human development: exam 1

activity

the extent to which someone performs in a standard (normative) environment; aka capacity (i.e. the pacer test)

participation

the extent to which someone performs in a USUAL environment; i.e. performance in a classroom or workplace (running irl)

extrinsic factors

environmental/situational influences that are barriers or facilitators of health

ex: access to medications, pollution, accessibility

intrinsic factors

genetics, temperament, stage of development; anything personal to you that affects your health condition or your lifestyle

services

benefits, operations, and structured programs instituted within society to meet the needs of individuals

systems

admin control and organization established by governments

policies

rules, regulations, conventions, and standards

normative development

development proceeds along a general pattern and within usual timing/sequence; basis for decline or achievement so that HRS can intervene as needed

development is (4)

lifelong, multidimensional/directional, highly plastic, affected by multiple interacting forces

age normative influences

developmental milestones strongly correlated with age and chronicity

history normative influences

factors that affect a cohort, i.e. generational differences (baby boomers) or historical events (covid kids)

non normative influences

events that are irregular/unpredictable/minority of population experience

ex: types and impacts of disabilities, family violence, illness, poverty

health (WHO)

state of complete physical, mental, and social wellbeing; not just the absence of disease

individual functioning at a level appropriate to achieve desired outcomes

disablement

sociomedical concept describing disability as a product of the impact of a health condition on function, considering personal and environmental factors that serve as risk factors, interventions, and exacerbators

risk factor

personal or environmental factor that diminishes health, leaving an individual less likely to realize their full developmental potential

disability

term used to encompass problems with various dimensions of human functioning, activity, and participation

medical model of disability

loss of function associated with disease, trauma, or health condition as an attribute of a person; based on treatment plan/problem solving and healthcare policies

social model of disability

loss of function associated with disease, trauma, or health condition is a fault of the environment; this is managed by change in social policy

international classification of disease

ICD: reimbursement coding for US healthcare system for classification of diseases, symptoms, social circumstances, external causes

adaptive functioning

someone’s independence in ADLs; ICF suggests that a person’s capacity and performance is linked to their independence

public policy

broad category that includes legislation as well as policies within social institutions; regulatory, written statements backed by funding and the government

reflective of social, moral, and economic values; often triggered by events

extrinsic factor

theory definition

an attempt to explain human behavior through hypotheses that are tested and updated to fit the current knowledge base; should be logically and empirically sound, as well as internally consistent and observationally validated

continuity vs discontinuity theories of developmental stages

gradual augmentation of skills and cognition or definite features of each chronological stage

bronfenbrenner’s ecological model/systems theory

micro, meso, exo, and macro systems all contribute to the diversity of the results of human development as there are mutually influence relationships between individuals and their contexts

stability

rules for anticipating behavior are consistent through life; people do not change; supports NATURE

plasticity

development is open to change in response to influence; this is NURTURE

reductionistic theory

behavior is the sum of several small behaviors

non reductionistic theory

behavior is a whole that cannot be broken into parts with any significant meaning

mechanistic theory

humans react to the environment; the environment spurs behavior, NOT the person

takes away the concept of internal drive and human desire

Freud

psychoanalytic (specifically psychosexual) personality theory featuring the id, the ego, and the superego; focused on biological/nature instincts (penis envy)

Erikson

psychoanalytic (psychosocial) theorist who believes in dynamic influences of psychological structures; more nurture/environmentalist than Freud

conflict and crises resolution mode theory

Watson

behaviorism is North America based on observable events (LITTLE ALBERT)

classical conditioning built off Pavlovian research

Skinner

another behaviorist: developed operant conditioning theory

frequency of behavior is increase by reinforcement and decreased by punishment; learning principle seen everywhere

Bandura

social learning theory

modeling/imitation as a major source of early human development; cognition and thinking also allow watchers to develop a sense of humanity, morality, and individuality

Piaget

cognitive theorist based on adaptation, assimilation, accommodation

believed in stages of knowledge acquisition and operation: sensorimotor, pre operational, concrete operations, and formal operations

equilibrium vs disequilibrium theory of human development

schema change as humans learn more; constructivist view of human development

Vygotsky

cognitive theorist who emphasized the sociocultural influence on cognitive development; must evaluate development through the cultural lens in which the child is developing

scaffolding: development is largely influenced by the support of others

private speech for early problem solving and preliminary mental processes

Gesell

individual differences contribute to innate differences; human developmental behavior has characteristic patterns that reflect maturation of neural structures

pediatrician who advocated for doctor ed

adaptation (Piaget)

structures of the mind develop to better fit with or represent the external world

assimilation and accommodation (Piaget)

change the environment to fit an individual’s structure and change the function in accordance with the environment

Piaget’s stages

sensorimotor (0-2): intelligence listed to immediate perceptions and actions; very here and now focused

pre operational (2-7): symbolic representation is the basis for language development and communication; egocentricism and centration (inability to consider other stimuli and also other people’s POV)

concrete operation (7-12): children understand decentricism, reversibility, and identity

formal operations (12+ but not everyone achieves this): abstract representations and hypothetic-deductive reasoning

