Adhd
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This document discusses attention deficit hyperactivity disorder (ADHD), which affects approximately 3-5% of children or around 2 million children in the United States. It notes the difference between ADD, which involves passive inattention, and ADHD, which combines inattention with heightened activity levels and impulsiveness. The document also references the reticular system in the brain of those with ADHD and lists questions to consider in determining if a child has predominantly hyperactive/impulsive type ADHD.
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This document discusses socio-emotional development in young children. It refers to a child's ability to form relationships, regulate emotions, and learn about their environment in a culturally appropriate context. The first three years of life are particularly important for development as attachments form and temperament emerges. Key aspects of socio-emotional development include attachment to caregivers, temperament, and the development of moral understanding. Attachment provides emotional security for infants through responsive caregiving. A child's temperament, or inborn personality traits, also influence their socio-emotional development. Around ages 2 to 3, children begin to self-evaluate and develop a sense of right and wrong.
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The document discusses various topics related to infant development including attachment theory, temperament, moral development, and cognitive abilities. It provides details on stages of attachment from Ainsworth's Strange Situation study and classifications of attachment styles. Temperament dimensions and categories are outlined. Kohlberg's stages of moral development are summarized, noting that infants are in the preconventional level focused on pleasure and punishment. Sources are listed at the end.
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Here are the answers to your questions:
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2. The 3 levels of the mind according to Freud are:
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- SUPER-EGO: It represents internalized societal rules and parental values. It incorporates the do's and don'ts learned during early childhood.
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- Conscious: We are aware of
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The document defines areas of child development as physical, cognitive, and social-emotional. It explains the principles of development as proceeding from head to toe and center to outer parts of the body. The document emphasizes that brain development is most rapid in the first 3 years of life, and there are critical windows of opportunity for developing skills like vision and language during this time.
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Early childhood development spans from infancy to around ages 5-6. It involves rapid physical, cognitive, and social-emotional growth. Physically, children gain height and weight each year and improve motor skills like jumping, hopping, and balancing. Cognitively, vocabulary increases greatly as does the ability to use language and represent abstract ideas. Socially and emotionally, children develop relationships with peers and start to evaluate themselves.
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Early childhood experiences have a significant influence on human development according to several theories. Jean Piaget's theory views cognitive development as occurring in stages through active construction of knowledge from engagement with the physical world. Urie Bronfenbrenner believed development is influenced by environmental relationships at multiple levels from immediate family to broader culture. Erik Erikson saw psychosocial development as interacting with an expanding social circle. Family, school, peers, culture and other factors shape development through their impact on behavior, learning, socialization, and sense of self in early childhood.
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An individual's personality is determined by their distinctive patterns of thought, emotion, and behavior which influence how they interact with their environment. Sigmund Freud proposed that personality develops from the interaction of heredity and environment. According to Freud, personality consists of the id, ego, and superego. The id is governed by instinctual urges and pleasure, the ego mediates between the id and external demands, and the superego develops around age 7 and represents internalized moral standards. Freud believed personality develops through psychosexual stages from birth to adulthood, including the oral, anal, phallic, latent, and genital stages.
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- John Bowlby was a British psychiatrist who developed the theory of attachment, which proposes that the bonds formed between children and their caregivers have a significant impact that lasts throughout life.
- Key aspects of attachment theory include the four phases of attachment development from birth to 2 years old, the concept of an internal working model, and different styles of attachment identified in Ainsworth's Strange Situation experiments, including secure, avoidant, resistant, and disorganized attachment styles.
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This document discusses the psychological aspects of child care. It begins by defining a child biologically and outlining the field of child psychology. It then lists topics related to managing behavioral problems in children, understanding causes of issues, and adapting to developmental changes. The document also discusses how neglect can impede brain development through limited social interactions and structural brain changes. It concludes by noting that every child is unique and should be treated differently.
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This document discusses the psychological aspects of child care. It begins by defining a child biologically and outlining the field of child psychology. It then lists topics related to managing behavioral problems in children, understanding causes of issues, and treating conditions like depression. The document also discusses factors that can impede brain development in children like neglect, lack of stimulation and support, and delays in problem solving. It notes that the brain undergoes significant growth in early life and needs experiences to facilitate proper development.
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This document discusses physical development in children from birth through adolescence. It outlines the stages of development, including infancy, childhood, and adolescence. Key milestones are provided for physical abilities from 1 month to 2.5 years old, such as sitting, crawling, and walking. Factors that influence physical development are also summarized, including heredity, environment, diet, daily routine, sleep, and receiving love.
Freud's developmental theory
Here are the answers to your questions:
1. Libido is Freud's term for the psychic energy or internal force that motivates our behavior. It is the psychological energy we use to obtain pleasure.
2. The 3 levels of the mind according to Freud are:
- ID: The instincts. It operates based on the pleasure principle.
- EGO: It negotiates between the demands of the ID and reality. It operates based on the reality principle.
- SUPER-EGO: It represents internalized societal rules and parental values. It incorporates the do's and don'ts learned during early childhood.
