Health & Social Care Unit 1

• growth - increase in a measurable quantity such as height or weight. growth is variable across different part of the body.
• Development - changes in skills and capabilities that an individual experiences as they grow e.g. writing
• developmental norms - set of expectations that children hit at a certain age
• milestone - skills that you achieve at certain ages in all PIES
• Maturation - the action or process of maturing physically and mentally
• life span - is the amount of time between a persons birth and their death
• percentile chart - used to determine whether or not someone is growing at the norm for their age, often used for children to track height and weight
• gross motor skills - large movements that involve using large muscles of the body e.g. crawling, jumping, walking etc.
• fine motor skills - small movements using small muscles e.g. drawing, writing, tying a shoelace etc.
• principles of growth:

  1. growth is not always constant
  2. different parts of the body grow at different rates
  3. growth rates vary between children
  4. the growth rate of boys is usually faster on average than that of girls
• Gross Motor Skills (Infancy, 0-2)

  • develop gross motor skills from the head down
  • around 6 months infants gradually control muscles in their neck and back so can roll, sit and crawl
  • at 1 year muscles in legs develop so they can stand, cruise and walk
  • at 2 years infants can climb onto low furniture and propel a sit on toy
• Gross Motor Skills (Infancy 3-8)

  • 3-4 balance and walk along a line, 5-8 balance on a low beam
  • 3-4 run backwards and forwards, 5-8 skip with a rope
  • 3-4 throw a ball, 5-8 accurately throw and catch a ball
  • 3-4 hop on one foot, 5-8 hop, skip and jump with confidence
  • 3-4 pedal and control a tricycle, 5-8 ride a bicycle
• Fine Motor Skills (New-born)

  • grasp an adults finger
  • 3 months - hold a rattle
  • 6 months - grasp a toy and pass it to other hand
  • 12 months - pick up small objects using a pincer grasp
• Fine Motor Skills (18 Months)

  • build with small blocks
  • use a spoon
  • make marks with crayons using a palmar grasp
  • 2 years - pull on her shoes and control crayon to draw circles and dots
• Fine Motor Skills (5 Years)

  • use hand eye co-ordintation to fit construction block together
  • writes own naming forming letters correctly
  • by age 8 using joined up writing
• Fine Motor Skills (3 Years)

  • developing tripod grasp
  • use a fork and spoon
  • turn pages of a book
  • button and un-button clothing
  • by 4 years will be able to colour in pictures
• Physical Development (Adolescence, Girls)

  • puberty = 11-13
  • hormones oestrogen and progesterone are produced by the ovaries
  • menstruation begins
  • ovulation occurs
  • growth of armpit and pubic hair
  • breasts enlarge
  • growth spurt
  • hips widen
  • uterus and vagina grow
• Physical Development (Adolescence, Boys)

  • puberty = 13-15
  • hormone testosterone is produced by the testes
  • penis enlarges
  • growth of facial, armpit, chest and pubic hair
  • increased muscle
  • growth spurt
  • Larynx grows, causing the voice to deepen
  • testes enlarge and produce sperm
• Primary Sexual Characteristics - processes that are related to the sex organs that are present at birth and mature when sex hormones are released
• Secondary Sexual Characteristics - not necessary for reproduction. they develop when sex hormones are released
• Physical development (early adulthood, 19-45)

  • physical strength and stamina is at its peak
  • full height is reached
  • reaction time is its quickest
  • women are at their most fertile
  • sexual characteristics are fully developed
  • women around 40-45 reach end of reproductive years (perimenopause) oestrogen decreases, menstruation & ovulation is irregular, hot flushes, vaginal dryness
• Physical development ( adulthood 46-65)

  • ageing process begins
  • loss of muscle tone, strength and stamina
  • loss of height
  • greying hair
  • mestruation ends/ menopause
• menopause:

  • natural change experienced by women during middle adulthood life stage over several years with the gradual ending of menstruation
  • reduction in oestrogen - hot flushes and night sweats - disrupted sleep patterns
  • reduction in oestrogen - thinning and shrinkage of vagina and urethra - risk of UTI, loss of libido
  • reduction - ovaries stop producing eggs - unable to conceive
• physical development (later adulthood 65+)

  • less elasticity in the skin
  • decline in strength
  • less mobility in large muscles (gross motor skills)
  • less mobility in small muscles (fine motor skills)
  • higher susceptibility to disease and infection
  • reduction in vision
  • increased likelihood of injuries caused by falls
• Intelletual development:

  • how individuals organise ideas and make sense of the world around them
  • problem solving, moral development, abstract thinking, memory and language development
• intellectual development (early adulthood 19-45)

  • by early adulthood, individuals have gained knowledge, skills and experience and use past experiences to make judgements. individuals are able to think through problems logically and make decisions
• intellectual development (later adulthood, 65+)

  • continue to learn new skills and knowledge into later adulthood, intelligence does not change but short-term memory and thinking speed may decline
• intellectual development (infancy, 0-2)

  • from birth - can use all senses to help understand the world around them
• intellectual development (early childhood 3-8)

  • 3 years - can ask questions, count, recognise colours and sort objects
  • 5 years - starting to read, write and draw in detail, can talk about past and future
  • 8 years - can think more deeply, reason, talk about abstract ideas and plan
• Stages of cognitive development - PIAGET

  children pass through developmental stages in sequence

  1. Sensorimotor 0-2
  2. Pre-Operational 2-7
  3. Concrete Operations 7-11
  4. Formal Operations 11-18
• Paiget's Schematic development theory (AEDA)

  1. assimilation - child constructs an understanding or concept (schema)
  2. equilibrium - the child's experience fits with their schema
  3. disequilibrium - a new experience disturbs the child's schema
  4. accommodation - the child's understanding (schema) changes to take account of the new experience
• Conservation

  • conservation - children's understanding that the amount remains the same even when the container's shape has changed.
  • children under 7 cannot conserve because they cannot think about more than one aspect of a situation at one time
  • by the operational stage at 7 years old, children can think logically so understand that the quantity of water stays the same when poured into a differently shaped container
• Egocentrism -

  • until children are 7, they only see things from their own perspective. he used a swiss mountain test to prove his theory, children could not describe the mountain from the doll's perspective
• Criticisms of PIAGET -

  • underestimated children's rate of development
  • children can be given experiences that help them to move through the stages at a faster rate
  • some children can see things from the perspective of others before the age of 7
• stages of language development (infancy, 0-2)

  • 3 months - cries to ask for food or comfort
  • 6 - 12 months - make some noises such as 'gaga' and understand 'byebye'
  • 18 months - can say between 6 and ten words and follow instructions
• stages of language development (early childhood, 3-8)

  • 2 - 3 years - links words together e.g. 'me car'
  • 3 - 5 years - use simple sentences, asks questions
  • 8 years - complex sentences, can reason and explain
• stages of language development (adolescence, 9-18)

  • developing vocabulary
  • uses language to explore abstract ideas
• self concept - an individual's evaluation of their own self worth. a combination of self-image and self-esteem
• self image - how individuals view themselves, their mental image of themselves

  positive self image - feels happy about appearance and abilities, receives good feedback from others about appearance and abilities, compares self favourably with others

  negative self image - feels unattractive or less intelligent, receives negative comments from others about appearance or abilities, compares self negatively to 'perfect' images on social media or TV
• self esteem - how a person feels about themselves

  high self esteem - feels confident, willing to try new things, copes well under pressure 'i can, I'm special, I'm clever, friends like me'

  low self esteem - feels worthless, less likely to try new things, less likely to cope well in new or difficult situation 'i can't do it, I'm not good enough, people don't like me'