Module 2- The Stages of Development and Developmental Taskstin072787
For every developmental stage, there is an expected developmental task. What happens when the expected developmental task are not achieved at the corresponding developmental stage? How can you help children achieve these developmental tasks?
Module 2- The Stages of Development and Developmental Taskstin072787
For every developmental stage, there is an expected developmental task. What happens when the expected developmental task are not achieved at the corresponding developmental stage? How can you help children achieve these developmental tasks?
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
People also ask
What is childhood and adolescent?
“Child development”, or “child and adolescent development” refer to the process of growth and maturation of the human individual from conception to adulthood. The term “adolescence” has particular connotations in particular cultural and social contexts.Adolescence is a critical link between childhood and adulthood, characterized by significant physical, psychological, and social transitions. These transitions carry new risks but also present opportunities to positively influence the immediate and future health of young people.It aims to give the students the theoretical knowledge, appropriate values and pedagogical skills to effectively deal with learners at different levels by investigating the various theories and learning principles of children's development, growth, and learning based on founded research trends.It aims to give the students the theoretical knowledge, appropriate values and pedagogical skills to effectively deal with learners at different levels by investigating the various theories and learning principles of children's development, growth, and learning based on founded research trends.It aims to give the students the theoretical knowledge, appropriate values and pedagogical skills to effectively deal with learners at different levels by investigating the various theories and learning principles of children's development, growth, and learning based on founded research trends.It aims to give the students the theoretical knowledge, appropriate values and pedagogical skills to effectively deal with learners at different levels by investigating the various theories and learning principles of children's development, growth, and learning based on founded research trends.It aims to give the students the theoretical knowledge, appropriate values and pedagogical skills to effectively deal with learners at different levels by investigating the various theories and learning principles of children's development, growth, and learning based on founded research trends.It aims to give the students the theoretical knowledge, appropriate values and pedagogical skills to effectively deal with learners at different levels by investigating the various theories and learning principles of children's development, growth, and learning based on founded research trends.
People also ask
What is childhood and adolescent?
“Child development”, or “child and adolescent development” refer to the process of growth and maturation of the human individual from conception to adulthood. The term “adolescence” has particular connotations in particular cultural and social contexts.Adolescence is a critical link between childhood and adulthood, characterized by significant physical, psychological, and social transitions. These transitions carry new risks but also present opportunities to positively influence the immediate and future health of young people.
GROWTH AND DEVELOPMENT OF ADOLESCENT AND THEIR SPECIAL NEEDSRitu Gahlawat
Adolescence is a period of transition between childhood and adulthood -a time of rapid physical, cognitive, social, and emotional maturation.
Puberty refers to the maturational, hormonal, and growth process that occurs when the reproductive organs begin to function and the secondary sex characteristics develop.
Separation anxiety is a vital step of emotional development and may continue up to 13 to 15 months of age.
This anxiety usually reduced when the strangers gradually approach from distance in a familiar place especially in presence of the mother or father.
In absence of parents, loving concern of the stranger is very important.
Temper tantrum is a sudden outburst or violent display of anger, frustration and bad temper as physical aggression or resistance such as rigid body, biting, kicking, throwing objects, hitting, crying, rolling on floor, screaming loudly, banging limbs, etc.
The activity is directed towards the environment not to any person or anything.
It is normal in toddler, may continues to preschool period and become more severe indicating the low frustration tolerance. It is found usually in boys, single child and pampered child.
If temper tantrum continues, the child needs professional help from child guidance clinic.
Parent should be made aware about the beginning of temper tantrum and when the child loses control.
Parent should provide alternate activity at that time.
Nobody should make fun and tease the child about the unacceptable behavior.
Parent should explain the child that the angry feeling is normal but controlling anger is an important aspect of growing up.
The child should be protected from self-injury or from doing injury to others.
Physical restraint usually increase frustration and block the outlet of anger.
Frustration can be reduced by calm and loving approach.
Overindulgence should be avoided.
After the temper tantrum is over the child's face and hands should be washed and play materials to be provided for diversion.
The child's tension can be released by vigorous exercise and physical activities. Parents must be firm and consistent in behavior.
