Professional Education 1: Child and Adolescent Development

Comprehensive vocabulary flashcards covering the theories, perspectives, developmental domains, and physical growth milestones from the Professional Education 1 lecture notes.

Growth

Quantitative physical changes in the body, such as increases in height and weight.

Development

Relatively systematic, broader changes in functioning and capabilities over time, such as reasoning, emotion regulation, and forming relationships.

The Four Domains of Development

The four interconnected areas of human development: physical development, cognitive development, emotional development, and social development.

Child and Adolescent Development

The process of growth and maturation of the human individual from conception to adulthood, influenced by biology, emotions, behavior, and environment.

Granville Stanley Hall

American psychologist and educator who founded the Child Study Movement using naturalistic observations and posited that child development primarily depends on genetics.

Arnold Lucius Gesell

American psychologist and pediatrician who expanded Hall's Maturationist Theory, contributed the concept of readiness, and formulated developmental timetables based on structured observations.

Schema

Patterns of thinking and behavior that individuals use to understand and interpret the world.

Assimilation

The cognitive process of integrating new information into existing schemas.

Accommodation

The cognitive process of modifying existing schemas or creating new schemas to fit new information.

Piaget's Four Stages of Cognitive Development

A developmental framework consisting of the Sensorimotor stage (birth to 2 years), Preoperational stage (2 to 7 years), Concrete operational stage (7 to 11 years), and Formal operational stage (11 years to adulthood).

Sensorimotor Stage

Piaget's stage from birth to 2 years old where infants explore through sensory experiences and physical actions, developing object permanence.

Preoperational Stage

Piaget's stage from 2 to 7 years old where children begin using language, symbols, and imagination, but exhibit intuitive and egocentric thinking.

Concrete Operational Stage

Piaget's stage from 7 to 11 years old where thinking becomes logical and organized regarding concrete situations, conservation, and classification.

Formal Operational Stage

Piaget's stage from 11 years to adulthood where individuals reason abstractly, solve complex problems, and evaluate moral and hypothetical issues.

Lev Vygotsky

Psychologist who emphasized the social context of learning and formulated the concepts of scaffolding and the Zone of Proximal Development (ZPD).

Zone of Proximal Development (ZPD)

The range of tasks that a learner can accomplish when provided with guidance and support from a more knowledgeable or experienced individual.

Lawrence Kohlberg's Six Stages of Moral Development

A model dividing moral reasoning across three levels: Preconventional Morality (Punishment and Obedience; Instrumental-Relativist), Conventional Morality (Good Boy, Nice Girl; Law and Order), and Postconventional Morality (Social Contract; Universal Ethical Principles).

Classical Conditioning

Ivan Pavlov's learning principle demonstrating that an organism can learn to associate a neutral stimulus with an unconditioned stimulus to elicit a conditioned reflex.

Burrhus Frederic Skinner

Behaviorist who proposed that behavior is shaped by consequences, where positive reinforcement increases the likelihood of a behavior and punishment decreases it.

Albert Bandura

Social learning theorist who emphasized observational learning, modeling, and imitation of admired individuals.

Freud's Psychosexual Theory

Sigmund Freud's theory that personality develops through five successive stages: Oral (Birth - 1 year), Anal (1 - 3 years), Phallic (3 - 6 years), Latent (6 - Puberty), and Genital (Puberty - Adulthood).

Erikson's Stages of Psychosocial Development

Erik Erikson's eight-stage lifespan theory centered on resolving psychological crises: Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Stagnation, and Ego Integrity vs. Despair.

Model of Probabilistic Epigenesis

Gilbert Gottlieb's theory demonstrating that development is a bidirectional outcome of interactions among genetic activity, neural activity, behavior, and environment.

Biopsychosocial Theory

A comprehensive framework developed by George L. Engel and John Romano emphasizing the integration of biological, psychological, and sociocultural factors in human development and health.

Bioecological Model

Urie Bronfenbrenner's model explaining that human development is shaped by continuous reciprocal interactions between an active individual and multifaceted environmental systems over time.

Process (PPCT Model)

The primary engine of development, consisting of regular, active, back-and-forth interactions (proximal processes) between a developing person and immediate symbols, objects, or people.

Person (PPCT Model)

Individual personal dispositions and biological characteristics brought into interactions, categorized into demand, resource, and force characteristics.

Microsystem

The immediate setting where an individual experiences direct, face-to-face interactions, such as family, peers, or classroom environments.

Mesosystem

The linkages and interactions between two or more of an individual's microsystems, such as relationships between parents and school teachers.

Exosystem

Settings that do not directly involve the developing individual but still indirectly influence their experiences and development (e.g., parental workplace, community services).

Macrosystem

The overarching cultural, socioeconomic, ideological values, belief systems, laws, and customs of a broader society.

Chronosystem

The temporal dimension encompassing life transitions, environmental events, and historical shifts that occur across an individual's lifetime.

Time (PPCT Model)

The temporal structure of development operating across three levels: Microtime (specific activities), Mesotime (frequency over days or weeks), and Macrotime (historical events and generational shifts).

Cephalocaudal Principle

The developmental principle stating that physical growth and motor control progress in a head-to-toe sequence.

Proximodistal Principle

The developmental pattern where growth and motor coordination start from the center of the body (spine and trunk) and progress outward toward the extremities.

Gross Motor Skills

Physical movements that require the coordination of large muscle groups of the body, such as the legs, arms, back, and torso.

Physical Development in Infancy (1 to 12 months)

Period characterized by rapid growth where height increases by 50% and weight triples; motor milestones advance from lifting the head (3 months) and unassisted sitting (6 months) to crawling (8 months) and supported standing (12 months).

Physical Development in Toddlerhood (1 to 3 years old)

Period featuring decelerated growth (gaining 7–10 cm and 2–3 kg per year), a lowering center of gravity, independent walking by 12–15 months, stair climbing, and block-building.

Physical Development in Middle Childhood (6 to 12 years old)

Period of steady growth (5–7 cm and 2–3.5 kg per year), completion of permanent teeth, emergence of adult-like proportions, and fine motor precision (e.g., legible handwriting, musical instruments).

Physical Development in Adolescence (12 to 18 years old)

Period marked by the pubertal growth spurt (girls: 10–12 years; boys: 12–14 years), secondary sexual characteristics, voice changes, and peak physical strength, speed, and motor endurance.