Conception and prenatal development

Two phases of intrauterine life

Embryonic phase- period during which fertilized ovum develops into phasean organism with most of the features of the human - First trimester Layers of embryonic tissues: -ectoderm- outer layer ectoderm-mesoderm middle layer -endoderm/entoderm  Fetal phase- characterized by period of rapid growth in the size of phasethe fetus Second and third trimester Vernix caseosa begins to develop to the skin Lanugo,a fine downy hair also covers the body.


Health promotion - The embryo or fetus relies on the maternal blood flow through the placenta to meet its basic survival. Oxygen fetal circulation travels from the placenta through two umbilical arteries , which carry deoxygenated blood away from the fetus Nutrition and fluids- the fetus obtains nourishment fluidsfrom the placental circulation and swallowing amniotic fluid.nutritional needs. - Nutitional needs are met when the mother eats wellwellbalanced diet containing sufficient calories and nutrients to meet both her needs and the fetus


Rest and activity- the fetus sleeps most of the time activityand develops a pattern sleep and wakefulness. Fetal activity can be felt by the mother at the 5th lunar month EliminationElimination-fetal feces are formed in the intestines but are normally not excreted until after birth, urine excreted into the amniotic fluid when kidneys mature. Temperature maintenance-amniotic fluid provides maintenancesafe and comfortable temperature for the fetus.significant changes such as illness, hot whirlpool, baths and sauna may result in birth defects.

Safety embryo is vulnerable to damage(teratogen)anything damage(teratogen)anything that adversely affects cellular development in the embryo.smoking, alcohol, drugs, affects the environment of fetus.

-Fetal alcohol syndrome(FAS) - characterized by a growth deficiency, central nervous system dysfunction, and microcephaly (small head Neonates- birthNeonates- birth-1mo. Infant birth-1 year of age birthPhysical development -Infants undergo significant physiologic change in weight,length , head growth, vision and motor development

Sigmund Freud
Phases of the psychobiologic process:  Oral (0-18 months) (0 Pleasure is derived mainly through the mouth by the actions of sucking or biting. biting.  Period of complete dependence  Task is to distinguish self from mother  The child develops body image or self-concept selffrom the response of others

Anal (18 months 3 years)  Attention focuses on excretory function. function.  Pleasure is through elimination and retention of feces (control of holding on or letting go)  Develops concept of power, punishment, ambivalence, concern with cleanliness and being dirty  The foundation is laid for the development of superego. superego.  Break symbiotic ties with the mother and the child learns independence

Phallic or oedipal (3-7 years) (3 Pleasure through genitals  The child identifies with the parent of the same sex;  oedipal complex (boy) or attraction to mother  elektra complex (girl) or attraction to father  Forms a deep attachment to the parent of the opposite sex;  Behavior: masturbation, touching of genitals  Develops a sexual identity of male or female role; and  Begins to experience guilt because of the desire to possess parent of the opposite sex; fear of punishment (castration anxiety). (castration anxiety).

Latency (7 years adolescence)  Person learns to recognize and handle reality;  Energy is focused on gaining new skills and knowledge  Has a limited sexual image;  Behavior: sense of industry and mastery  Develops an inner control over aggressive or destructive impulses as he conforms to rules and restrictions; and  Experiences intellectual and social growth  Acquires peers of the same sex.

Genital (puberty/adolescence adult life)  Sexual pleasure through genitals  Individual develops the capacity for object love and mature sexual identity. identity.  Identity and independence are established during this phase; he acquires responsibility to self.

DEVTAL STAGE

AREA of CONFLICT AND RESOLN

(+) BEHAVIOR

(-) BEHAVIOR

Early infancy (birth-18 mos)

Trust vs mistrust

Displays affection, Suspicious of others, confidence, fears, affection, gratification, projection recognition, and the ability to trust others Cooperative, expresses one-self, displays selfcontrol, views self apart from parents Self-doubt, denial, dependency and codependency, low self-esteem, loss of self-control

Toddler (18 mos 3 yrs)

Autonomy vs shame and doubt

DEVTAL STAGE

AREA OF CONFLICT AND RESOLN

(+) BEHAVIOR

(-) BEHAVIOR

Preschool (3-5 yrs)

Initiative vs guilt

Tests reality. Shows imagination, displays some ability to evaluate own behavior, exerts (+) controls over self. Learns limits on influence in the environment.

Excessive guilt, feels victimized, passive, apathetic. Demonstrates fearful, pessimistic behaviors; Lacks selfconfidence.

DEVTAL STAGE

AREA OF CONFLICT AND RESOLN

(+) BEHAVIOR

(-) BEHAVIOR

School age (6-11/12 yrs)

Industry vs inferiority

Develops a sense of confidence. Develops a sense of duty and scholastic and social competencies. Displays perseverance and interacts with peers in a less infantile manner.

