Unit 1 Human Growth and Development

family

two or more people living together who are related by birth, marriage, or adoption

purpose of a family

center to individual growth and development; serves many purposes like reproductive function, basic needs, sense of belonging, value system, basic life skills, provide relationships, maintain authority and decision making

families vary in…

structure (who comprises it)

functions (how it serves its members)

processes (interactions between members)

family structure

ordered set of relationships within family; does not indicate the function or health of the family; each structure has strengths and challenges

nuclear or dyad family

adult married partners; with/without children

extended family

adult partners, children, and grandparents or other family members

single parent

mother or father and children

blended or reconstituted family

mother(s) or father(s), stepparent, child, siblings, stepsiblings, half-siblings

the legal family

relationships through blood ties, adoption, guardianship, or marriage

the biological family

genetic biological networks among and between people

the sociological family

groups of people living together with or without legal or biological ties

the psychological family

groups with strong emotional ties

cohabitive family

adult unmarried partners with or without children

communal familiy

individuals with their mates and children where all adults are responsible for all the children

foster or adoptive family

parents or caregivers and children

LGBTQ+ family

adult married or unmarried partners with or without children; have fluidity of roles; may experience significant life-span barriers to health and well-being due to marginalization, stigma, or bias

transnational family

one partner in one country, the other partner in another country, with or without children

changing demographics of the family

more women in labor force and dual career families, more immigrant families, more aging households/grandparents as head of household, increased diversity of family structure

economic/physical maintenance family functions

means whereby children are supplied with necessities

socialization/education family functions

education begins at home - primary setting in which children begin to acquire their beliefs, attitudes, values, and behaviors; how children acquire culture through language and the modeling of others in in the family

health care/protection family function

primary health care provider; learn how to maintain health, protect health & restore health, protect children through discipline

Affective/nurturance family function

provides loving care and attention; unconditional support and acceptance, sense of belonging and identity, learn about intimate relationships

family processes

interactions b/w members of a family (relationships and roles); what makes each family unique within its own particular culture (families with similar structures or functions may interact differently); processes appear to have a greater effect on the family’s health than structure (how a family actually functions)

family processes include

roles, coping, communication, decision-making, rituals and routines

functional vs dysfunctional family processes in communication

functional - clear & congruent, expression of emotions, clarification, mutual respect and active listening, conflict resolution

dysfunctional - fails to listen, makes assumptions or judgemental responses, incongruent messages, unable to focus on the issue, insults

rituals vs routines family processes

supports positive growth and development

routines - what needs to be done (vital for children)

rituals - what gives unique meaning to the family life (recreation)

cohesion, disconnected

extreme emotional separateness; little family involvement; family does not turn to each other for support

somewhat connected

members have some time apart from family, but also spend some time together; joint support and decision-making take place

connected

strike equilibrium with moderate separateness and togetherness; family members can be both independent and connected; shared decision making

very connected

emotional closeness and loyalty, more time spent together than alone; family members have separate and shared couple friends

overly connected

extreme emotional connection and loyalty is demanded; there is little private space; family members highly dependent on each other and reactive to each other

rigid, inflexible decision making

one person is in charge and is highly controlling; rules do not change and are strictly enforced

somewhat inflexible

leadership is democratic, roles are stable and there is some role sharing; rules are enforced with few changes

flexible

leadership is equalitarian with democratic approach; roles are shared appropriately; negotiations are open and include children

very flexible

there are frequent changes in leadership and roles; rules are flexible and readily adjusted

chaotic, overly flexible

leadership is erratic and limited; decisions are impulsive; roles are unclear and shift from person to person

authoritative

high acceptance and involvement

authoritarian

low in acceptance and involvement, but high in coercive control

permissive

warm and accepting, but uninvolved

uninvolved/rejecting or neglecting

low acceptance and low involvement; general indifference to child

discipline technique at age 3-5

connect actions w/ consequences; use humor to resolve conflict

discipline technique at age 6-8

relate actions to consequences; listen to what child says

discipline technique at age 9-11

emphasize consequences of actions; use role reversal to illustrate desired outcomes; establish clear-cut rules; be available and supportive

discipline technique at age 13+

set up dating and curfew rules; keep lines of communication open

family health

dynamic, changing state of wellbeing which includes biological, psychological, spiritual, sociological, and cultural factors of individual members and the whole system

Duvall’s Family Life Cycle

8 stages the family moves through

married couples → childbearing family → families with preschool children → families with school-aged children → families with adolescence → families launching young adults → middle-aged parents → families in later years

married couple

establish relationship; blend individual needs and patterns; fitting into the kin network

childbearing families with infants

adjusting to pregnancy; maintaining couple bond; adjusting to new roles as parents; learning “cues” from their infant

families with preschool children

socializing, educating, and guiding children; learn to separate from child; understanding normal growth and dev; adjusting to more than one child; coping with energy depletion; maintaining couple bond and intimacy

families with school age children

working out authority and socialization roles with school; supporting child interest and needs; accept importance of child’s peers; determining disciplinary rules and family roles

family with adolescents

allowing adolescents to establish identities but still be part of the family; thinking about the future, education, jobs, working, balancing freedom with responsibility, establishing post-parental interests

families with young adults launching

reallocating roles, space, power after member moves out; maintaining supportive home base; parental couple intimacy and relationship; maintaining post-parental interests

