Health and social

• Piaget's Model of Cognitive Development

  A sense of self develops as children develop the cognitive skills to understand the world around them.
• Piaget's stages of cognitive development

  1. sensorimotor (0-2 years)

  2. preoperational (2-7 years)

  3. concrete operational (7-11 years)

  4. formal operational (11-18 years)
• egocentric thinking (Piaget)


  a form of thinking typical of the preoperational child in which the child can only view the world from his or her own perspective and can't take the perspective of others.
• Schema (Piaget)


  a concept framework that organizes and interprets info, e.g

  timmy drops pot down stairs = "dropping schema"
• Criticism of Piaget's Theory

  Piaget's theory lacks concrete evidence. Most people don't believe that people actually develop in these stages. He has overestimated the mind of adults and underestimated infants.
• Intellectual development


  The development of processes in the brain such as thought, knowledge and memory
• Lifestages


  INFANCY: 0-2 years

  EARLY CHILDHOOD: 3- 8 years

  ADOLESCENCE: 9-18

  EARLY ADULTHOOD: 19-45 years

  MIDDLE ADULTHOOD: 46-65 years

  LATER ADULTHOOD: 65+ years
• Language development at around 3 months


  Infants begin to make babbling noises as they learn to control the muscles associated with speech.
• Language development at around 12 months


  infants begin to imitate sounds made by carers such as 'da da'. This develops into using single words.
• Language development at around 2 years


  infants begin to make two-word sentences, such as 'cat goed.' - the child begins to build their vocabulary
• language acquisition device (LAD)


  - Chomsky's term for a hypothetical brain structure that enables our species to learn and produce language.

  - He says we are born with LAD, children learn language as their biological maturation
• Criticism of Chomsky's theory

  -Underestimates importance of learning and social context

  - No scientific evidence to back up the LAD

  - Bruner argues social interaction has more influence than Chomsky suggests

  - Too much emphasis on grammar, rather than on meaning.

  - no consideration for those with delayed language development or a disability.
• intellectual development By 4 years old...

  - can form sentences of 4 or more words which are grammatically correct
• intellectual development By 5 to 6 years old...


  - Child will have vocabulary of around 5,000 words

  - will understand almost everything that is said around them
• intellectual development By 8 years old..

  - Child will have vocabulary of 15,000 words or more

  - Child can read well and write neatly so others can read it

  - Child will understand hidden meanings, jokes, and enjoy play with words
• Intellectual Development in Adolescence

  - Adolescents develop abstract thinking skills

  - Meta-cognition: thinking about the way they think and reason

  - planning ahead for the future

  - Academic knowledge broadens through studies at school and college after 16

  - Develop skills from work - improve cognitive abilities

  - Decent-ring: no longer egocentric
• Intellectual Development in early and middle adulthood


  -intellectual skills tend to continue to develop

  - Thinking becomes realistics

  - formal learning - college, university, training

  - Employment skills - varied.

  - Skills not used a great deal will diminish i.e maths an other complex subjects.
• Intellectual Development in Late Adulthood (65+)

  Memory loss
• 1. sensorimotor stage (Piaget)


  Infants (0-2yrs) learn about their environment and develop early schemas (concepts) by using all their senses to physically explore the world.
• 2. preoperational (Piaget)


  Children (2-7yrs) begin to control their environment by using symbolic behaviour, including representational words and drawings, and pretend play but are not yet able to think logically.
• 3. concrete operational (Piaget)


  Children (7-11yrs) use practical resources to help them understand the world, such as counters for mathematics. They classify, categories and use logic to understand things they see.
• 4. Formal Operational


  Young people (11+ yrs) have the capacity for abstract thought, rational thought and problem solving.
• Piaget's Stages Criticism


  Critics believe Piaget underestimated children's development and that with support they can move more quickly to the next stage of cognitive development.
• Piaget's Schematic Development theory

  Assimilation: child constructs an understanding or concept (schema)

  Equilibrium: child's experience fits with their schema

  Disequilibrium: a new experience disturbs the schema

  Accommodation: Child's schema changes to take account of new experience
• Physical Development in Infancy

  - the development of gross motor skills

  - the development of fine motor skills

  - milestones for infancy are reached: walking by 12 months, running by 24 months.
• Physical Development in Early Childhood

  Gross: ride a tricycle, running forwards and backwards, hops, walking on a line, skips and jumps confidently.

  Fine: turns page of a book, buttons and unbuttons clothing, write own name and joins up writing.
• Physical Development in Adolescence

  development of primary and secondary sexual characteristics

  the role of hormones in sexual maturity
• Physical Development in Early Adulthood

  - maturation (physically

  - Pregnancy/lactation

  - Perimenopause
• Physical Development in Middle Adulthood

  Menopause begins (women)

  Begin to show signs of ageing, such as greying hair
• Physical Development in late adulthood

  - deterioration of health

  - effects of ageing such as decline in strength
• Cognitive impairment (65+)


  when a person has trouble remembering, learning new skills and concentrating on making decisions that affect their everyday life.
• Menopause


  a natural physiological change where female fertility and menstruation ends.
• Growth


  is an increase in measurable quantity such as height or weight or other dimensions
• Development


  is about the complex changes in skills and capabilities that an individual experiences as they grow
• 4 principles of growth

  1) growth rates are not constant 2) different parts of the boy grow at different rates 3) growth rates vary between children 4) the growth rate of boys is usually faster on average than of girls, as men tend to be taller than women.
• Testosterone


  produced by the testes and stimulates the growth of the penis, testes, pubic hair growth, the development of muscle and lowering of the voice.
• oestrogen and progesterone


  produced by the ovaries and stimulates the growth of the breasts and reproductive system and helps to regulate menstrual cycle
• primary sexual characteristics


  Necessary for reproduction. These are the processes that are related to the sex organs that are present at birth and mature when sex hormones are released.

  - vagina and uterus grow

  - penis enlarges

  - menstruation begins

  - ovulation

  - prostate gland produces secretions

  - testes enlarge and produce sperm
• secondary sexual characteristics


  Not necessary for reproduction. They develop when sex hormones are released.

  - breasts enlarges

  - hips widen

  - increased muscle

  - growth of axillary and pubic hair (and chest for males)

  - growth of facial hair

  - growth spurt

  - Larynx (voice box) grows, causing the voice to deepen (break)
• Activities to support fine motor skills

  gripping

  manipulation

  hand-eye coordination