readiness exercises to questions preschoolers (which is taller, which is blue)

∗ Preschoolers learn how to count and their vocabulary expands to over 2,000 words

∗ Preschoolers begin to speak in complete sentences and their grammar reflects that used by people around them

Preschoolers

∗ Emotional and Social Growth of Preschoolers∗ Three year olds are usually cooperative and like to

help with simple chores∗ Four and five year olds tend to be emotionally ∗ Four year olds are unpredictable and like being

independent and resist pressures placed on them by demonstrating stubbornness and temper

∗ Five year olds try to please and tend to be more patient and generous and less combative, they express emotions through words rather than outbursts

∗ Preschoolers seek comfort, approval, and emotional support from parents

∗ They also begin to play with friends (what is this called???)

Preschoolers

∗ Children with special needs may require more or different care than average children

∗ Physical disability include leg, or arm movements, vision, hearing, or speech impairments

∗ Cognitive disability is when a children’s intellectual abilities are a year or more delayed, children have a limited learning capacity, learning takes place slowly

∗ Learning disability is a limitation, such as dyslexia, impairs the ability to read, learning disabilities may also affect math skills, many learning disabilities can be treated and overcome

Children With Special Needs

∗ Behavioral disorders may cause a child to be too insecure or fearful to play with other children, on the other hand, a child may be too aggressive, either way, behavioral disorders limit a child’s ability to concentrate and do not go away on their own

∗ Gifted and talented means the child has above-average intelligence overall or excels in a specific academic area, they possess extraordinary skill in an area such as art, music, or athletics

Children with special needs require the same basic care as other children. They need encouragement to develop skills and overcome weaknesses and may require extra attention


∗ Educators once thought it best to teach children with special needs separately

∗ There were separate classes for gifted and for those with specific disabilities

∗ Today, educators realize it is most beneficial to place students of varying abilities in the same class (what is this called???)

∗ Inclusion helps ALL students experience and value diversity

∗ Children with disabilities benefit from the acceptance and assistance of their piers who are nondisabled

∗ Children with special needs learn valuable social skills that prepare them for society


∗ Inclusion Cont.∗ Children with special needs create unique

challenges and hardships for their caregivers∗ Professionals can assist caregivers in meeting

the unique needs of a child with special needs∗ Every child deserves an opportunity to be the

best person he or she is capable of being∗ https://www.youtube.com/watch?v=ji3R30PT1P

Q


https://www.youtube.com/watch?v=ji3R30PT1PQ

https://www.youtube.com/watch?v=ji3R30PT1PQ

∗ Objectives∗ Describe physical development of school-age

children.∗ Summarize intellectual development of school-

age children.∗ Give examples of social-emotional development

of school-age children

Section 10-3Children Age 6 through 12

∗ Middle childhood – between the ages of 6 – 12 years

∗ School-age children – children in the middle childhood years

∗ Growth spurts – periods of rapid growth∗ Gender roles – expected behaviors of

males and females

Terms to Know

∗ During middle childhood children develop very quickly-physically, intellectually, emotionally, and socially

∗ Physical Development∗ During middle childhood children go through growth

spurts, usually during the onset of adolescence∗ Height and weight will increase∗ Arms and legs become longer, body proportions become

more adult∗ Bones grow quickly and children may experience growing

pains∗ Organs continue to grow and the brain will be 95% of its

adult weight∗ Any “rewiring” in brain development is difficult after this

stage∗ Begin losing baby teeth and will have all permanent teeth

about 12

Children Age 6 through 12

∗ Physical Development Cont.∗ Motor skills improve, children become faster, stronger,

and more flexible∗ Boys are generally faster and stronger than girls until

girls hit their growth spurt∗ Nutrition affects physical development∗ Their body requires energy to continue growth and a

healthful diet is important∗ Being overweight or underweight can cause health

problems and caregivers should make sure children have plenty of fresh fruits and vegetables

60


∗ Children must get plenty of physical activity because exercise is important for managing weight and developing gross-motor skills

