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Nursing 201 Exam 1

Nursing 201 Exam 1Human DevelopmentWhy do we care about Human Development?Domains of DevelopmentPeriods Of Development: PrenatalPeriods Of Development: infancyPeriods Of Development: early childhoodPeriods Of Development: middle childhoodPeriods of Development: AdolescencePeriods Of Development: ea...

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nursing 201 exam 1
human development
domains of development
why do we care about human development
periods of development prenatal
periods of development infancy
periods of development early child

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Nursing 201 Exam 1

Human Development •Scientific study of age-related changes in behavior, thinking, emotion and
personality.
•Conception throughout the lifespan.
scientific study of age-related changes in behavior, thinking, emotion and personality and spans
the human lifespan from conception through death.
Why do we care about Human Development? an important topic because it provides
context of how life experiences affect growth and development at each stage within the human
lifespan. Healthcare workers then can provide interventions to promote primary physical and
mental health self-care practices to achieve favorable health outcomes for clients. The lifespan
perspective appreciates that significant changes happen during each period of human
development while using culture and context in which these changes occur to appreciate the
importance of these changes.
Domains of Development physical, cognitive, social/emotional. •Physical domain
-Changes in the size, shape and characteristics of the body.
•Example puberty: Change in facial, axillary and groin hair growth
•Cognitive domain
-Changes in thinking, memory, problem solving and other intellectual skills.
•Example How do children learn to read? Why do some memory functions decrease with age?
•Social domain
-Changes in variables that are associated with the relationship of an individual to others.
•Examples- Relationship of an individual to others and beliefs about oneself
Norms standards that are considered usual or typical. They can be classified by milestones. for
example, starting to use communication in infants or beginning puberty in adolescence. These
are easier to define in children than in adults because the most rapid period of growth and
development occurs during infancy, childhood, and adolescence.
•referenced tests are standardized tests that compare an individual child's score to the average
score of others his/her age.
Periods Of Development: Prenatal conception to birth
Periods Of Development: infancy birth to 2 years
Periods Of Development: early childhood 2-6 years
Periods Of Development: middle childhood 6-12 years
Periods of Development: Adolescence 12-18 years
Periods Of Development: early adulthood 18-40 years
Periods Of Development: middle adulthood 40-60 years
Periods Of Development: late adulthood 60- death
Original Sin One of the earliest philosophers that is attributed to the provision of a perspective
on human development is St. Augustine of Hippo. This historical perspective dates to the 4th
century. His tenet, known as 'original sin', stated that human development is a result of struggle
to overcome human tendency to act immorally when doing so somehow benefits the self. He

,believed that humans were born sinful and that this innate tendency could be overcome with both
spiritual rebirth and religious training.
Earliest philosophers like St. Augustine of Hippo were curious as to why infants, who seem
similar, grow up to be very different individuals.
Innate Goodness In the 18th century, the philosopher Jean-Jacques Rousseau proposed the
idea of Innate Goodness. His philosophical views contrasted with the idea of Original Sin from
St. Augustine of Hippo., Jean-Jacques Rousseau believed that humans were born good and seek
out experiences that help them grow. They need both nurturing and protection from caregivers to
reach full potential. The environment (an external force) is a key component of this viewpoint
insomuch that poor outcomes resulted if the environment delivered negative interference with a
child's ability to be nurtured and protected. If children were unable to have experiences that
expressed innate goodness, frustrations resulted and the ability to reach full potential was less
likely. It is important to note that both Original Sin and Innate Goodness look at struggle
between innate internal and external forces.
Blank Slate John Locke, in the 17th century offered the perspective on Blank Slate. This
philosophy sees child as a passive recipient of environmental influences and that humans do not
have innate tendencies like St. Augustine of Hippo and John-Jacques Rousseau believed. In
contrast, children are molded by their parents as well as the external environment as passive
recipients. It is these experiences, themselves, that attribute to individual differences of human
development. Locke's term
empiricism, in philosophical frameworks, is the view that all developmental concepts originate in
experiences, that all concepts are about or applicable to things that can be experienced, or that all
rationally acceptable beliefs or intentions are justifiable or knowable only through experiences.
In reference to same-sex couples raising children, earlier developmental theorists thought that if
a child was raised in an environment where they experienced a same-sex relationship, that they
too would grow up to want same-sex relationships.
Evolution- Charles Darwin attributed to the human development perspective of evolution. He
believed that all species of organisms arise and develop through the natural selection of small,
inherited variations that increase the individual's ability to compete, survive, and reproduce. This
well-known philosophy is known as "survival of the fittest". Darwin believed that genetic
inheritance and interactions within the environment shaped human development and more
specifically human adaptability. Darwin is also credited with conducting the first organized
scientific studies of development.
G. Stanley Hall He was also the first researcher to use the objective means to study large
numbers of children through questionnaires and interviews. He also described the need for
norms, which we understand to be average age is at which developmental milestones are
achieved. Norms are particularly important in human development because we use them to
determine whether human development is occurring at the stages and/or time at which they are
supposed to occur.
Arnold Gesell contributed the idea of maturation which is defined as the gradual unfolding of a
genetically programmed sequence of change regardless of practices or training efforts
maturational development. Maturation always unfolds in fixed sequences for everyone. For
example, embryonic development, cephalocaudal development and proximodistal development
occur in fixed sequences.. He also studied neuromotor development in children and how to reach
certain developmental stages, neuromotor functioning must first be established. Arnold Gesell
also was the first one to use one-way observation window and camera techniques to study

