Child development occurs through physical, cognitive, and social/emotional domains. There are several theories that describe child development, including psychoanalytic theories like Freud's psychosexual stages and Erikson's psychosocial stages. Behavioral theories like Watson's classical conditioning and Skinner's operant conditioning emphasize the environment's role. Piaget's stages of cognitive development describe how children construct understanding. Kohlberg outlined stages of moral development from obedience to internalized principles. Overall, development involves biological and environmental influences in a progressive, stage-like process.
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Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological
Apply theoretical concepts to child development
Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
The video for this presentation is available on our Youtube channel:
https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c=
Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological
Apply theoretical concepts to child development
Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas
Intellectual development (Piagetian, Psychometric, and Classical Approach)reneegomez
I was assigned to report about the Intellectual Development of children. I discussed about 3 different approaches in learning. The Piagetian which is from Jean Piaget, Psychometric which talks about the measurement of intelligence, and the Classical Approach from Ivan Pavlov. I hope that this slide will be useful to you.
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
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
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
This informational slideshow covers all important aspects of cognitive development in infancy, ranging from how a child learns to make sense of the world to how a child learns to produce language.
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
2. Child Development
Definition:
C hange in the child that occurs over time. C hanges follow an orderly
pattern that moves toward greater complexity and enhances survival.
Periods of development:
Prenatal: from conception to birth
Infancy and toddlerhood: birth to 2 years
Early childhood: 2-6 years old
Middle childhood: 6-12 years old
Adolescence: 12-19 years old
3. Domains of Development
Development is described in three domains, but growth
in one domain influences the other domains.
Physical Domain:
body size, body proportions, appearance, motor development, coordination,
perception capacities, physical health.
C ognitive Domain:
thought processes and intellectual abilities including attention, memory, problem
solving, imagination, creativity, academic and everyday knowledge, and language.
Social/Emotional Domain:
self-knowledge (self-esteem, sexual identity, ethnic identity), moral reasoning,
understanding and expression of emotions, self-regulation, temperament,
understanding others, interpersonal skills, and friendships.
5. Psychoanalytical
Theories
B e lie fs fo c us o n the fo rmatio n o f pe rs o nality . A c c o rding
to this appro ac h, c hildre n mo v e thro ug h v ario us s tag e s ,
c o nfro nting conflicts be tw e e n bio lo g ic al driv es and
s o c ial expectations .
6. Sigmund Freud
Psychosexual Theory
Was based on his therapy
with troubled adults.
He emphasized that a
child's personality is
formed by the ways which
his parents managed his
sexual and aggressive
drives.
7. Erik Erikson
Psychosocial Theory
Expanded on Freud's theories.
Believed that development is life-long.
Emphasized that at each stage, the child acquires
attitudes and skills resulting from the successful
negotiation of the psychological conflict.
Identified 8 stages:
Basic trust vs mistrust (birth - 1 year)
Autonomy vs shame and doubt (ages 1-3)
Initiative vs guilt (ages 3-6)
Industry vs inferiority (ages 6-11)
Identity vs identity confusion (adolescence)
Intimacy vs isolation (young adulthood)
Generativity vs stagnation (middle adulthood)
Integrity vs despair (the elderly)
8. Behavioral and Social
Learning Theories
B e lie fs that de s c ribe the impo rtanc e o f the
e nv iro nme nt and nurturing in the g ro w th o f a
c hild.
9. Behaviorism
Developed as a response to psychoanalytical
theories.
Behaviorism became the dominant view from the
1920's to 1960's.
10. John Watson
Early 20th century, " Father of
American Behaviorist theory.”
Based his work on Pavlov's
experiments on the digestive system
of dogs.
Researched classical conditioning
C hildren are passive beings who can
be molded by controlling the
stimulus-response associations.
11. Skinner
Proposed that children " operate" on their
environment, operational conditioning.
Believed that learning could be broken down into
smaller tasks, and that offering immediate rewards
for accomplishments would stimulate further
learning.
12. Social Learning Theory
Albert Bandura
Stressed how children learn by observation and
imitation.
Believed that children gradually become more
selective in what they imitate.
13. Biological Theories
B e lie f that he re dity and innate bio lo g ic al
pro c e s s e s g o v e rn g ro w th.
14. Ethology
Examines how behavior is determined by a
species' need for survival.
Has its roots in Charles Darwin's research.
Describes a " critical period" or " sensitive
period,” for learning
16. Attachment Theory
John Bowlby
Attachment between an infant and her
caregiver can insure the infant’s survival.
Stranger’s anxiety
Separation anxiety
18. Cognitive development
Jean Piaget theory
C hildren " construct" their
understanding of the world through
their active involvement and
interactions.
Studied his 3 children to focus not on
what they knew but how they knew it.
Described children's understanding as
their " schemas” and how they use:
Assimilation
Accommodation.
19. Piaget’s Cognitive
Development Stages
Sensori-motor
Ages birth - 2: the infant uses his senses and motor abilities to
understand the world
Preoperation
Ages 2-7: the child uses metal representations of objects and is able to
use symbolic thought and language
C oncrete operations
Ages 7-11; the child uses logical operations or principles when solving
problems
Formal operations
Ages 12 up; the use of logical operations in a systematic fashion and
with the ability to use abstractions
20. Lev Vygotsky
Socio-Cultural Theory
Agreed that children are active
learners, but their knowledge is
socially constructed.
C ultural values and customs dictate
what is important to learn.