∗ School-age children also need plenty of sleep∗ Lack of sleep can affect children’s ability to learn,

weaken their desire to participate in physical activities and make them irritable

∗ Intellectual Development∗ Thinking becomes more logical and they begin to

reason more and depend less on their perceptions∗ Begin to recognize and understand others’ points of

view61


∗ Intellectual Development Cont.∗ School age children understand more concepts,

including space, distance, and cause and affect∗ Memory improves dramatically

∗ Language∗ Vocabulary continues to grow as children are

exposed to many more words through reading∗ They learn to write and spell∗ Articulation of sounds is mastered by about age

eight∗ Age nine, children have learned the rules of

grammar they hear most often∗ Learning proper grammar rules after this stage will

require relearning

Children Ages 6 through 12

∗ Caregivers’ Role in Intellectual Development

∗ Caregivers must make sure children’s intellectual needs are met outside of school, too

∗ Caregivers should encourage children to participate in as many activities as the child will enjoy

∗ Caregivers should provide children with help for school activities, like homework

∗ Social-Emotional Development∗ Social

∗ Children begin to make more friends∗ Opinions of peers begin to become more

important than those of family members∗ Children are becoming more independent


∗ Social-Emotional Development∗ Children begin to develop a sense of work, which will lead

to independent industry∗ Working together on school projects will help prepare

them for their careers as adults∗ Emotional

∗ They learn more emotional control∗ Anxieties that do not disappear at this stage often

continue into adulthood∗ Anger is express verbally and indirectly∗ Children learn to become angry on behalf of others∗ Building self-esteem is vital during middle childhood∗ Adults can boost self-confidence with encouragement and

praise


∗ Social-Emotional Development Cont.∗ Modeling Behavior

∗ School-age children may not be as willing to follow guidance of adults but will watch adults and model their behavior

∗ Children learn gender roles from watching mothers and fathers and interacting with other adult role models

∗ Caregivers model attitudes children will adapt as adults

∗ Children will develop positive feelings about school if encouraged by adults

∗ Adults can promote good communication by listening to children’s concerns which establishes a pattern of openness and trust

∗ Children model the way adults handle their emotions, like fear, anger


∗ Objectives∗ Identify common signs of physical,

intellectual, and social-emotional development during the teen years

∗ relate the impact of physical growth to concern over body image

∗ explain how character and values affect teens’ social-emotional development

Teens

∗ Puberty - A stage of physical growth in which an individual becomes capable of sexual reproduction

∗ Adolescence - the period from puberty until growth ceases and adulthood is reached

∗ Hormone - a chemical substance in the body that triggers a certain type of physical growth

∗ Empathy - The quality of understanding how other feel even when personal feelings may differ

67

Key Terms

∗ Physical Development∗ Puberty usually lasts two to three years and is

characterized by growth spurts∗ Girls generally mature before boys but specific

timing for puberty various widely ∗ For girls puberty usually begins between 9 - 11

years with the onset of the menstrual cycle∗ For boys puberty usually begins between 11 -

13∗ Puberty ends when sexual reproduction become

possible but growth will continue∗ Most all teens are capable of reproduction by

age 13

68

Teens

∗ Physical Development Cont.∗ Adolescence begins in boys at around age 17

and lasts until around age 20∗ Adolescence for girls usually begins around age

15 and lasts until around age 17∗ During adolescence the heart doubles in size

and lung capacity greatly increases which give girls and boys more strength and endurance

∗ Physical changes occur due to hormones in the body

∗ Hands and feet may increase in size before legs and arms, causing teen to look and act uncoordinated

69

Teens

∗ Physical Development Cont.∗ Changes in Appearance

∗ During adolescence visible signs of adult characteristics appear

∗ Girls and boys experience an increase in muscle tissue that results in weight gain∗ Body Image

∗ Some teens focus to the point of obsession with their physical development

∗ A great deal of time is spent on grooming, experimenting with new hairstyles, and trying new clothes