Feels inferior, lacks motivation, uncooperative, incompetent, unreliable. Demonstrates feelings of inadequacy, mediocrity, and selfdoubt.

DEVTAL STAGE

AREA OF CONFLICT AND RESOLN

(+) BEHAVIOR

(-) BEHAVIOR

Adolescence (12-18 yrs)

Identity vs role diffusion

Displays selfcertainty, experiments with role, expresses ideologic commitments, chooses a career or vocation, and develops IPR

Demonstrates inability to develop personal and vocational identity. Self-doubt, dysfunctional relationships, rebellion, substance abuse

DEVTAL STAGE

AREA OF CONFLICT AND RESOLN Intimacy vs isolation

(+) BEHAVIOR

(-) BEHAVIOR

Young adulthood (19(19-40 yrs)

Establishes mature relationships with a member of the opposite sex, chooses a suitable marital partner, performs work and social roles in socially acceptable manner

SelfSelf-imposed isolation, emotionally jealous, possessive. Demonstrates an avoidance of intimacy and vocational career commitments. commitments.

DEVTAL STAGE

AREA OF CONFLICT AND RESOLN

(+) BEHAVIOR

(-) BEHAVIOR

Middle adulthood (41-64 yrs)

Generativity vs stagnation

Spends time wisely by engaging in helpful activities such as teaching, counseling, community activities, and volunteer work. Displays creativity.

Egocentric, disinterested in others, overinvolved n activities

DEVTAL STAGE

AREA OF CONFLICT AND RESOLN

(+) BEHAVIOR

(-) BEHAVIOR

Late adulthood (65 yrs to death)

Ego integrity vs despair

Reviews life past realistically, accepts past failures and limitations, helps members of younger generations view life positively and realistically, accepts death with dignity.

Feels hopeless, helpless, fears death, dwells on past failures, disappointments, unable to adjust to aging process.

Stages of Cognitive Development



Sensorimotor(Infancy-Toddler) birth to 2 Sensorimotor(Infancyyears

Infant uses senses and motor abilities to understand the world, beginning with reflexes and ending with complex combinations of sensorimotor skills.  The infant sees the environment as part of himself, thus, he is egocentric, and expects the egocentric, environment to be as he wants it.


Preoperational: 2-7 years(Pre-school) 2- years(Pre

Learns mental representations and to pretend which are necessary in learning how to use symbols or words to represent what he wants to communicate to others. Preoperational preconceptual (2-4 years) (2

Begins to understand symbols (language prime example of symbols; creative play) to communicate. Begins to think in terms of part, present, and future.

Preoperational Intuitive (4-7 years) (4 Child learns to understand relationships (sameness, difference, family placement); classes (all are books but may have different sizes); and number concepts (10 is more than 8).  Knows that if he breaks the rules, he will be punished.

Concrete Operations: 7-12 years 7

 

Operations logical operations or principles we use when solving problems. Can manipulate those symbols logically. Learns to relate events even if it does not concern him and classify objects and person in more than 1 dimension. Begins with progressive decentering. decentering.

  

6-7 years conservation of number, length, and liquid volume (idea that a quantity remains the same despite changes in appearance). 7-8 years conservation of substance (reversibility). 9-10 years conservation of area Child learns classification and seriation (putting things in order). Has a hard time applying new-found logical abilities to newabstracts events.

Formal Operations: 12 years to adulthood



Use of logical operations and use them in the abstract rather than the concrete - hypothetical thinking. thinking. Learns abstract thinking, understands more multiple and complex relationships among objects, classes, and events; and scientific method of problem-solving. problem-

INTERPERSONAL MODEL Harry Stack Sullivan

Stages of Development


Infancy (birth 1 yrs) crying is a tool used to establish contact with others

1. Childhood (1 - 6 yrs) language assists with learning to delay the gratification of needs 2. Juvenile period (6 9 yrs) competition, compromise, and cooperation are tools to develop relationship with peers 3. Preadolescence (9 12 yrs) collaboration and capacity for love assist n the development of chum relationships with a person of the same sex 4. Adolescence (12 14 yrs) collaboration and capacity for love with sexual desire to facilitate learning to establish relationship with the opposite sex 5. Late adolescence (14 21 yrs) independence to interdependence and individual learns to form lasting sexual relationships

EXPECTED STAGE OF PLAY DEVELOPMENT  Age Characteristics  Exploratory holding toys; 0-1 yr 0 Toys as adult toys imitation; 1-7 yrs 1 games and hobbies 8-12 yrs  Social Characteristics  Infancy - Solitary play alone, but enjoys presence of others; interest centered on own activity  Toddler Parallel play plays alongside, not with, another; characteristic of toddlers, but can occur in other age groups  Preschool Associative play no group goal; often follows a leader  School-age Cooperative play organized, rules, Schoolleader/follower relationship established