middle-aged parents

family exits and entrances; refocusing on marriage relationship; ensuring security after retirement; maintaining kinship ties

aging families

adjusting to retirement, grandparent roles; adjusting to death of spouse and living alone

divorce stages and steps

the decision to divorse → planning the breakup of the family system → separation → the divorce

growth

objective, quantitative

increase in size

ex. weight, height, organ size

physical growth

follows an expected pattern

ex. growth charts

developed off norms

development

subjective, qualitative

tend to be psychomotor

developmental milestones that are predictable and follow a pattern or order

development concepts

evolve as a result of maturing physical/intellectual capabilities and experiences and learning

milestones are measured with readiness

measured with developmental tasks

results in maturation

cephalocaudal pattern

head to toe

year one

pull self into sitting position and take a few steps; use single words; explore toys with hands and mouth; cry when parents leave

year two

walk without help and begin to run; use 2-4 word sentences; begin to sort shapes and colors; get excited around other children

year three

runs and climbs easily; holds conversations with two to three sentences; plays make believe; shows affection

year four

run, climb, catch a bounced ball, stand on one foot; speak in sentences with five or six words; understands counting and time; cooperates with other children

year five

able to somersault and skip; speaks clearly in complete sentences; can count to 10 or more; wants to make friends happy

chromosomal abnormalities

most result from errors during meiosis

common childhood deficiencies

iron, vita d, zinc, calcium

top US deficiencies

vita b6, iron, vita d, vita c

neighborhoods as informal worlds

offer resources and social ties; community life and sense of belonging; difference in higher vs lower socioeconomic neighborhoods

socioeconomic status includes

years of education; prestige of job and required skill; income

normative influences

age and historical influences

nonnormative influences

irregular events that happens to a few and not predictable

classical conditioning

pavlov; new stimulus elicits established reflex response through association with old stimulus

operant conditioning

skinner; learning based on association of behavior with its consequence

Erikson infancy

trust vs mistrust → need to develop basic trust in the parenting figure

Erikson toddlerhood

autonomy vs shame and doubt → gain self-control and independence within the environment

Erikson preschool

initiative vs guilt → develop sense of purpose and ability to initiate and direct own activities

Erikson school age

industry vs inferiority → achieve a sense of self-confidence by learning, competing, performing successfully, and receiving recognition from significant others, peers, and acquaintances

Erikson adolescence

identity vs role confusion → integrate the tasks mastered in the previous stages into a secure sense of self

Erikson young adulthood

intimacy vs isolation → form an intense, lasting relationship with or a commitment to another person, cause, institution, or creative effort

Erikson middle adult

generativity vs stagnation → achieve the life goals established for oneself while also considering the welfare of future generations

Erikson older adult

integrity vs despair → review one’s life and derive meaning from both positive and negative events while achieving a positive sense of self-worth

Piaget sensorimotor

birth to 2 years; understand world through senses/motor responses; experimenting with objects/movement → basic cause and effect; object permanence

Piaget preoperational

2-6 years; sees only the obvious or one piece at a time; develops language; pretend play; egocentric; begins to use logic but still underdeveloped; cannot see abstract relationships

Piaget concrete operational

6-12 years; logical, concrete; understands more than one piece of information simultaneously; focus on present rather than hypothetical future

Piaget formal operational

12+ years; abstract concepts; use of symbolism; hypothetical and future oriented thinking; consider possibilities; moral sense of right and wrong

maslow’s hierarchy of needs

physiological → safety → social → self esteem → self actualization (full personal potential)

Vygotsky

human development and culture are closely woven; how culture is transmitted to the next generation; social interaction with more knowledgeable members of society is necessary for children to acquire the ways of thinking and behavior that make up a community’s culture

theory of moral reasoning

set of learned social rules that help differentiate from right and wrong

kohlberg preconventional

4-10 years; obedience/punishment, and self interest

kohlberg conventional

10-13 years; conformity, authority/social order

kohlberg postconventional

13+ years; social contract; universal ethical principle

Fowler from infancy - 3 years

undifferentiated; child learns to rely on the goodness/badness of the world; based on how that child is treated by their parents

Fowler from 3 - 7 years

intuitive-projective; stories, actions, examples, and moods influence and shape child’s view of reality

Fowler school aged up to 12 (can go into adulthood)

mythic - literal; fantasy is sorted from fact; stories help children find meaning and give organization to experience; beliefs and practices of the community are learned, yet stories, beliefs, and practices are taken literally rather than with abstract meanings

Fowler child/adolescent (can extend to adulthood)

synthetic - conventional; believe without having critically examined their beliefs; beliefs are in what they have been taught and in what they see “everyone else” as believing too

Fowler young adults (can extend to later adulthood)

individual reflective: person begins to recognize they are in a box and look outside it; ask questions and see the contradictions or problems in their beliefs; independent commitments, lifestyle, beliefs, and attitudes are formed

Fowler adults past midlife

conjunctive; let go of rational and recognize not all experiences are easily understood; complexity is embraced; dialogue with those of other faiths

Fowler infrequently reached by many people

universalizing; see all of humanity as one brotherhood; take profound self-sacrificing action to care for all humanity; work to unshackle social, political, economic, or ideological burdens in society

microsystem

group/institution that most immediately impact the child