∗ Disappointment with their appearance may last through adolescence 70

Teens

∗ Intellectual Development∗ Teens develop abstract thinking skills and are

curious and anxious to use their new intellectual abilities

∗ In high school most teens become more skilled at complex thinking like problem solving and decision making

∗ Sports, band, debate, offer teens activities to stimulate the brain and the brain’s ability to function increases

∗ During late adolescence teens think more about their self-identity and the type of person they would like to become

∗ Unfortunately, some are attracted to experimenting with alcohol, which can damage the still developing brain

71

Teens

∗ Social-Emotional Development∗ Emotional

∗ The hormone that stimulates physical changes during puberty and adolescence also stimulates emotional changes

∗ Mood swings are common (up one minute down the next)

∗ Want independence from their family∗ Sometimes teens want to express their own identity

(clothes, hair) and other times they just want to fit in∗ Sensitive is the key word to describe teens∗ Adolescents crave acceptance and are sensitive to

criticism

72

Teens

∗ Social-Emotional Development∗ Social

∗ Friendships tend to develop among teens with common interest

∗ Becoming popular and being accepted by peers is a need

∗ Teens do not want to be treated like a child by parents and teachers

∗ The want more control over social situations and more time with their peers

∗ Teens should be expected to learn to interact with adults on a more mature level and show respect73

Teens

∗ Social-Emotional Development∗ Romantic Relationships

∗ Teens are often shy and anxious around someone they are attracted to and prefer group activities

∗ Relationships rarely last very long∗ Older teens may rely on one-on-one

relationships for a sense of self-worth or to seek acceptance

∗ Teens with a strong sense of self-worth date to learn about other’s personality and interest.

74

Teens

∗ Social-Emotional Development Cont.∗ Character Development

∗ Character refers to inner traits, such as conscience, moral strength, and social attitudes and is the inner force that guides your conduct and behavior toward acceptable standards of right and wrong

∗ Character development begins in childhood ∗ Individuals develop beliefs about right and wrong and

what is fair and just∗ More mature teens recognize that wrongs have different

levels of seriousness and deserve different degrees of punishment

∗ Older teens recognize that rules of conscience may differ from rules of society

Teens

∗ Social-Emotional Development Cont.∗ Character Development (personal values)

∗ Character is shaped by values∗ Values are the beliefs, feelings, and experiences

you consider important and desirable∗ Teens need to develop empathy∗ Teens must consider what kind of adult they

want to be and what goals they have

Teens

∗ Menopause – normal stoppage of menstrual cycles, in middle-aged women, possible resulting in changes of moods and emotions

∗ Climacteric – reduced hormone production in middle-aged med, possibly resulting in changes in moods and emotions

∗ Sandwich generation – Middle aged adults who provide care for their children and their parents at the same time

∗ Midlife crisis – Event caused by difficulty adjusting to the changes that occur during middle adulthood

∗ Empty nest syndrome – Feelings of loneliness and depression some parents experience after their children leave home

Section 10-5ADULTS

∗ Alzheimer’s disease – a degenerative brain condition

∗ Hospice – A way of caring for people who are living with a serious illness that cannot be cured

∗ Stages of Dying – clearly defined stages in the acceptance of death

∗ Grieve – to feel intense sorrow

Section 10-5Adults

∗ OBJECTIVES∗ Name the adult roles and responsibilities that

adolescents must accomplish to become young adults

∗ Summarize the common causes of stress in middle adults

∗ Identify the challenges of late adulthood and factors that promote successful aging

SECTION 10-5ADULTS

∗ The term adulthood often refers to the years from the beginning of maturity, around 18, until the end of life

∗ There are three general age groups, young, middle and older

∗ Young Adults∗ There is no clear way to decide when a person stops

being an adolescent and becomes an adult but being an adult requires:∗ Forming an independent household∗ Forming meaningful relationships, which usually

include marriage and parenting∗ Establishing oneself in a satisfying career

Adults

∗ A young adult is usually considered to be between 20 – 40 years.

