Child and Adolescent Development Module 2: Patterns of Growth and Development

2.1 Directional pattern

Develo pment proceeds from the head downward. The child gains control of the head first, then the arms, and then the legs. Zygote- fertilized ovum Fetus- product of conception (40 weeks of gestation) or 10 th lunar month of gestation Newborn/neonate- birth to 28th day Infant- 29th day to 12 months of age Develo pment proceeds from the center of the body outward. This means that the spinal cord develops before outer parts of the body. The child's arms develo p before the hands and the hands and feet develop before the fingers and toes. Finger and toe muscles (used in fine motor dexterity) are the last to develop in physical development.

Primary Germ
Outer layer skin nervous system pituitary gland mammary gland Middle layer bones, muscles, joints connective tissue adipose tissue kidney reproductive organs adrenal gland Inner Layer epithelial lining o digestive system (gastrointestinal track) o respiratory system o circulatory/ cardiovascular system thyroid gland parathyroid gland liver pancreas

2.2 Sequential pattern

2.3 Secular pattern

Child and Adolescent Development Module 3: Origins in development of a person

James Baldwin

A. acknowledged the inherited & acquired characteristics of a person from childhood to adulthood a. Charles Cooley described self-percep tion with Looking oneself in a glass b. Inheritedparents c. Acquiredenvironmental influence Baldwin effect a. C. D. Baldwin identified the adaptation process in every human being in meeting needs and facing challenges and problems in life.

B.

Moral Development is part of social development of every individual. Baldwin believed that Evolu tionary Biology is the hand maiden of indi vidual development. a. Evolution is the process of change which results to distinctive characteristics of a person and changes in the phenom enon. b. Charles Darwin on Theory on Evolution: Origin of the Species c. The greatest evid ence is by natural selection on the origin of species d. Evolution of Man i. Homo erectus- Philocanthropus erectus (Java Man, 1891-discovered by Eugene Dubois) ii. Homo sapiens- Neanderthal (Thinking bei ng or rational organism) e. Terms to Remember: i. Phylogeny- evolutionary history ii. Ontogeny- individual evolution

John Dewey

A. noted for a Philosophical Pragmatism with three elements: a. Interaction b. Reflection c. Critical Thinking- ideals in democratic governance and scientific inquiry Consummate Juvenilism: Every being develops from itself. Dewey believed that the school is a setting for development through LIFE EXPERIENCES. He proposed that education serves as a lever of social change and charged schools with a mandate to become places tha t set d evelopm ent in the right direction.

B. C. D.

Child and Adolescent Development

Herbert Marcuse

A. B. noted for One-Dimensional Man (1964) a. a. b. Powerful critique of new modes of domination and control Classical liberalism fostered the ideal of individual rationality over superstition and irrationality Human thought must now be rational, means-ends, technical, operationalized, etc. C. Totalitarian a. b. c. d. e. a. b. Individuals are profoundly integrated into consumer capitalist thought and behavior mechanics of traditionalism Man has freedom in his inner consciousness but man is integrated into society and thus has the same standards as society Man sees society outside himself and evaluates it based on its own standards Man becomes alienated from his individuality Values, aspiration, ideals that dont fit are repressed Economic, Social, and Political freedoms are highly publicized but are actually slight instruments of domination We think we are free, but only within the parameters imposed by technological rationality; for instance: we have economic choice in the marketplace but we cant engage in economic competition. E. Individual critical thought must now be repressed so it wont interfere with incredible capitalist successes F. For Marcuse, commodities and consumption play a far greater role in contemporary capitalist society than that imagined by Marx G. Marcuse argues we must go back to a pre-rational realm H. Emphasize intrinsic desires (sexuality) and aesthetics (nature, art) Technological Rationality

D. Freedom

Child and Adolescent Development Module 4: Psychoanalytic Theories

The psychosexual theory

By Sigmund Freud
Conscious
Things we are currently aware of.

Three levels of consciousness (aspects of mental life)

Preconscious
We are not currently aware of this but can be with a little effort.

Unconscious
We will rarely if ever know what is in out unconscious.

Instincts
A. Are needs that reside in the unconscious, they are generated by the ID. B. Types a. Life instincts (eros) esp. libido - instincts directed at survival of the self and species. b. Death instincts (thanatos) - instincts directed towards death (the only way to be free of conflict). C. Characteristics a. Source - bodily deficit or need (like food deprivation). b. Aim - what will gratify the need (to eat). c. Impetus - what propels us to act (like hunger). d. Object - through which the instinct achieves its aim (like food).

three divisions of personality

Id
Primitive source of sexual and aggressive urges, operates on the pleasure principal (maximizing pleasure at any cost).

Ego

Superego

Rational part of the personality that Internalized values of family and tries to satisfy the id within the society. [Conscience develops (via boundaries set by the superego. It guilt) and ego ideal (via reward)]. operates on the reality principle.

Notes:
o Id-superego conflict - results in danger to the ego and anxiety. o Defense mechanisms - unconscious processes for coping with anxiety. o The ego uses a number of different defense mechanisms to find ways to control id-based impulses and superego-based anxieties and guilt. o These defense mechanisms operate at the unconscious level.

Child and Adolescent Development Ambivalence Avoidance Denial Fixation Projection Rationalization Reaction formation Regression Repression Sublimation Suppression
A feeling of both love and hatred toward some person at the same time. A refusal to pay attention to subjects that are disturbing because they are connected to unconscious aggressive or sexual impulses. A refusal to accept the reality of something by blocking it from consciousness. An obsessive preoccupation with or attachment to something or someone. A denial of negative and hostile feelings in oneself by attributing them to someone else. A means of excusing ones behavior by offering reasons or excuses. A situation that occurs when ambivalent feelings creates problems and which is dealt with by suppressing one element and overemphasizing the other, its opposite. An individuals return to an earlier stage in development when confronted with stressful or anxiety provoking situations. A barring from consciousness of wishes, memories, desires that are derived from the unconscious. Repression is considered the most basic defense mechanism. A transferring of sexual impulses and other desires and impulses into other kinds of behavior, such as writing, painting and other kinds of creative arts. A voluntary attempt to put out of mind and consciousness something we find upsetting and distasteful. Suppression is voluntary, unlike repression which works at the unconscious level. Suppression is considered the second most important defense mechanism.

five psychosexual stages of development

Oral Anal Phallic Latency Genital
Focus is on the mouth, eating, sucking, chewing Receptive-results from overindulgence during the oral stage. Dependence is the result. Aggressive-results from under indulgence during the oral stage. Envy, dominance, and manipulation of others is the result. Results from difficulty in toilet training. Stinginess, frugality, rigidity, and perfectionism are the result. Stems from inadequate resolution of the Oedipus or Electra complex. Result is the Don Juan type in males and for females being domineering and castrating. The stages have been successfully navigated, the person is sexually healthy.

Focus is on the anus and defecation, toilet training is an issue Focus is on the genitals, Oedipus and Electra complexes emerge Sexual interest goes underground, Oedipus and Electra complexes are resolved by child identifying with the same sex parent If the rest of the stages were navigated successfully, normal sexual adjustment is achieved