Breath-holding spell may occur in children between 6 months and 5 years of age. It is observed in response to frustration or anger during disciplinary conflict. The child is found with violent crying, hyperventilation and sudden cessation of breathing on expiration, cyanosis and rigidity. Loss of consciousness, twitching and tonic-clonic movements may also be found. The child may become limp and look pallor and lifeless. Heart rates become slow. There may be spasm of laryngeal muscles. This attack last for one or two minutes, then glottis relaxed and breathing resumed with no residual effects.
Parents need assurance about the harmless effects of the attack and should be tolerant, calm and kind.
Identification and correction of precipitating factors (emotional, environmental) are essential approach.
Role of nurse in developmental psychology, unit 4, psychology B.sc Nursing.Sumity Arora
Unit 4, psychology ,
Developmental psychology
Physical, psychosocial and cognitive
development across life span – Prenatal
through early childhood, middle to late
childhood through adolescence, early and
mid-adulthood, late adulthood, death and
dying
Role of nurse in supporting normal growth
and development across the life span
Psychological needs of various groups in
health and sickness – Infancy, childhood,
adolescence, adulthood and older adult
Introduction to child psychology and role of
nurse in meeting the psychological needs of children
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Field Study 4, Learning episode 1, meaning of curriculum, limited and broad definitions, learning episode 2, types of curricula in schools, recommended curriculum, written curriculum, taught curriculum, supported curriculum, assessed curriculum, learned curriculum, hidden or implicit curriculum, learning episode 3, teacher as a curricularist, initiator, writer, planner, evaluator, knower, innovator, implementer, learning episode 4, teacher as knower of curriculum, traditional, progressive, learning episode 5, approaches about school curriculum, BASIC principles of curriculum content, learning episode 6, curriculum development processes and models, ralph tyler model, hilda taba model, grassroots approach, galen saylor and william alexander curriculum model
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Biological screening of herbal drugs: Introduction and Need for
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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For more information, visit-www.vavaclasses.com
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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2. 8 Developmental Stages (Santrock)
• Prenatal
• Infancy
• Early childhood
• Middle & late childhood
• Adolescence
• Early adulthood
• Middle adulthood
• Late adulthood
3. PRENATAL PERIOD
• Development happens quickly during this stage
(tremendous growth from a single cell to an
organism complete with brain and behavioral
capabilities)
• Time between conception and birth
• Divided into 3 stages:
-germinal
-embryonic
-fetal
4. Germinal Stage
• 2 week period after conception
Conception occurs when a sperm cell combines
with an egg cell to form a zygote.
(about 36 hours after conception) zygote begins
to divide quickly. The resulting ball of cells
moves along the mother’s fallopian tube to
the uterus.
5. (around 7 days after conception) the ball of cells
starts to become embedded in the wall of the
uterus. This process is called implantation and
takes about a week to complete. If
implantation fails, as is quite common, the
pregnancy terminates. One key feature of the
germinal stage is the formation of a tissue
called the placenta.
6. 2 important functions of placenta:
• Passing oxygen and nutrients from the
mother’s blood into the embryo or fetus
• Removing waste materials from the embryo or
fetus
7.
8. Embryonic Stage
• lasts from the end of the germinal stage to
two months after conception. The developing
ball of cells is now called an embryo. In this
stage, all the major organs form, and the
embryo becomes very fragile. The biggest
dangers are teratogens, which are agents such
as viruses, drugs, or radiation that can cause
deformities in an embryo or fetus. At the end
of the embryonic period, the embryo is only
about an inch long.
9.
10.
11. Fetal Stage
• lasts from two months after conception until
birth. About one month into this stage, the sex
organs of the fetus begin to form. The fetus
quickly grows as bones and muscles form, and it
begins to move inside the uterus. Organ systems
develop further and start to function. During the
last three months, the brain increases rapidly in
size, an insulating layer of fat forms under the
skin, and the respiratory and digestive systems
start to work independently.
12.
13. Fetal Viability
• Around twenty-two to twenty-six weeks after
conception, the fetus reaches the age of
viability, after which it has some chance of
surviving out-side the womb if it is born
prematurely. The chances of a premature
baby’s survival increase significantly with each
additional week it remains in the mother’s
uterus.