3. The 3 levels of consciousness are:
- Conscious: We are aware of
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Children experience a variety of emotions at different developmental stages. Infants are often afraid of actual or unusual objects while preschoolers may fear imaginary creatures. As children mature, their fears shift to possible real-life threats. Most childhood involves happiness from successes, friends, games and treats. Anger peaks at age 2 through tantrums but shifts to verbal expression by age 4-5. Jealousy commonly emerges with a new baby sibling but can be reduced by making the older child feel secure and involved. School-aged children learn to regulate emotions cognitively and behaviorally depending on social contexts. Smiles and crying are the primary infant expressions with social smiles emerging by age 4-6 weeks and different cry types conveying
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Sigmund Freud believed that children progress through multiple psychosexual stages of development from birth through adulthood. These stages include the oral stage from birth to 18 months where pleasure comes from sucking, the anal stage from 18 months to 3 years focused on bowel and bladder control, the phallic stage from 3 to 6 years where the genitals become the erogenous zone and the Oedipus complex can occur, and the latency stage from 6 years to puberty when sexual motivations recede and social skills are developed. According to Freud, successfully completing each stage results in healthy psychological development and adjustment.
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This document discusses sadhana (spiritual practice) and seva (selfless service). It states that while seva is a form of sadhana, regular spiritual practice through sadhana is important to cultivate the selfless attitude needed for true seva. Sadhana helps remove selfish desires and vasanas (inner tendencies) to promote purity of thought, word and deed. Some examples of sadhana mentioned include reading Sai literature, listening to discourses, singing bhajans, and prayers. The document encourages joining the Sai organization to participate in collective seva efforts and help spread love, peace, and reduce fear in the world.
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Health ed journal_la_city_schools-marion_firor-1957-gov-edu-psy
1. The document discusses recognizing symptoms of emotional disturbance in children and when to refer them for clinical help. It outlines 12 categories of behaviors that may indicate a problem, such as hyperactivity, withdrawal, depression, and learning difficulties.
2. The document emphasizes that teachers can play an important role in prevention by providing support during times of crisis, when a child's emotional equilibrium may be upset. Recognizing crisis periods and offering reassurance can help guide a child towards adaptation rather than mental health issues.
3. The document advises that a child may need clinical referral if their behavior becomes unrealistic, repetitive, or inflexible. Teachers can help identify these situations and encourage parents to seek professional assistance. Early intervention
ADHD CU
ADHD is a common neurodevelopmental disorder affecting approximately 5% of children. It is characterized by inattention, hyperactivity, and impulsivity that interferes with functioning. While it has a biological basis, the specific symptoms and severity can be influenced by environmental factors like exposure to violence. Effective treatment requires an individualized approach including both medication and psychological support.
exceptional children ppt.pptx
The presentation discusses different types of exceptional children including gifted children, physically challenged children, and socially and emotionally challenged children. Exceptional children are those who significantly deviate from what is considered typical in terms of their physical, mental, emotional, or social development. They may have very high or very low IQs, physical disabilities, intellectual disabilities, or emotional/social issues that make it difficult for them to develop relationships or behave appropriately. The presentation outlines characteristics and examples of different types of exceptional children and discusses children with gifts and talents as well as those with disabilities and challenges.
Hyperactive children magazine
This document discusses hyperactive children and attention deficit hyperactivity disorder (ADHD). It defines hyperactivity as a neurological disorder characterized by distractibility, short attention span, restlessness, and impulsive behavior. Symptoms of ADHD include difficulty paying attention, excessive motor activity, and difficulties inhibiting impulsive behavior. ADHD is identified through gathering information from parents, teachers, and clinicians and using behavior assessment scales and observation protocols. Treatment depends on the individual situation but may include psychotherapy, cognitive therapies, and medication to help the child focus better. The document provides tips for parenting a hyperactive child at home, including patience, love, respect, structure, and trusting in God.
Reactive attachment disorder
Reactive Attachment Disorder (RAD) is a condition where children fail to form normal attachments to caregivers. There are two subtypes - inhibited and disinhibited. It results from pathogenic or severely neglectful care before age 5. Diagnosis involves disturbed social relationships and lack of appropriate response to caregivers. Treatment aims to enhance security, stability and caregiver sensitivity through parenting skills training, play therapy, and establishing consistent routines and discipline. The goal is to help the child form a secure attachment to promote healthy development.
10Attention-DeficitHyperactivity DisordersREBECCA.docx
This document provides an overview of attention-deficit/hyperactivity disorder (ADHD). It discusses the core symptoms of inattention, hyperactivity and impulsivity. It outlines the diagnostic criteria and subtypes in the DSM-IV-TR. It notes that ADHD affects approximately 3-5% of children in the US. Boys are more likely to be diagnosed than girls. It discusses the impact of ADHD on social functioning, family and peer relationships, and academic achievement.
Autism spectrum disorder
Autism spectrum disorder (ASD) is a developmental disability that affects communication and behavior. It involves persistent deficits in social communication/interaction and restricted/repetitive behaviors. ASD is diagnosed based on symptoms in early childhood and their impact on functioning. Treatment may include applied behavior analysis, occupational therapy, and picture exchange communication systems. Attention deficit/hyperactivity disorder (ADHD) is a mental health disorder involving inattention, hyperactivity and impulsiveness. It is diagnosed based on symptoms present for at least six months. Treatment often involves behavioral psychotherapy, medication, or both to improve time management, organization and decrease distractions.
