Please enable JavaScript.

Coggle requires JavaScript to display documents.

Self: Development (Development across the life spans (Infancy (Birth - 2…

- - - - Cognitive
        
        Begins to communicate through babbling, knowledge of the world is limited to sensory and motor perceptions
      - Social
        
        Interacts with a wider social group, learn gesture
      - Physical
        
        Sensory and motor abilities develop rapidly, learns to crawl, sit, stand and walk
      - Emotional
        
        Emotion recognised in facial expression, only basic such as joy, anger etc
  - - - Cognitive
        
        Learns to use and formulate language, cannot understand concrete logic or empathy
      - Physical
        
        Develops strength to walk, run and skip, coordination for fine motor skills developed, more flexible execution of skills
      - Emotional
        
        Develop more complex emotions, things that provoke emotional responses change, physical responses such as heart racing triggers emotional responses
      - Social
        
        Decision making, increased social wellbeing, learning to understand social environment
  - - - Cognitive
        
        Language and mental skills almost fully developed, higher mental abilities emerge, thought becomes less self-centred
      - Physical
        
        Reaches reproductive maturity, growth and weight gain, puberty, testosterone and oestrogen produced
      - Social
        
        Joins social groups, being following social norms, peer groups become a major part of life
      - Emotional
        
        Lowered self-esteem, higher risk of mental health problems and stress
  - - - Cognitive
        
        Moral and ethical considerations develop, stronger memory and problem solving skills, decision-making skills developed
      - Physical
        
        Reach physical peak, towards end of this period physical abilities begin to decline
      - Social
        
        Further develop social relationships, more independence, more time with others instead of family
      - Emotional
        
        Emotional development starts to slow, can be altered through traumatic experiences
  - - - Cognitive
        
        Cognitive skills remain stable, memory function many decline function stability varies depending on genetics and lifestyle
      - Physical
        
        Sensory function decline (mainly eyes and ears), decline in muscle mass, menopause
      - Emotional
        
        Have a better wellbeing if they are socially and mentally well and have a purpose in life
      - Social
        
        More focus on family as individuals begin to retire from work and so lack the added stress and social interaction from that
  - - - Cognitive
        
        Intelligence tests show little decline, memory disease become a risk, dependent on genetics and lifestyle
      - Physical
        
        Physical decline in muscular strength, flexibility, circulatory efficiency, sensory acuity and other functions
      - Emotional
        
        Rarely develops at this point, some individuals may face a depression if moving out of their home, or their children beginning their own family
      - Social
        
        Social development does not change
- - - - Jim Springer and Jim Lewis were identical twins who were separated at 4 weeks of age
        
        There were many similarities between them such as likes and dislikes, occupations, bad habits, nervous ticks and illnesses
        
        Differences were that one expressed himself better orally and the style with which they wore their hair
  - - - Longitudinal adoption study
        
        Tested the sociability vs shyness of children adopted at 12 and 24 months
        
        Hereditary was found to play a role as extreme shyness in the biological mother predicted that her child would display shyness by age 2
        
        The family environment was also found to play a role as toddlers of adoptive mothers who were also shy demonstrated shyness
- - - - Up to 2 years
        
        Involves enjoyment of movements for their own sake and coordinates motor skills
    - - 2 - 6 years
        
        Transforming themselves into something or someone else, helps learning language
    - - From 7 years
        
        Incorporating rules (made up then standardised) and thinking becomes more logical
  - - - Solitary play
        
        The child plays alone and seems uninterested in the activities of other children
      - Onlooker play
        
        The child watches other children play with apparent interest by does not join in
      - Parallel play
        
        The child plays alongside the other children in similar ways but does not interact
      - Associative play
        
        The children seem interested in each other and interact but their is little planning in the activities
      - Cooperative play
        
        The children interact in a group that has a sense of identity and purpose