, children's behavior. His contributions became the basis for many norm-referenced tests. Norm-
referenced tests are standardized tests that compare an individual child's score to the average
score of others his or her age.
Maturation •Gradual unfolding of a genetically programmed sequence of change regardless of
practices or training efforts.
Paul Baltes The life-span perspective views development as lifelong, multidimensional,
multidirectional, plastic, multidisciplinary, and contextual
Comprhensive theory of lifespan development Paul Baltes contributed the comprehensive
theory of lifespan development. In contrast, to other theorists, he believed that human
development is not completed in adulthood. Thus, " all stages of the life span equally contribute
in the regulation of the nature of human development; no age period holds supremacy over
another." His theory included perspectives on human aging. He purported that as humans age,
they adopt strategies that help them maximize gain and compensate for losses. In other words, he
believed humans were adaptable. He also contributed the idea of plasticity. The idea behind this
is that "there is no single pathway that must be taken in an individual's development across the
lifespan." He believed that individuals of all ages can have positive change in response to the
environments and are adaptable to environmental cues or triggers. He also wrote about the
importance of the multi contextual nature of development. For example, the influences of family
neighborhoods and culture can have a profound effect on human development.
nurture experience isn't just the objective properties but how an individual interprets that
experience. Your experience with something depends on how you interpreted it, not just the
objective qualities of the experience. For example, two people can hear the same speaker, and
each interpret what the speaker is saying differently, which shapes their experience of the
speaker
Nature nature is a bigger influencer of human development believe that children are born with
inborn biases. These are tendencies to respond in certain ways. For example, babies entice others
to care for them by crying snuggling and smiling and appear delighted when the caregiver
response positively. It is important to note that important biases can and often do differ between
individuals. Some babies are easily soothed, and some are not. Whether inborn biases are
genetically coded or are created by a parental environment or a combination of the two, the most
basic point is that babies are not born with a blank slate. They are born with an ability to seek out
and react to diverse experiences .
Critical Period A specific period in development when an individual is particularly sensitive to
the presence or absence of a kind of experience; if absent, has a specific impact on development
(language development early childhood).
Sensitive Period •A span of time during which a child may be particularly responsive to
specific forms of experience or their absence for development (stage between 6-12mo for parent-
infant attachment).
Continuity age-related change that is a matter of amount or degree. In other words, this type
of developmental change is gradual but continuous. For example, all ages have peer
relationships, but these relationships will change in number over the duration of a human
lifespan. Other examples of changes that are continuous are height, weight, and language
development. This type of development is typically linear, and all developmental stages (infant,
child, adolescent, and adult) are integrated.
discontinuity are changes that are in type or kind. Stepping off from our previous example of
peer relationships, we understand those to continuous. However, there is also a discontinuity to

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