Developmental changes in puberty
Characteristics of Puberty
Criteria of puberty
Causes Of Puberty
Age of puberty
Body changes at puberty
Effect of Puberty Changes
Sources of concern
Hazards of Puberty
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Stages or periods of development and learning
ABS-CBN Memories with Zab Ademarrab and 6 others.
September 18 at 9:45pm ¡
PINOY MANO-MANO: Celebrity Boxing Challenge (2007-2008).
Hosted By Cesar Montano & Bayani Agbayani
Developmental changes in puberty
Characteristics of Puberty
Criteria of puberty
Causes Of Puberty
Age of puberty
Body changes at puberty
Effect of Puberty Changes
Sources of concern
Hazards of Puberty
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Stages or periods of development and learning
ABS-CBN Memories with Zab Ademarrab and 6 others.
September 18 at 9:45pm ¡
PINOY MANO-MANO: Celebrity Boxing Challenge (2007-2008).
Hosted By Cesar Montano & Bayani Agbayani
Brief essay about how e-mail affect your personal image and reputation. So, If you want to improve your chances for professional growth, you need to be more aware of the importance of your permanent marketing as an individual.
Revista Segunda EmpregĂĄvel contendo as ofertas de emprego das principais listas de tecnologia (BrasĂlia e RegiĂŁo) e dicas para garantir uma boa empregabilidade
Christian carter - do you need a social media policy - feature articlejbo27712
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Jane Bozarth acknowledges the kind permission of Wolters Kluwer (UK) Limited to reproduce its material on Slideshare.
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Uno de los problemas de la salud es no saber comer; basicamente es un entrenamiento para comer sanamente.
Empodera a las personas en su forma de comer y prepara para el ayuno, como una forma de mejorar su estado de salud.
Basados en el Higienismo CientĂfico, enseĂąamos como funciona nuestro cuerpo cuando lo cansamos y lo agotamos. Claramente, nos enfermamos. Por lo tanto el descanso reparador y la buena alimentaciĂłn es parte del tratamiento de toda enfermedad.
This PowerPoint leads on from my other PowerPoint which talks about cognitive psychology. Now I provide you with everything you need to know for AQA students studying for PSYA1 (unit 1) AS PSYCHOLOGY
Risk Factors for Child MaltreatmentWhat is child mal.docxSUBHI7
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Risk Factors for Child
Maltreatment
What is child maltreatment?
ď Any act or series of acts of commission
or omission by a parent or other
caregiver that results in harm, potential
for harm, or threat of harm to a child.
⌠Acts of Commission (Child Abuse)
ď Physical abuse
ď Sexual abuse
ď Psychological abuse
⌠Acts of Omission (Neglect)
Types of Maltreatment
ď Physical abuse â nonaccidental injury
inflicted by a caregiver
ď Sexual abuse â the use of a child for the
sexual gratification of an adult
ď Emotional/psychological abuse
ď Neglect â act of omission
⌠Physical neglect
⌠Medical neglect
⌠Educational neglect
Child Maltreatment: Etiological Theories
ď Many etiological theories have been proposed over the
years to explain the development of child maltreatment:
- Attachment theory
- Ecological models
- Research on specific risk factors
ď Each framework attempted to explain the specific
conditions leading to abusive dynamics within families.
These conditions may be associated with the child, the
parents, and the broader environment; each theory
emphasizes different factors
Attachment Theory
ď Attachment: any form of behavior that results in a person attaining or
maintaining proximity to another preferred individual perceived as
stronger or wiser
ď The attachment system is biological in nature, and is activated by stress
(environmental or relational). Its evolutionary role is protection
ď The attachment figure serves as a âsecure baseâ from which the child can
explore the social and physical world
ď Children build âinternal working modelsâ of their own worthiness from
experiences of caregiver âs availability and sensitivity. These models also
guide expectations for future relationships
Attachment
ď John Bowlby: was a British psychiatrist who defined attachment as "lasting
psychological connectedness between human beings" (Bowlby, 1969, p. 194).