Ginger sulton competence_with_concepts
This document discusses understanding child poverty and its effects on elementary school students' development based on Erik Erikson's stages of development. It defines absolute and relative poverty and notes that over 17% of US children live in poverty. Living in poverty can negatively impact brain development and school performance. Erikson's stages are examined in the context of poverty, noting that lack of secure attachments, encouragement, and independence in impoverished homes can lead to difficulties in developing trust, autonomy, initiative and industry. Suggestions are provided for supporting students in poverty, such as maintaining high expectations and providing encouragement.
Mentally_Challenged_Children.pdf
1) The document discusses mentally challenged children, defining them as children with below average intelligence and difficulties meeting everyday demands. Approximately 2-3% of the population is mentally challenged.
2) It describes various classifications of mental challenges based on IQ scores and discusses causes like genetic factors, pregnancy/birth complications, illnesses, and psychosocial deprivation.
3) Signs of mental challenges in children include delayed milestones, poor academic performance, and behavioral issues. Diagnosis involves standardized tests while treatment focuses on education, therapy, and lifestyle adaptations. Prevention emphasizes prenatal care, childhood nutrition/stimulation, and early detection.
Poverty Day One Review and Language
1. The document discusses the framework for understanding poverty and outlines key points about different types of poverty.
2. It notes that poverty occurs across all races and that generational and situational poverty differ. Schools tend to operate from middle-class norms.
3. The document also discusses resources like financial, emotional, mental, and physical well-being as well as the importance of relationships, role models, and understanding hidden social rules for moving out of poverty.
Health promotion of the toddler and family
This document discusses health promotion for toddlers and families. It covers topics like optimal growth and development, including biological, psychosocial, cognitive, and social domains. Specifically, it discusses motor development, language development, separation anxiety, toilet training, and play. The cognitive stages of sensorimotor and preoperational development are also outlined. The document provides information to help nurses guide families during the toddler years.
Cog lifespan 6 social emotional (1)
Social and emotional development in early childhood is critical for school readiness and involves developing skills like self-awareness, self-regulation, and the ability to cooperate with others. Attachment forms between infants and their caregivers through responsive interactions, influencing social and cognitive development. Temperament, referring to innate personality traits like activity level and adaptability, also impacts social development.
Cog lifespan 6 social emotional (1)
This document discusses lifespan development with a focus on social and emotional development from infancy through adulthood. It covers topics like attachment, temperament, emotional development, self-development and regulation, and Erikson's stages of psychosocial development. Key findings discussed include the importance of secure attachment for development, the development of basic emotions and self-awareness in the first years, and the influence of parenting and temperament on social-emotional outcomes.
Subha.assignment
1. The document discusses the characteristics and needs of talented children. It defines talented children as those who display consistently remarkable performance or advanced skills compared to their peers in worthwhile endeavors like academics, arts, leadership.
2. Talented children have characteristics like superior performance in their talent area, abilities in academics as well as creative arts, and do not need a high IQ. They have needs for knowledge, creativity, developing their abilities, and realizing their potential.
3. The document outlines ways to identify talented children such as rapid learning, large vocabulary, performing difficult mental tasks, and being keen observers. It stresses the importance of protecting individual rights and providing special education to fulfill their needs.
Early Childhood Development
This document discusses development in early childhood from ages 2-6. It covers physical, cognitive, emotional, social and language development. Some key points include:
- Early childhood is subdivided into early childhood (ages 2-6) and late childhood (ages 6-puberty)
- Physically, children grow taller, heavier and stronger, and lose their baby features
- Cognitively, comprehension and speech skills improve as they learn to form sentences
- Emotionally, common feelings include anger, fear, jealousy and affection
- Socially, play is important for learning and includes toy play, constructions, games and pretend play
- Morally, development is low but children learn rules through discipline at
Self-regulation is a buzzz word.pptx
Applied Attachment theory helps to explain co-regulation, effortful control, and self-regulation as it applies to children in school settings.
Cognitive dev
This document discusses cognitive, emotional, and social development from childhood through adulthood based on theories from Freud, Erickson, and Piaget. It describes key stages of development including trust vs mistrust in infancy, autonomy vs shame and doubt in toddlers, initiative vs guilt in preschoolers, industry vs inferiority in school-aged children, identity vs role confusion in adolescence, intimacy vs isolation in young adults, and integrity vs despair in late adulthood. It also outlines Piaget's stages of cognitive development from sensorimotor to concrete to formal operational thought. Dental considerations are discussed for each developmental period.
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- 4. DIFFERENCE BETWEEN ADD AND ADHD… ADD ADHD Passive inattention When inattention is combined with significantly heightened activity level and impulsiveness
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- 10. 1. Can the child pay attention in class? 2. Is the child impulsive? 3. Does the child have difficulty with rhythm? 4. Does the child seem to be immature developmentally, educat ionally, or socially?