The different life stages people pass through during the life course: Infancy = 0-2 years Early childhood = 3-8 years Adolescence = 9- 18 years Early adulthood = 19-45 years Middle adulthood = 46-65 years Later adulthood = 65 + years (Need to know the exact age ranges for each of the six life stages for the exam, as in the test you may be asked to pick out a life stage from only being given an age) Key aspects of human growth and development at each stage: the aspects of development include: Physical/intellectual or cognitive/emotional and social PHYSICAL DEVELOPMENT: Infancy/early childhood = children grown rapidly and develop many physical skills Adolescent = body continues to develop/may be growth spurts/ body changes as it reaches sexual maturity Young adult = the body has reached physical maturity Older adult = the ageing process begins in middle adulthood
Infancy and early child hood = development of gross motor and fine motor skills Gross motor skills: -gross motor skills allow infants to control muscles in their body allowing them to crawl, walk and run Stages of gross motor skills development: 1) Infants develop their gross motor skills from head down 2) They gradually control muscles in their neck and back - roll, sit and crawl 3) Muscles in legs and feet develop so they can stand and then walk 4 &5) In early childhood - the large muscles continue to develop to help co-ordination and balance Activities that promote gross motor skills: hopscotch, playing catch, digging, climbing frames, riding a bike, ride on toys Fine motor skills: - fine motor skills allow infants and young children to control and coordinate their hands and fingers Examples of fine motor skills: 1) Manipulating = at first babies use their whole hand to manipulate objects. By 12 months they begin to use small muscles in their fingers to poke and prod 2)Gripping = 1 month > babies can grasp an adults finger/ 3 months > grasp a rattle for a short period of time 3) Hand-eye coordination >use eyes to guide finger movement Activities that promote fine motor skills: For gripping = playing with a rattle/holding a small toy/feeding self with spoon For manipulation = building with blocks/playing a musical instrument For hand-eye coordination = writing/playing with jigsaw puzzle
Adolescence physical development: Puberty > adolescence experience this period of change > starts when the brain releases chemicals called hormones Changes to primary sexual characteristics > primary sexual characteristics are present at birth (ovaries, vagina, testes, penis) They are necessary to reproduction. During puberty, hormones cause these organs to mature. Changes to secondary sexual characteristics > these characteristics appear during puberty. Height and shape of the body differ between sexes. (breasts/facial hair) < they are not needed for reproduction but are still part of puberty Growth spurt > height increases rapidly during this stage over a short period of time
Early adulthood physical development: -physically mature -reach full height and strength -developed sexual characteristics -can now reproduce -females at most fertile
Middle adulthood physical development: -signs of ageing -lose muscle tone -increase of eight -men - hair lass -menopause
Later adulthood physical development: -further loss of muscle strength -reduce in stamina -mobility problems -loss of hearing and eye sight
Intellectual development: Intellectual/cognitive development - organising ideas and making sense of the world Types of intellectual development: problem solving/moral development/abstract thought and creative thinking/memory/language development Stages of intellectual development: 1) Infancy and the early years =rapid intellectual development 2) Intellectual development continues throughout the life stages 3) Later adulthood - thinking skills and memory may decline 4) Older paper - dementia - causing memory loss
Stages of language development: Infancy: 0-3months > mouth movements at 6 weeks/responds to gurgling/cries to ask for food and comfort 6-12 months> understands some words/makes sounds/can give an object when asked 18 months> uses small number of words/repeats others/follows instructions 2 years> can link two words/knows about 200 words Early childhood: 3 years >speech is clearer/uses simple sentences/asks questions 4 years> speaks in sentences 8 years> develops independent reading skills/complex sentences/ reasons and explains Adolescence: 9-18 years> develops more vocabulary/uses language to discuss/imagine new ideas Opportunities to develop language development: -play with puppets -listen to others -group activities -play word games -share stories -discuss ideas -read a wide range of materials
Moral development: Infancy - egocentric early childhood: follows basic rules, takes turns, share early childhood (6-8) : begin to see others points of view adolescence: understands fairness/develops values/understanding right and wrong
Emotional development: includes: security, self image, contentment, self respect, bonding and attachment (self image may be positive or negative) (someone may have low or high self esteem > each effects differently)
Social development: -becoming independent and forming relationships and friendships with others around -developing skills needed to make positive relationships -knowing how to behave in form and informal settings Promoting independence: Infancy > feeding oneself Early childhood > dressing oneself Adolescence > learning to rive Adulthood > starting a new job Social and emotional development are closely linked!
Genetic inheritance: -physical factors that affect human growth and development -passing of genes from parents to children -genetic characteristics = height, skin colour, hair and eye colour (can also effect emotional and social development which have a knock on effect on self-image) Genetic disorders: health conditions passed on from parent to child e.g. downs syndrome, cystic fibrosis Influence of genetic inheritance: Emotional development > how people picture themselves - self-image Physical development > restricting growth/mobility Intellectual development > effects learning and thinking skills/ learning disorders Social development > ability to build relationships and be independent
Lifestyle choices: Diet/exercise/alcohol/smoking/drugs The influence of play Culture > has both positive and negative effects on development Positives = share same values/feeling accepted/feeling valued Negatives = discrimination/marginalisation/ignorance of culture
Gender: -traditional gender roles 4 main areas of gender inequality: employment/expectations/pay/social inequality
Role models and social isolation: Role modes = copying behaviour/affect how someone may see themselves (teachers, celebrities, parents, friends, religious leaders) Social isolation - not having regular contact with others > effects = loss of being able to build relationships/feel insecure/adopt negative lifestyle choices/stress/anxiety
Economic and physical environment factors affect development both positively and negatively
Stress: affects all aspects of development social: forming friends are relationships may become hard/less confidence/loss of independence intellectual: reduces ability to think logically/ loss of concentration Physical: slows growth in children/delays puberty/can result in unhealthy eating Emotional: negative self-image/low self esteem/insecure
Expected life events - starting school/getting a job/living with someone/moving house/becoming a parent/retirement (all have both positive and negative impacts on development) Unexpected life events: death of someone/injury/imprisonment/redundancy/dropping out of education/promotion/ill health (both positive and negative examples there)
Support: Types of support: Formal - professional Emotional - counselling Information - friends/family Physical - support with day to day care needs All o these types of support can help to manage the changes we go through in life in lots of ways
Pedagogy: -silent carrasoul task : give each table a case study of a different life stage and ask them to just write down everything they know about that stage in terms of development -ask a class create a time line for the different stages within each development -focus on one life stage > ask students to create a case study of that person knowing everything they have learnt > ask them to swap this case study with someone else to apply the support that can be used -get students to write down everything they expect to happen in their life > create a discussion around expected and unexpected life events -give each table a lifestyle choice > make notes of how this lifestyle choice can have both positive and negative effects and how it may effect the different styles of development https://prezi.com/wxx3plxvcvqs/unit-1-human-lifespan-development/ https://www.tes.com/teaching-resource/btec-l2-health-and-social-care-new-spec-unit-1-human-lifespan-6446978