C hildren learn from more expert
members of the society.
ced.ncsc.edu/hyy/devtheories.htm
Vygotsky described the " zone of
proximal development" , where
learning occurs.
21. Information Processing Theory
Uses the model of the computer to describe how
the brain works.
Focuses on how information is perceived, how
information is stored in memory, how memories
are retrieved and then used to solve problems.
22. Cognitive Development
Piaget
Main concepts:
Schema: Mental patterns (thought/action)
Assimilation: Adapting new information into existing
schemata
Accommodation: Modify existing schemes for new
information
23. Piaget’s Four Stages of
Cognitive Development
1-The Sensori-motor Stage
2-The Preoperational Stage
3-The Concrete Operational Stage
4-The Formal Operational Stage
23
24. Piaget’s Stages of Cognitive
Piaget’s Stages of Cognitive
Development
Development
Formal Operations
(adolescence to adult)
Concrete Operations
(~ 7-12 yrs)
Preoperational Period
(~2 to 6 yrs)
Sensorimotor Period
(~Birth to 2 yrs)
Inborn Reflexes
25. The Sensorimotor Stage (Birth to 2
years)
Coordinate sensory inputs and motor skills
Transition from being reflexive to reflective
Adualism
Development of Problem-Solving Abilities
Development of Object Permanence
Objects continue to exist when they are no longer
visible/detectable
Appears by 8-12 months of age
A-not-B error: search in the last place found, not
where it was last seen
Complete by 18-24 months
26. The Preoperational Stage (2-7
years)
Symbolic function / representational insight
One thing represents another
Language
Pretend (symbolic) play – developmentally a positive
activity
Deficits in preoperational thinking:
Animism
Attribute life-like qualities to inanimate objects
Egocentrism
View world from own perspective, trouble recognizing
other’s point of view
3 mountain problem
30. Deficits in preoperational thinking
Centration:
the tendency to focus on a single, perceptually striking
feature of an object or event
Appearance/reality distinction
Cannot distinguish between the two
Lack of conservation
Do not realize properties of objects do not change just
because appearance does
Lack of reversibility
Mentally undo an action
31.
32. Some Dimensions of Conservation:
Number, Matter, and Length
Type of
conservation Number Matter Length
Initial
presentation Two identical Two identical Two sticks are
rows of objects balls of clay aligned in
shown to child shown to child front of child
Manipulation
One row is Experimenter Experimenter
spaced changes shape moves one
of one ball stick to right
Preoperational “No, the one
child’s answer to “No, the longer “No, the longer on top is
“Are they still row has more” one has more” longer”
the same?”
33. The Concrete Operational Stage
(7-11 years)
Cognitive operations
Internal mental activity to modify symbols to reach a
logical conclusion (concrete)
Conservation of matter
Decentering:
They can appreciate the perspective of another viewer
They can think about two concepts at the same time
Reversibility
Appreciate causality
Thinking systematically
remains difficult
34. The Formal Operational Stage (12+)
Hypothetico-deductive reasoning
Ability to generate hypotheses and use deductive reasoning
(general to specific)
Inductive reasoning
Going from specific observations to generalizations
Individuals can imagine alternative worlds and reason
systematically about all possible outcomes of a situation
Work in probabilities and possibilities
Abstract concepts (Equality, Patriotism)
Piaget believed that the attainment of the formal
operations stage, in contrast to the other stages, is not
universal
38. Moral Development
Development of thoughts, feelings, and behaviors
regarding rules and conventions about what
people should do in their interactions with other
people..
The process by which children acquire society's
standards of what is right and wrong.
39. Moral perspectives:
Psychoanalytic theory emphasizes feelings of anxiety and
guilt
Children identify with parents to reduce anxiety and
avoid punishment
Superego: moral element of personality
Other, more positive emotions contribute to child’s moral
development
Example: empathy, which involves perspective-
taking
Cognitive theory: Kohlberg
We MUST understand right from wrong if we are to be
expected to act in right or wrong ways.
40. Is morality a topic of concern for
children?
Regression (playing games):
taking turns,
following a set of rules
Home:
Questions such as “why can't I stay up as late as you??
You always get to watch what you want to watch. ”
School:
So in everyday situations, children are confronted
by some rules, they have some sense of “right”
and “wrong”
41. Exercise
Heinz stole a bottle of expensive drug from the
pharmacy to save his mother’s life
Do you agree with that or not ?
Why ?
42. Not strictly linked to age
Not everyone reaches the highest level
43. Preconventional
1-Punishment Orientation
Goodness or badness of an act are based on its
consequences.
Child will defer to authority figure and obey their
commands in order to avoid punishment (BUT
there is no true conception of rules--> it is only
bad if you get caught).
44. Preconventional
2-Reward Orientation:
person conforms to rules in order to gain rewards
or to satisfy personal needs
doing things for others is “right” if the actor will
benefit in the long run
45. Conventional
3- Bad boy Orientation
Behavior is guided by fear of being condemned by
others.
46. Conventional
4- Good boy Orientation
Moral behavior is that which pleases, helps, or
is approved by others.
One objective is to be thought of as a “nice”
person
47. Postconventional
5) Social contract and rules
flexibility begins in moral reasoning
moral actions are those that express the will of
the majority of individuals
a sense of having to live up to the law, but an
understanding that laws can be wrong.
48. Postconventional
6) Conscience & ethical values
“highest” stage of moral reasoning
right and wrong defined on a personal belief or
self-chosen ethics
belief in abstract principles which override all
others (life, liberty, equality)