Bowlby shared the psychoanalytic view that early experiences in childhood have
an important influence on development and behavior later in life. Our early
attachment styles are established in childhood through the infant/caregiver
relationship.
ď Bowlby believed that there are four distinguishing characteristics of attachment:
⌠Proximity Maintenance - The desire to be near the people we are attached
to.
⌠Safe Haven - Returning to the attachment figure for comfort and safety in the
face of a fear or threat.
⌠Secure Base - The attachment figure acts as a base of security from which the
child can explore the surrounding environment.
⌠Separation Distress - Anxiety that occurs in the absence of the attachment
figure
⌠http://www.youtube.com/watch?v=VAAmSqv2GV8
http://www.youtube.com/watch?v=VAAmSqv2GV8
Secure Attachment
Caregivers are sufficiently sensitive, responsive,
and consistent. Children develop trust, and are
able to experience and regulate negative emotions;
develop working models of self as lovable and
psychologically c ...
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. Attachment: Bonds that Endure
⢠Attachment
â Enduring emotional bond between one animal or person and
another (Ainsworth, 1989)
â Essential to the survival of the infant (Bowlby, 1988)
â Infants try to maintain contact with caregivers to whom they are
attached.
⢠Make eye contact
⢠Pull and tug at them
⢠Asked to be picked up
⢠Separation anxiety
â Behaviors such as thrashing about, fussing, crying, screeching,
or whining when contact with the caregiver is lost
5. Patterns of Attachment
⢠âStrange situationâ method
â Infant exposed to a series of separations and reunions with a
caregiver (usually the mother) and a stranger who is a
confederate of the researchers
â Developed by Ainsworth et al.
⢠Secure attachment (most infants in the US)
â Mildly protest motherâs departure
â Seek interaction when reunited
â Are readily comforted by mother
â Are happier, more sociable, and more cooperative with
caregivers
â Get along better with peers and are better adjusted at school at
5 and 6 years old
9. Patterns of Attachment (contâd)
⢠Avoidant attachment
â Infants least distressed by motherâs departure
â Play without fuss when alone and ignore mothers when they
return
⢠Ambivalent/resistant attachment
â Infants are most emotional
â Show severe signs of distress when mothers leave and are
ambivalent upon their return
â Alternate clinging to mother with pushing her away
⢠Disorganized/disoriented attachment
â Babies seem dazed, confused, disoriented; behaviors are
contradictory
10. Establishing Attachment
⢠Attachment related to quality of care
â Secure infants have parents who are more affectionate,
cooperative, and predictable than parents of insecure infants.
â Parents respond more favorably to infantâs smiles and cries.
⢠Security is related to the infantâs temperament
â Mothers of âdifficultâ children are less responsive to them.
â Mothers report feeling more distant from infant
13. Involvement of Fathers
⢠The number of diapers a father changes per week
indicates his involvement in childrearing.
⢠Fathers more likely to play with children than to feed or
clean them
⢠Fathers engage in rough-and-tumble play.
⢠The more affectionate the interaction between father
and infant is, the stronger the attachment.
15. Stability of Attachment
⢠Attachment can change due to family dynamics.
⢠Adopted children of various ages show secure
attachment to adoptive family.
⢠Early attachment patterns endure into middle childhood,
adolescence, and even adulthood.
16. Stages of Attachment
⢠Ainsworth study on Ugandan infants identified three
phases of attachment
1) Initial-preattachment phase
⢠Birth to 3 months of age
⢠Characterized by indiscriminate attachment
2) Attachment-in-the-making phase
⢠3 to 4 months of age
⢠Characterized by preference for familiar figures
3) Clear-cut attachment phase
⢠6 to 7 months of age
⢠Characterized by intensified dependence on the primary
caregiver, usually the mother
17.
18. Theories of Attachment
⢠Cognitive view
â Infant must develop the concept of object permanence before
specific attachment becomes possible.