∗ Young adulthood is interesting and exciting and is a time of learning from mistakes and exploring new directions.

∗ Physical Development∗ A young adult body in good health is usually at

its peak of physical functioning during the 20s.∗ The skeleton is mature, muscles are strong and

all aspects of hearing, vision, taste, smell and touch function well

∗ A person is usually physically mature around age 25 years and full brain weight is achieved by age 30

Young Adults

∗ Intellectual Development∗ By age 20, the individual has developed a distinct

personality and sense of identity∗ Mental functions are sufficiently developed to form

enduring relationships and use of time productively∗ Social-Emotional Development

∗ Many young adults are still immature emotionally (e.g., they may fall in love too quickly, or find it difficult to commit at all)

∗ Young adults must make decisions about marriage, parenthood, when to leave home, where to live, what can they afford, live independently or with a roommate

∗ Some young adults may also still feel troubled about issues left over form adolescence (e.g. conflict with parents, alcohol, self-worth)

Young Adults

∗ Middle age includes ages 40 – 65∗ Many people reach top level in their careers and some

transition to entirely different work∗ Middle age parents may send their children off to

college and care for older family members, their grandchildren or both

∗ Middle age brings signs of aging and some feel regret over missteps or failings in life

∗ Physical Development∗ The body begins to deteriorate which usually begins

with hair loss and the need for eye glasses∗ Aging differs for each individual but those who take

care of their health, stay active, and keep a positive attitude are less likely to feel the negative effects of aging

Middle Adults

∗ Physical Development∗ Both women and men experience a decrease in certain

hormones in middle age∗ This is stage is called menopause for women and climacteric

for men∗ Menopause

∗ Decreased production of the female hormones estrogen and progesterone are part of the cause

∗ Menopause lasts for a few years beginning around age 50∗ Symptoms include hot flashes, chills or rapid heart beat,

mood swings, nervousness, irritability, increased fatigue∗ These are normal signs of aging but can become

bothersome especially when trying to sleep84

Middle Adults

∗ Physical Development∗ Climacteric

∗ A reduced supply of testosterone production in a man results in changes in moods and emotions

∗ Climacteric is a much less pronounced change than menopause

∗ Male hormone production peaks around age 20 and begins to decrease around age 50

85

Middle Adult

∗ Intellectual Development∗ Ability to apply knowledge gained over time increases in

middle age∗ Some aspects of memory decline very gradually as the

brain ages (e.g. new information can be forgotten more quickly than information learned earlier)

∗ Socio-Emotional Development∗ Often a stressful time for adults with family, work, and

community roles∗ Especially stressful for those who are caring for their

children and their parents (what is this called???)∗ Adult children also seek financial help from their middle

aged parents which cause additional stress86

Middle Adult

∗ Socio-Emotional Development cont∗ Midlife Crisis

∗ The increased responsibility of the sandwich generation are a big reason for Midlife Crisis

∗ Signs of midlife crisis are withdrawal from family members, high rate of alcoholism, and decreased self-esteem

∗ Most people who claim to have a midlife crisis are really experiencing common stressful events and feel their life is in crisis

∗ Generally middle adults show good ability to cope with these stressful situations but some fall victim to poor health habits like smoking, overeating, and alcohol and drugs use

87

Middle Adult

∗ Socio-Emotional Development∗ Empty Nest Syndrome

∗ Some middle-agers have difficulty in redefining their roles when they stop actively parenting

∗ Experts recommend finding and using opportunities for growth and renewal rather than dwelling on negative feelings

88

Middle Adults

∗ Older adults are considered 65 and over∗ Some dread this stage and view it as a period they

want to avoid∗ Others view aging with the same zest for living they

always had, accept the changes that aging brings and take advantage of new opportunities

∗ Physical Development∗ Signs of aging include loss of elasticity which

results in wrinkling, slower reaction time for muscles to respond to brain impulses, ability to manipulate small objects decreases89

