Nurs 207 - Development Flashcards
Define development
The sequence of physical, psychosocial, and cognitive developmental changes that take place over the human lifespan
Scope of Development
The extent to which development influences an individual spans the entire life course - from birth to death.
Normal human development is organized and progressive and usually occurs in a predictable sequence
Delayed ————— Expected ————— Advanced
Attributes and Criteria
Developmental Level Developmental Delay Developmental Milestone Developmental Regression Developmental Arrest
Developmental Level
an individuals stage of development or ability to independently achieve an outcome
Developmental Delay
an essential element of neurological and/or cognitive maturation has not occurred within an age range and should be investigated
Developmental Milestone
an ability or specific skill that most individuals can accomplish in a certain age range
Developmental Regression
the loss of developmental milestones
Developmental Arrest
plateau of developmental change in some category and is noted when chronologic age continues to progress but developmental change does not
Physical/Physiological Development
- refers to the growth and changes in body tissues and organ systems and the resultant changes in body functions and proportions
Includes cellular proliferation, differentiation, and maturation that occurs in each organ and system that allows integrated human functioning necessary for life and health
Physiological growth and development occur in a bilateral and symmetrical way, progressing in a cephalocaudal (head-to-toe) direction and proximodistally (from midline to periphery)
Motoric Development
- separated into 2 major categories: gross and fine motor.
Generally, motoric development progresses from the achievement of gross motor to fine motor skills - known as refinement.
Gross motor skills
Gross motor skills - involve the use of large muscles to move about in the environment
(ie. sitting, standing, maintaining balance, cruising, walking, running, walking up stairs without assistance, and more complex physical tasks such as playing soccer
Fine motor skills
Fine motor skills - involve the use of small muscles in an increasingly coordinated and precise manner
(ie. batting at an object, reaching and holding an object, transferring an object from hand to hand, holding a pencil in a refined grasp, making marks with a pencil, writing letters, writing words, creating artwork, using hands and fingers to eat, draw, dress, and play)
Fine motor development is contingent upon cognitive and neurological development
Social /Emotional Development
- includes the development of self-understanding, understanding others, and understanding social interactions.
Usually occur in this order → self, others, and social interaction
Knowledge of social and emotional skills is critical because it directs effective communication with an individual(s) and may impact suggested environmental strategies for an individual to obtain optimal functioning.
Cognitive Development
- relates to working memory capacity, cognitive self-regulation, and the processing and use of information about the environment and objects in the environment.
Individuals have an increasing understanding between self and information over time
Development of critical thinking skills and executive functioning, which includes learning, forming concepts, understanding, problem-solving, reasoning, remembering, and thinking abstractly
Combination of cognitive and advanced social/behavioural development enable moral and spiritual development
Communication Development
- language involves a set of rules shared by a group of people that allows the communication of thoughts, ideas, and emotions
3 components of speech: Articulation, Voice, Fluency
Articulation
pronunciation of sounds
Voice
production of sound by vocal cords
Fluency
rhythm of speech
Adaptive Development
- refers to the acquisition of a range of skills that enable independence at home and in the community
- Adaptive skills are learned
- Include self-care activities such as dressing/undressing, eating/feeding, toileting, grooming, management of one’s immediate environment, functional behaviour within the community such as crossing the street safely, going to the store, and following the rules of politeness when interacting with others
- Requires advanced and complex skills in each of the other developmental domains and efficient sensory integration processes
- Examples include: cooperation, a level of moral and ethical decision making, abilities to follow social and cultural folkways, mores, taboos, rules, and laws
Piaget’s Theory of Cognitive Development
- addresses the development of children’s intellectual organization and how they think, reason, perceive and make meaning of the physical world
- Recognized people move through these specific periods at different rates but in the same sequence or order
Period 1 - Sensorimotor (birth to 2 years)
Period 2 - Preoperational (2 to 7 years)
Period 3 - Concrete Operations (7 to 11 years)
Period 4 - Formal Operations (11 to adulthood)
Period 1 Sensorimotor
Birth to 2 years
- Infant develops the action pattern for dealing with the environment (include mouthing, looking, vocalizing, grasping, or hitting
Period 2 Pre-operational
2 to 7 years
- Children learn to think with the use of symbols and mental images
- Parallel play
- Child starts to use other language
- understanding who they are as a person (may not understand beyond themselves)
- iimitate the behaviour of another person
Period 3 Concrete Operations
7 to 11 years
- able to apply logic to a situation
- can describe a process without actually performing it
- understanding processes on how to do things (critical thinking starting)
Period 4 Formal Operations
(11 to adulthood)
- ethics, morality, politics, and/or religion start to become understandable
- thinking moves to abstract and theoretical subjects
- organize thoughts
- reason possibilities