⢠Behavioral view
â Attachment behaviors are conditioned due to infantâs needs
being met by caregiver; caregiver associated with gratification
⢠Psychoanalytic view
â Caregiver or âmotherâ becomes a love object who forms basis
for all later attachments (Freud)
â Sense of trust has to be established in first year of life (Erikson)
19. Theories of Attachment (contâd)
⢠Caregiver as source of contact comfort
â Study by Harlow and Harlow on rhesus monkey infants
â Indicated that humans may have a need for contact comfort that
is as basic as need for food
⢠Ethological view
â Attachment is an inborn or instinctive response to a specific
stimulus
â Social smiles help infant to survive by eliciting affection from the
family social structure
â Attachment in nonhumans occurs during critical period of life
â First object seen is imprinted on the young animal (Lorenz,
1962, 1981)
⢠Bowlby and Ainsworth maintain that if critical period
exists in humans, it can extend for months or years
21. When Attachment Fails
⢠Children deprived of social stimulation have difficulty
attaching.
⢠Harlow and Harlow study
â Found that rhesus infants reared in isolation cowered in the
presence of other monkeys; they did not defend themselves
â Instead, they sat in a corner, clutching themselves and rocking
back and forth
⢠Older deprived infant monkeys became more social
when placed with younger monkeys.
â Same was found to be true with socially withdrawn 4- and 5-
year-old children
22. Studies with Children
⢠Spitz (1965) study of institutionalized children
â Found children to show withdrawal and depression
â Some infants showed the same rocking back and forth as the rhesus
monkeys
⢠The age of the child contributes to how well the child can overcome
social deprivation.
⢠Study on Guatemalan children by Kagan and Klein (1973) indicates
children may be able to recover from 13 or 14 months of
deprivation.
⢠Study by Skeels (1966) found 19-month-old retarded children when
placed in care of older institutionalized girls made dramatic gains in
IQ scores, whereas the other children remaining in the orphanage
declined in IQ.
23. Child Abuse and Neglect
⢠90% of parents have engaged in some sort of psychological or
emotional abuse ranging from pushing to using a knife or a gun on
a child (by age 2).
⢠3 million American children
â Neglected or abused each year by parents or caregivers
⢠150,000 of 3 million children
â Sexually abused
â Girls make up the majority of sexually abused
â Boys make up one-third to one-fourth of the sexually abused
⢠50-60% of cases of child abuse and neglect go unreported
(estimated).
24. Effects of Child Abuse
⢠Abused children show high incidence of personal and
social problems as well as psychological disorders.
⢠Less securely attached to parents
⢠Less intimate with peers and more aggressive, angry, and
noncompliant than other children
⢠Reduced self-esteem and school performance
⢠Greater risk of delinquency, risky sexual behavior, and substance
abuse
⢠Adults abused as children more likely to act aggressively toward
their partners
25. Causes of Child Abuse
⢠Stress
⢠History of child abuse in at least one parentâs family of
origin
⢠Lack of adequate coping and childrearing skills
⢠Unrealistic expectations of children
⢠Substance abuse
⢠Infants in pain and more difficult to soothe more likely to
be abused
⢠Cries of the infant found to be aversive to abusive
parents
⢠Disobedient, inappropriate, or unresponsive children
more likely to be abused
27. What to Do
⢠Report abuse to the authorities.
⢠Provide parenting training to the general population.
⢠Target high-risk groups such as poor, single teen
mothers and provide parenting programs or home
visitors for them.
⢠Present information about abuse and provide support for
families.
⢠Have child abuse hotlines for private citizens who
suspect child abuse to get advice.