Older Adults

∗ Physical Development∗ Bones change little in size, but they do change in

chemical composition (weaker and more fragile)∗ Many older people suffer osteoporosis - a bone disease

caused by insufficient calcium in the diet∗ Heart muscles may become less efficient, and blood

vessels may narrow, the supply of blood to the legs and brain may decline

∗ Sensory problems include hearing loss, vision loss, and in some taste and smell diminish which leads to less interest in eating

∗ Other conditions include arthritis, macular degeneration (may lead to vision loss), and Alzheimer’s disease

90

Older Adults

∗ Intellectual Development∗ In late adulthood, the ability to apply knowledge gained

over time increases∗ People can continue learning at all ages, but some mental

abilities decline in late adulthood∗ Memory loss is greater when the person is pressured to

quickly learn or recall messages sent to the brain∗ Some complaints of memory loss are due to the person

experiencing depression, not actual memory loss∗ A loss of sensory motor skills can also lead people to

believe they have memory loss∗ Memory loss should always be checked for Alzheimer’s or

other types of brain impairment91

Older Adults

∗ Socio-Emotional Development∗ Aging people may lose some strength or physical vigor,

but they can gain new leisure interests and more meaningful relationships with family members and friends

∗ Those who are grandparents enjoy spending time with grandchildren∗ Retirement

∗ Retirement can be a pleasant stage of life, or it can produce frustration and loneliness

∗ It is more pleasant for those who make positive plans and goals…people should start planning for retirement years before they actually reach this stage 92

Older Adults

∗ Socio-Emotional Development∗ Retirement

∗ Retirement causes many changes in a couple’s daily schedule and these changes may be difficult for couples to accept

∗ Married couples should develop common areas of interest and maintain close relationships with friends

∗ New Living Arrangements∗ Most older adults want to stay where they have lived

for years and moving them can be devastating to their feelings of security

∗ Some older adults move in with their children, move into low-cost housing 93

Older Adults

∗ Socio-Emotional Development ∗ New Living Arrangements

∗ Housing facilities for low incomes are sometimes sponsored by churches and other nonprofit groups with federal aid

∗ There are many retirement communities for older adults that do not allow children or younger people

∗ Death and Dying∗ Many people choose hospice as a means of caring

for a loved one who is dying∗ Hospice can be provided in the person’s home or in

a medical facility 94

Older Adults

∗ Socio-Emotional Development∗Death and Dying

∗ Some terminally ill people wish to remain hospitalized to fight the illness with whatever medical resources available

∗ People who are dying pass through distinct stages of dying

∗ Not everyone goes through each stage exactly the same but knowledge of the stages can help family members understand

95

Older Adults

∗ Stages of Dying

96

Older Adults

Stage One-

Denial

When a patient leans abou the terminal illness, the typical reaction is denial: “This can’t be happening to me”

Stage Two-Anger

The patient resents the fact that others will continue living while he or she will die

Stage Three-

Bargaining

The anger stops and the patient accepts the coming of death, but tries to postpone it. A pledge to live a better life in exchange for another week or month or year of life may be offered

Stage Four-

Depression

The person mourns past wrongs and things that should have been done. He or she wants to be quiet and may reject visitors, signs of readiness to die

Stage Five-

Acceptance

The patient knows that death is near and displays a calm acknowledgment of that reality

∗Those left behind∗ The death of a loved one is painful and thoughts of

what might have been stays on the person’s mind∗ Eventually survivors adjust to the loss after the

grieving process.∗ Statistics show that more marriages end by death

than by divorce∗ The widow is usually the survivor and must adjust

to a single lifestyle and learn how to deal with loniness

97

Older Adults

∗Finally Finished with Chapter 10

98

Wooohoooo

Documents

Chapter 10 Development Across the Lifespan 10-1 Growth and Development 10-2 Infants, Toddlers, and Preschoolers 10-3 Children Age 6 through 12 10-4 Teens