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Chapter 7 Developmental transitions, Perceptions are beliefs or opinions…

- - - - starts?
        
        fertilisation
      - ends?
        
        birth
      - milestones
        
        formation of body structures (bones, nails, hair) and organs (heart, lungs, brain)
        Heart starts beating, movement begins
    - - milestones
        
        smiling, walking, talking
      - starts?
        
        birth
      - ends?
        
        2nd birthday
    - - starts
        
        2nd birthday
      - ends?
        
        6th birthday
      - milestones
        
        primary school begins, social skills develop, toilet training
    - - starts?
        
        6th birthday
      - ends?
        
        12th birthday
      - milestones?
    - - Ends: 18th Birthday
      - Starts: 12th Birthday
      - Milestones: secondary school begins, sexual maturity, increased independence
    - - 40th birthday
      - 18th birthday
      - peak physical condition, starting a family, starting a career
    - - 40th birthday
      - 65th birthday
      - Milestones: becoming a grandparent, financial security, physical signs of ageing, menopause (women)
    - - Starts: 65th Birthday
      - Ends: Death
      - Milestones: retirement, declining health, grandparenting
- - - - uneducated and unable to make informed decisions
      - exceedingly disrespectful and impatient
      - no respect for parents or people of old age
      - desire for wealth, bad manners, bad attire
    - - best time of your life
      - no real worries or stress
      - vibrant, hard-working and happy
      - can pursue dreams
  - - - • They are resistant to change and have trouble learning complex tasks
      - • They are bad drivers
      - • They complain a lot
      - • They are a burden on the health system
- - - - apply to youth
        
        youth will go through many bodily changes until the end of puberty
      - describe
        
        we all begin as once cell - we divide and differentiate cells to develop organs and systems throughout the lifespan
    - - The transition to adulthood is marked by changes in body composition - the proportion of different tissues (muscle and fat in particular) and how they are distributed around the body.
        
        systems dont just grow, they change in terms of structure and function eg. reproductive system, immune system
      - apply to youth
        
        Primary sex characteristics are the parts of the body that are directly involved in reproduction; they are present at birth, but only start to develop during puberty.
        Female: first ovulation, first period, the uterus, labia, ovaries, vagina and clitoris expand in size.
        Male: Penis enlarges, first ejaculation, testes grow and start producing sperm.
        
        Secondary sex characteristics are not directly related to reproduction and are not present at birth. Many of these are present in both males and females.
        Female: skin becomes oily, body hair develops, hips widen, breasts develop, increased fat to muscle ratio.
        Male: Skin becomes oily, facial hair appears, voice lowers, shoulders broaden, increased muscle mass. body hair develops.
    - - Gross motor skills
        
        running, throwing a ball, riding a bike
        
        large muscle groups
      - fine motor skills
        
        writing, cutting with scissors, tying shoelaces
        
        small muscle groups
      - apply to youth
        
        By the end of youth coordination usually improves and the strength and endurance gained during this stage can lead to increased ability in many motor skills
        
        males generally experience a greater gain in skills requiring strength
        
        rapid growth during youth can mean limbs become disproportionate to the rest of the body and can be difficult to coordinate and control
  - - - describe:
        As infants, we don't see ourselves as distinct from other people (see the Rouge Test video). Self-concept develops as we experience new things and we develop views about our own abilities.
      - apply to youth:
        As young people transition into adulthood they explore different values and beliefs and develop a more clear sense of who they are and what they want in life. As self-concept develops, people become more comfortable with themselves and worry less about what others think.
    - - describe:
        As children begin to develop a sense of self, they experience more complex emotions, such as shyness, surprise, embarrassment, shame, guilt and pride.
        Experiencing more than one emotion at once is also a part of the emotional development process.
      - apply to youth:
        Older children also begin to identify different emotions and learn appropriate ways of responding to them. This is a process that continues through youth and into adulthood.
    - - apply to youth: older kids are less likely to throw temper tantrums than younger kids as they have learnt how to express their emotions in different and more efficient manners
      - describe:
        As we develop emotionally, we learn ways to control how we express our feelings, particularly negative ones such as jealousy. This is why an adult is far less likely than an infant to throw a temper tantrum when they don't get their own way.
        Desire, guilt and jealousy are common emotions that people express in various ways. Learning to accept the things they cannot change and focusing energy on the things they can change is a significant achievement in this area, as it influences the manner in which people express the emotions they experience
    - - apply to youth:
        taking time out for relaxation, meditation, setting goals, talking to others and maintaining positive self-talk.
      - describe:
        Resilience is about dealing with negative events that occur in life, such as losing a job, ending a relationship or the death of a loved one.
  - - - describe: Knowledge and Memory are linked.
        Knowledge = the range of information and concepts a person is familiar with and understands.
        Memory = the ability to retain and recall information.
      - apply to youth
    - - describe: Language develops continually over the lifespan. People who learn multiple languages further develop these parts of the brain.
      - apply to youth: Learning to speak French
    - - apply to youth:
        Concrete:E.g. when kids take words such as idioms literally
        Abstract: E.g. speak figuratively and understand concepts
        Problem Solving: E.g. thinking of solutions to your problems :
      - describe:
        
        Concrete thought = thinking about the physical things we can see.
        
        Abstract thought = thinking about concepts and ideas - things not previously encountered.
        
        Problem solving = finding a way from the current state to the desired goal when no clear path exists.
    - - apply to youth: Taking up creative pursuits, such as music or writing can lead to further development of creativity and imagination, through practice of these skills
      - Describe: n children, creativity and imagination is related to play such as making up stories and pretending. In adults it is more related to artistic pursuits or problem solving.
    - - describe - conscious thinking and its way of distinguishing whether it is perceptual attention or cognitive attention
      - apply to youth - it is there way f
  - - - youth peer groups can influence a young persons choices in music, clothing and activities
      - the way people learn how to act among different groups and change the way they behave according to each situation
    - - Young people who begin working in paid employment for the first time will develop the role of employee
      - greater independence and a wider range of social experiences lead to more complex social roles during youth such as intimate partner, role of a partner
    - - youth is often the time many people experience intimate relationships for the first time which can develop skills such as compromise and conflict resolution
      - becoming independent and learning that you are responsible for your own actions, decisions and consequences in intimate relationships or friendships
    - - as youth transition into adults, communication skills develop as they gain independence and responsibility such as developing an intimate relationship which demands new communication skills
      - involves learning the appropriate ways to communicate in different situation and can happen through the internet or social media as they are significant in how youth learn about the world