â Parents who are having difficulty with aggressive impulses are
also encouraged to call
29. Autism Spectrum Disorders
⢠Autism spectrum disorders
â Impairment in communication skills and social interactions, and
by repetitive, stereotyped behavior; evident by age 3; 1 in 152
American children have disorder
⢠Aspergerâs disorder
â Social deficits and stereotyped behavior; no significant cognitive
or language delays associated with autism
⢠Rettâs disorder
â Physical, behavioral, motor, and cognitive abnormalities that
begin after a few months of apparent normal development
⢠Childhood disintegrative disorder
â Abnormal functioning and loss of previously acquired skills that
begins after about 2 years of apparent normal development
32. Autism
⢠Autism is 4 to 5 times more prevalent in boys.
⢠Attachment to others is often weak or nonexistent
⢠Show ritualistic behavior and intolerance to change
⢠Development of speech lags
⢠Show mutism, echolalia, and pronoun reversal
â (Referring to self as âyouâ or âheâ)
⢠Some may mutilate themselves
33. Causes of Autism
⢠Concordance rates for autism are about 60% among
pairs of MZ twins.
⢠No correlations between the development of autism and
deficiencies in child rearing.
⢠Biological factors play a key role.
â LBW
â Advanced maternal age
â Neurological abnormalities
⢠Brain-wave patterns
⢠Neurotransmitter sensitivity
⢠Unusual activity in motor region of cerebral cortex
34. Treatment of Autism
⢠Treatment of autism is based on principles of learning,
including behavior modification programs.
⢠Intensive individual instruction has been found to be
most effective.
⢠Research on medications and their treatment of autism
are under study.
36. Daycareâs Positive Effects
⢠Most infants (whether cared for at home or in daycare)
are generally securely attached.
⢠More prosocial than children who are not in daycare
⢠Better academic performance in elementary school
⢠Get scores on tests of cognitive skills that rival or
exceed those of children reared in the home by their
mothers
37. Limitations of the NICHD study
⢠Differences were small between groups
⢠Study implied causation, yet there was no control group
⢠Did not take into account the stress level of the parents
who put their children in daycare
⢠No research on whether the disruptive children become
less productive and successful adults
â Possibly these children grew up to become âassertive and
entrepreneurialâ
39. Emotional Development
⢠Emotion
â A state of feeling with physiological, situational, and cognitive
components
⢠Unclear how many emotions a baby has
â Facial expressions appear to be universal.
⢠Emotions
â Infants show only a few emotions during the first few months.
â Emotions are more apparent at end of first year of life.
⢠Infants have a positive attraction to pleasant stimulation
and withdrawal from aversive stimulation.
⢠Emotional development is linked to cognitive
development and social experience.
40. Emotional Development and
Patterns of Attachment
⢠One study (Kochanska, 2001) assessed patterns of
attachment using the âstrange situationâ.
â Found that differences in emotional development were first
related to attachment at the age of 14 months
â Securely attached infants were less likely to show fear and
anger even when exposed to situations designed to elicit these
emotions (at 33 months).
â Insecurely attached infants showed increase in negative
emotions
â Avoidant children grew more fearful
â Resistant children became less joyful
41. Fear of Strangers
⢠Stranger anxiety
â Is the development of the fear of strangers
â Is normal and most infants develop it
â Appears at 6 to 9 months of age
â Older infants will display crying, whimpering, gazing fearfully,
and crawling away
â Peaks at 9 and 12 months of age
â Declines in second year
42. Social Referencing
⢠Social referencing
â Seeking out another personâs perception of a situation to help
us form our own view of it
â Infants display it as early as 6 months
â Infants use caregiverâs facial expressions or tone of voice as
clues on how to respond.
⢠Social referencing requires
1) looking at another, usually older, individual in a novel,
ambiguous situation
2) associating that individualâs emotional response with the
unfamiliar situation
3) regulating our own emotional response in accord with the
response of the older individual
43. Emotional Regulation
⢠Emotional regulation
â Ways in which young children control their own emotions
⢠Caregivers help infants learn to regulate their emotions
⢠Children of secure mothers are
â more likely to be secure themselves
â more likely to regulate their own emotions in a positive manner
⢠Adolescents who were secure as infants were most
capable of regulating their emotions to interact
cooperatively with their friends.