IDEA (individuals with disabilities education act)

1990 U.S. law that ensures disabled children have access to free and appropriate public education, including IEPs

• originally 1975 EHA (education for all handicapped children act)

• prior to the civil rights act, only 1 in 5 kids with disabilities received education

Part B: free appropriate public education in least restrictive environment

• right to evaluation to determine best course of action while minimizing differences

2004: reauthorization to improve special education classes

IDEA- part C

children from birth through 2 years old can receive yearly intervention services to support them and their families

• OT, PT, assistive technology, etc through individualized family service plan

• in home, childcare, preschools, community health

• work with a professional to ensure that the child’s and the family’s needs are being met

opportunities vary by state based on laws and funding differences; some states have different qualifying criteria as well so access is not always equitable

prenatal period

embryo for first eight weeks: body structures of all systems are formed, most sensitive to teratogens at this time

• week 1 zygote embeds in uterine lining, week 2 three layers form

• week 3 neural tube

fetus for the rest: structural maturation and refinement

gestational age

duration of pregnancy, term used in dating age of infants before birth

average term is 38-42 weeks; babies born before 37 weeks are considered preterm

baby’s senses at birth

smell, taste, and touch are highly developed; somatosensory cortex of brain is most mature sensory cortical area at birth

mother-infant relationship is greatly affected by skin-to-skin contact

baby’s vision

can see high contrast patterns and recognize face stimuli early on and can best see 8-12 inches from their face

baby’s hearing

newborns can distinguish between mom’s voice and another’s due to exposure to momma in utero; also soothed by heartbeat sounds due to familiarity in momma

newborn movement

maturationalist view: motor behavior develops in conjunction with progressive maturation of higher brain centers

dynamic systems theory of motor control: behavior is emergent and dependent on intrinsic and extrinsic factors

both work in conjunction to contribute to human development

reflex

stereotypic obligatory response to a given stimulus

neuromotor patterns that become integrated into the nervous system as precursors to more complex/mature movements

attractor well

preferred pattern of movement; tends to be variable and individualized towards a goal

suck/swallow reflex

28th week gestation; first nourishment reflex

phasic bite reflex

pressure on gums triggers up and down motion of the jaw; accompanies feeding behavior

gag reflex

38 weeks gestation to prevent choking

rooting reflex

associated with feeding: elicited by perioral touch and response is a turn towards stimulus

standing and stepping reflex

standing: when held vertical, baby will push their feet onto the floor (WB)

stepping: when tipped forward, baby will spontaneously waddle their legs in an alternate pattern

moro reflex

vestibular system reflex as fall protection: extend then cling to self or theoretically nearest arm/body/caregiver

palmar and plantar and babinski

fingers curl (grab) and toes curl (balance) and toes fan out

baby’s six behavioral states

deep sleep, active REM sleep, drowsiness (sleep ← → wakefulness), quiet alert (optimal for evaluation, learning, and bonding), active alert (awake but feisty), crying (do not engage)

entrainment and social-cognitive development

linked behavior exchange and turn taking is precursor for communication and interaction later on; infants respond to classical and operant conditioning via learning/experience

multiple risk model

the more risks an infant (or mother) endures, the lower the chances of a good outcome

factors: preemie, low birth weight, multiple birth, medical complications, lower socioeconomic status, lack of maternal healthcare and education

infancy

period of life from birth to 12 months of age characterized by rapid physical growth and developmental progress across all domains of function; locomotion, language, and individual development and interaction style will be developed by 1 yr

growth through the first year

50% length increase from birth

birth weight doubled by 5-6 months and tripled by 12 months

HR slows from 120-140 bpm to 80-100 bpm

blood pressure is lower at birth

early infancy

period of cumulative change that is the groundwork for everything later

righting and posture

process of bringing body parts into alignment; alignment of body at any given point in time

postural equilibrium and control

reestablishing a center of mass over base of support once displaced; the ability to maintain the body in position by keeping the center of gravity over the base

balance

body maintained in equilibrium at rest or in motion

prehension

the use of hands for grasping, reaching, or manipulating

early infancy gross motor

sitting development goes from head flop to being able to hold head stable

upright vertical motor skills include stepping reflexes

early infancy fine motor

hands go from predominantly fisted to hands open most of the time; can also sustain grasp by four months

early infancy oral motor

increasing volitional parts of suck-swallow pattern

intentional communication (babbling, cooing, laughing to elicit a response)

Piaget on infancy

first three months are a purely reflexive stage and include primary circular reactions

• repetition of interesting actions

early infancy social emotional

distress when in physical discomfort

increase in positive affect in first three months

imitate movements already in repertoire (opening mouth)

attack or sit back curiosity type is noticeable

middle infancy gross motor

can bring hands to midline, can right body and head for postural and mobile function

can go lying-sitting and can locomote via crawling, stepping

rocking on all fours, rolling

middle infancy fine motor

raking, control grasp and learning environment as hand transfer skills develop

middle infancy oral motor

sloop feeding at 4 months