human development chapters 1-6
Development - ANSpattern of alternate begins at thought keeps thru life span. Can be
growth and decline (ageing and loss of life)
normative age grade affects - ANShave organic and environmental impact on development,
similar for particular age companies.
Examples: puberty or menopause (organic)
retirement and beginning college (environmental or sociocultural)
non normative life events - ANShighly individualized. Unusual life events that have a prime
effect at the lives of character humans.
Examples: death of a determine when a toddler is young, teen pregnancy, fire destroys
home, lottery win
prenatal - ANSconception to delivery
infancy - ANS18 to 24 months
-depends on caregiver, lanuage, symbolic idea, sensiormotor coordination, social getting to
know all starts
little one - ANS1 half of to a few years.
Early early life - ANS3 to 5 years "pre college years"
-self sufficent, develop school readiness, spend more time with peers.
Stop is marked by means of 1st grade
middle/past due childhood - ANS6- 10/11 years
achieves self-discipline
masters analyzing, writing, math
formative years - ANS10/12-18/21 years
puberty, weight and height benefit
independence, logic summary practical wondering, intimate realtions
early adulthood - ANSearly 20's-30's
pick mate, career, personal economic independence
family and kids
center adulthood - ANS40-60 years
social involvement, help subsequent generation
late adulthhood - ANSlongest span 60/70- loss of life
retirement, adjustment to declining bodily fitness
, nature - ANSorganisms biological inheritance
example: genetic basis
commonalities in increase- walk earlier than communicate, puberty in adolescence
nurture - ANSenvironmental stories
organic enviro: nutrition, injuries, medications
social enviro: peers, school, family, media, way of life, network
agree with vs distrust - ANS1st year. Consider in caregiver and enviroment
autonomy vs disgrace and doubt - ANS1 to three years. Want experience of independence if
restricted or punished to harshly will result in shame and doubt
Initiative vs guilt - ANS3 to 5 preschool. Studies require energetic, practical, accountable
conduct, guilt may arrive if toddler is irresponsible or made to feel too traumatic`
Industry vs inferority - ANSelementary age. Need to increase and master knowledge, if
incompetent or unproductive will feel inferior
Identity vs identification confusion - ANSadolescence need to discover who they are, what
they're all about, and where they want to go in existence
intimacy vs isolation - ANSearly maturity. Need to form healthy intimate relationships
Generativity vs stagnation - ANSmiddle adulthood. Assist more youthful era expand and lead
useful lives
Integrity vs despair - ANSlate adulthood. Memory on life if life is well spent integrity is
accomplished
sensiormotor - ANSbirth-2 years.
Understand world by using connecting sensory reviews with physical motoric moves
symoblic thought in the direction of stop
preoperational - ANS2-7years. Constitute the arena with phrases, snap shots, and drawing.
Nonetheless cannot carry out operations (that could assist you to do mental what you may
do physically)
concrete operational - ANS7-11years. Can carry out operations that involve objects. They
are able to cause logically when implemented to precise concrete examples.
Formal operational - ANS11-15 years and persevered. Summary and greater logical
phrases, best situations, opportunities for the future, problem solving turns into extra
systematic, develop hypotheses
Vygotskys socio-cultural principle - ANSsocio-cultural interactions guide cognitive
improvement
Development - ANSpattern of alternate begins at thought keeps thru life span. Can be
growth and decline (ageing and loss of life)
normative age grade affects - ANShave organic and environmental impact on development,
similar for particular age companies.
Examples: puberty or menopause (organic)
retirement and beginning college (environmental or sociocultural)
non normative life events - ANShighly individualized. Unusual life events that have a prime
effect at the lives of character humans.
Examples: death of a determine when a toddler is young, teen pregnancy, fire destroys
home, lottery win
prenatal - ANSconception to delivery
infancy - ANS18 to 24 months
-depends on caregiver, lanuage, symbolic idea, sensiormotor coordination, social getting to
know all starts
little one - ANS1 half of to a few years.
Early early life - ANS3 to 5 years "pre college years"
-self sufficent, develop school readiness, spend more time with peers.
Stop is marked by means of 1st grade
middle/past due childhood - ANS6- 10/11 years
achieves self-discipline
masters analyzing, writing, math
formative years - ANS10/12-18/21 years
puberty, weight and height benefit
independence, logic summary practical wondering, intimate realtions
early adulthood - ANSearly 20's-30's
pick mate, career, personal economic independence
family and kids
center adulthood - ANS40-60 years
social involvement, help subsequent generation
late adulthhood - ANSlongest span 60/70- loss of life
retirement, adjustment to declining bodily fitness
, nature - ANSorganisms biological inheritance
example: genetic basis
commonalities in increase- walk earlier than communicate, puberty in adolescence
nurture - ANSenvironmental stories
organic enviro: nutrition, injuries, medications
social enviro: peers, school, family, media, way of life, network
agree with vs distrust - ANS1st year. Consider in caregiver and enviroment
autonomy vs disgrace and doubt - ANS1 to three years. Want experience of independence if
restricted or punished to harshly will result in shame and doubt
Initiative vs guilt - ANS3 to 5 preschool. Studies require energetic, practical, accountable
conduct, guilt may arrive if toddler is irresponsible or made to feel too traumatic`
Industry vs inferority - ANSelementary age. Need to increase and master knowledge, if
incompetent or unproductive will feel inferior
Identity vs identification confusion - ANSadolescence need to discover who they are, what
they're all about, and where they want to go in existence
intimacy vs isolation - ANSearly maturity. Need to form healthy intimate relationships
Generativity vs stagnation - ANSmiddle adulthood. Assist more youthful era expand and lead
useful lives
Integrity vs despair - ANSlate adulthood. Memory on life if life is well spent integrity is
accomplished
sensiormotor - ANSbirth-2 years.
Understand world by using connecting sensory reviews with physical motoric moves
symoblic thought in the direction of stop
preoperational - ANS2-7years. Constitute the arena with phrases, snap shots, and drawing.
Nonetheless cannot carry out operations (that could assist you to do mental what you may
do physically)
concrete operational - ANS7-11years. Can carry out operations that involve objects. They
are able to cause logically when implemented to precise concrete examples.
Formal operational - ANS11-15 years and persevered. Summary and greater logical
phrases, best situations, opportunities for the future, problem solving turns into extra
systematic, develop hypotheses
Vygotskys socio-cultural principle - ANSsocio-cultural interactions guide cognitive
improvement