45. Personality Development
⢠Self-concept has been measured using mirror
technique, nose-touching technique
â At 18 months, infants begin to touch their own noses upon
looking into the mirror.
⢠Self-awareness affects the infantâs social and emotional
development.
â Knowledge of self permits the infant and child to develop
notions of sharing and cooperation with other children.
⢠Self-awareness contributes to the development of the
âself-consciousâ emotions.
â Embarrassment, envy, pride, guilt, and shame
46. Temperament
⢠Temperament
â Stable way of reacting and adapting to the world that is present
early in life
â Believed to have a strong genetic component
â Includes activity level, smiling and laughter, regularity in eating
and sleep habits, approach and withdrawal, adaptability to new
situations, intensity of responsiveness, general cheerfulness or
unpleasantness, distractibility or persistence, soothability
47. Types of Temperament
⢠Thomas and Chess (1989) identified three types of
temperament
â Easy child (40%)
⢠regular sleep and feeding schedules, approaches new situations
with enthusiasm, and is generally cheerful
â Difficult child (10%)
⢠irregular sleep and feeding schedules, is slow to accept new
people, takes a long time adapting to new routines, and is prone to
emotional outbursts
â Slow-to-warm-up child (15%)
⢠falls between the two categories
⢠Temperament is related to emotional adjustment and
psychological disorders later in life.
48.
49. Goodness of Fit
⢠Temperament may be strengthened or weakened by the
parentsâ reaction to the child.
⢠Difficult child may become more difficult due to rigidity of
the parents
â This would be an example of a poor fit between parent and child
⢠Parents can positively modify difficult temperament child
to achieve a goodness of fit.
50.
51. Gender Differences
⢠Girls tend to advance more rapidly in motor
development in infancy than boys.
⢠Girls and boys are similar in social behaviors.
⢠Differentiation between âboyâ and âgirlâ toys is made as
early as 12 months old.
⢠At 24 months old, boys and girls are aware of gender-
appropriate and -inappropriate behavior.
52. Adultsâ Behavior toward Infants
⢠Parents try to shape their childrenâs behavior during infancy and lay
the foundation for development in early childhood.
â Adults are more likely to offer girl babies a doll and offer a boy baby a
hammer or football even when sex of baby is disguised.
â Fathers are more likely to encourage rough-and-tumble-play with their
sons.
â Parents talk more to daughters than to sons.
â Parents smile more at daughters and are more emotionally expressive
with them.
â Parents tend to use gender specific colors.
⢠Girls in pink, boys in blue
â Fathers show negative reactions when son plays with girlsâ toys.
Editor's Notes
Figure 6.1: The Strange Situation.
These historic photos show a 12-month-old child in the Strange Situation. In (a), the child plays with toys, glancing occasionally at mother. In (b), the stranger approaches with a toy. While the child is distracted, mother leaves the room. In (c), mother returns after a brief absence. The child crawls to her quickly and clings to her when picked up. In (d), the child cries when mother again leaves the room.
Figure 6.2: Development of Attachment.
During the first 6 months, infants tend to show indiscriminate attachment, which then wanes as specific attachments intensify.
Most infants form multiple attachments to father, day-care providers, grandparents, etc.
Freud believed that the infant becomes emotionally attached to the mother during this time because she is the primary satisfier of the infantâs needs for food and sucking.
Erikson believed the motherâs general sensitivity to the childâs needs, not just the need for food, fosters the development of trust and attachment.
SSRIâs can apparently help prevent self-injury, aggressive outbursts, depression, anxiety, and repetitive behavior.
âMajor tranquilizersâ used for schizophrenia are helpful with stereotyped behavior, hyperactivity, and self-injury, but not with cognitive and language problems.
Research on negative effects of day care are inconclusive.
Children who have developed fear of strangers show less distress in response to strangers when their mothers are present
show less fear when in familiar settings
Mirror technique-involves the use of a mirror and a dot of rouge.