14. Adverse factors affecting fetal dev’t
• Poor nutrition
• Use of alcohol
• Smoking
• Use of certain prescription or over-the-counter drugs
• Use of recreational drugs such as cocaine, sedatives,
and narcotics
• X-rays and other kinds of radiation
• Ingested toxins, such as lead
• Illnesses such as AIDS, German measles, syphilis,
cholera, smallpox, mumps, or severe flu
15. Fetal Alcohol Syndrome
• Mothers who drink heavily during pregnancy
may have babies with fetal alcohol syndrome.
Babies with this syndrome may have problems
such as small head size, heart defects,
irritability, hyperactivity, mental retardation,
or slowed motor development. Fetal alcohol
syndrome is incurable.
16.
17. INFANCY
• Birth to 18-24 months
• Time of extreme dependence on adults
• Many psychological activities are just
beginning ( language, symbolic thought,
sensori- motor coordination & social learning)
18.
19.
20.
21.
22. EARLY CHILDHOOD
• End of infancy to 5-6 years old (preschool
years-grade 1)
• Young children learn to become more self-
sufficient and care for themselves, develop
school readiness skills and spend many hours
in play with peers
23.
24.
25. MIDDLE & LATE CHILDHOOD
• 6-11 years old (elementary school years)
• Fundamental skills of reading, writing, and
arithmetic are mastered
• Child is formally exposed to larger world and
its culture
• Achievement becomes a more central theme
of the child’s world and self-control increases
26.
27.
28.
29.
30. ADOLESCENCE
• 10-12 years old to 18-22 years old
• Begins with rapid physical changes (dramatic
gains in height in weight, changes in body
contour, and development of sexual
characteristics such as enlargement of breasts,
development of pubic and facial hair, deepening
of voice)
• Pursuit of independence & identity are
prominent
• Thought is more logical, abstract & idealistic
• More time is spent outside family
31.
32.
33. EARLY ADULTHOOD
• Late teens or early 20s to 30s
• Time of establishing personal & economic
independence, career development, selecting
a mate, learning to live with someone in an
intimate way, starting a family & rearing
children
34.
35.
36.
37.
38. MIDDLE ADULTHOOD
• 40 to 60 years old
• Time of expanding personal & social
involvement & responsibility
• Assisting next generation in becoming
competent & mature individuals, reaching &
maintaining satisfaction in a career
39.
40.
41. LATE ADULTHOOD
• 60s and above
• Time for adjustment to decreasing strength
and health, life review, retirement and
adjustment to new social roles
46. 6 Developmental Stages (Havighurst)
• Infancy & Early childhood
• Middle childhood
• Adolescence
• Early adulthood
• Middle adulthood
• Late maturity
47. INFANCY & EARLY CHILDHOOD
• 0-5 years old
• Learning: to walk, to take solid foods, to talk,
to control the elimination of body wastes, sex
differences and sexual modesty, to distinguish
right from wrong and developing a conscience
• Acquiring concepts and language to describe
social and physical reality
• Readiness for reading
48.
49. MIDDLE CHILDHOOD
• 6-12 years old
• Learning: physical skills necessary for ordinary
games, to get along with age-mates, an
appropriate sex role
• Developing: fundamental skills in reading, writing
and calculating, concepts necessary for everyday
living, conscience, morality & a scale of values
• Building a wholesome attitude toward oneself
• Achieving personal independence
50.
51.
52.
53.
54. ADOLESCENCE
• 13-18 years old
• Achieving: mature relations with both sexes, a
masculine or feminine social role, emotional
independence of adults
• Preparing for: marriage and family life, an economic
career
• Accepting one’s physique
• Acquiring values and an ethical system to guide
behavior
• Desiring and achieving socially responsible behavior
55.
56.
57.
58.
59.
60. EARLY ADULTHOOD
• 19-29 years old
• Selecting a mate
• Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Starting an occupation
• Assuming civic responsibility
61.
62.
63.
64.
65. MIDDLE ADULTHOOD
• 30 to 60 years old
• Helping teenage children to become happy and
responsible adults
• Achieving adult social and civic responsibility
• Satisfactory career achievement
• Developing adult leisure time activities
• Relating one’s spouse as a person
• Accepting the physiological changes of middle
age
• Adjusting to aging parents
66.
67. LATE MATURITY
• 61 and over
• Adjusting to: decreasing strength and health,
retirement and reduced income, death of
spouse
• Establishing: relations with one’s own age
group, satisfactory living quarters
• Meeting social and civic obligations