Growth and Development of Children
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Early Childhood Development Our Strategy for Unleashing Girls’ Potential from the Start
Early Childhood Development Our strategy for unleashing girls’ potential from the start A girl’s earliest years can change But those years are fraught with her life–and our world. challenges for girls and their caregivers. Children’s first years represent a window of opportunity. Their brains are developing Few preschool programs offer the rapidly, building the cognitive and gender-responsive education children need to socio-emotional skills that set the stage develop healthy perceptions of themselves and for later success. Social and emotional each other. At the same time, caregivers and role learning that promotes more equal gender models for those children — most often women and relationships during these critical years can older girls — face their own set of challenges. empower both girls and boys to break the Because affordable, high-quality childcare can be cycle of gender discrimination, opening up hard to come by, mothers often give up paid work tremendous possibility for girls in particular. and older sisters must forgo their own education to care for their family. “Care is integral to child development and wellbeing...[but] too much of That’s why Echidna funds efforts the responsibility for childcare falls to support gender equality from on women.” –Overseas Development Institute, Women’s Work report the start. In early childhood, we support girls and their caregivers so both can thrive. Our grantmaking focuses on enabling quality, gender-responsive early childhood programs and high quality childcare. This sets the stage for girls to persevere and perform better in school, for boys and men to to take on a wider spectrum of roles, and for caretakers to maintain their own wellbeing. -
Early Childhood Behavior Problems and the Gender Gap in Educational
Research Article Sociology of Education 2016, 89(3) 236–258 Early Childhood Behavior Ó American Sociological Association 2016 DOI: 10.1177/0038040716650926 Problems and the Gender http://soe.sagepub.com Gap in Educational Attainment in the United States Jayanti Owens1 Abstract Why do men in the United States today complete less schooling than women? One reason may be gender differences in early self-regulation and prosocial behaviors. Scholars have found that boys’ early behavioral disadvantage predicts their lower average academic achievement during elementary school. In this study, I examine longer-term effects: Do these early behavioral differences predict boys’ lower rates of high school graduation, college enrollment and graduation, and fewer years of schooling completed in adulthood? If so, through what pathways are they linked? I leverage a nationally representative sample of children born in the 1980s to women in their early to mid-20s and followed into adulthood. I use decomposition and path analytic tools to show that boys’ higher average levels of behavior problems at age 4 to 5 years help explain the current gender gap in schooling by age 26 to 29, controlling for other observed early childhood fac- tors. In addition, I find that early behavior problems predict outcomes more for boys than for girls. Early behavior problems matter for adult educational attainment because they tend to predict later behavior problems and lower achievement. Keywords gender, behavioral skills/behavior problems, educational attainment, life course, inequality In the United States today, men face a gender gap conditional on enrolling. The relatively small gen- in education: They are less likely than women to der gap in high school completion is due to a stag- finish high school, enroll in college, and complete nation, or by some measures a decline, in men’s a four-year college degree (Aud et al. -
Pregnancy and Prenatal Development Chapter 4
Child Growth and Development Pregnancy and Prenatal Development Chapter 4 Prepared by: Debbie Laffranchini From: Papalia, Olds, Feldman Prenatal Development: Three Stages • Germinal stage – Zygote • Embryonic stage – Embryo • Fetal stage – Fetus • Principles of development: – Cephalocaudal* – Proximodistal* Germinal Stage • Fertilization to 2 weeks • Zygote divides – Mitosis – Within 24 hours, 64 cells – Travels down the fallopian tube, approximately 3 – 4 days – Changes to a blastocyst – Cell differentiation begins • Embryonic disk – Differentiates into two layers » Ectoderm: outer layer of skin, nails, hair, teeth, sensory organs, nervous system, including brain and spinal cord » Endoderm: digestive system, liver, pancreas, salivary glands, respiratory system – Later a middle layer, mesoderm, will develop into skin, muscles, skeleton, excretory and circulatory systems – Implants about the 6th day after fertilization – Only 10% - 20% of fertilized ova complete the task of implantation • 800 billion cells eventually Germinal Stage (cont) • Blastocyst develops – Amniotic sac, outer layers, amnion, chorion, placenta and umbilical cord – Placenta allows oxygen, nourishment, and wastes to pass between mother and baby • Maternal and embryonic tissue • Placenta filters some infections • Produces hormones – To support pregnancy – Prepares mother’s breasts for lactation – Signals contractions for labor – Umbilical cord is connected to embryo • Mother’s circulatory system not directly connected to embryo system, no blood transfers Embryonic Stage: -
Adolescence and Adulthood 10
PSY_C10.qxd 1/2/05 3:36 pm Page 202 Adolescence and Adulthood 10 CHAPTER OUTLINE LEARNING OBJECTIVES INTRODUCTION ADOLESCENCE Physical development Cognitive development Social and emotional development EARLY ADULTHOOD Physical development Cognitive development Social and emotional development MIDDLE ADULTHOOD Physical development Cognitive development Social and emotional development LATE ADULTHOOD Physical development Cognitive development Social and emotional development FINAL THOUGHTS SUMMARY REVISION QUESTIONS FURTHER READING PSY_C10.qxd 1/2/05 3:36 pm Page 203 Learning Objectives By the end of this chapter you should appreciate that: n the journey from adolescence through adulthood involves considerable individual variation; n psychological development involves physical, sensory, cognitive, social and emotional processes, and the interactions among them; n although adolescence is a time of new discoveries and attainments, it is by no means the end of development; n there is some evidence of broad patterns of adult development (perhaps even stages), yet there is also evidence of diversity; n some abilities diminish with age, while others increase. INTRODUCTION Development is a lifelong affair, which does not the decisions of others, or governed by pure stop when we reach adulthood. Try this thought chance? Do you look forward to change (and experiment. Whatever your current age, imagine ageing), or does the prospect unnerve you? yourself ten years from now. Will your life have It soon becomes clear when we contemplate progressed? Will -
Growing, Moving, Learning – Infant Toddler Toolkit
Growing, Moving, Learning Infant Toddler Toolkit May 2011 NOTICE: The University of Delaware does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies and to serve as the overall campus coordinator for purposes of Title IX compliance: Name and Title: Becki Fogerty Director, Office of Equity and Inclusion Address: 305 Hullihen Hall University of Delaware Newark, DE 19716 Telephone No.: (302) 831-8063 The following person has been designed to handle inquiries regarding the non-discrimination policies as those policies apply to the University’s Division of Intercollegiate Athletics and Recreation Services: Name and Title: Jennifer W. Davis Vice President for Finance and Administration Address: 220 Hullihen Hall University of Delaware Newark, DE 19716 Telephone: (302) 831-2769 Inquiries concerning the application of Title IX may be referred to the appropriate Title IX coordinator or to the Office for Civil Rights, United States Department of Education. For further information on notice of non-discrimination, visit http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the U.S. Department of Education office that serves your areas, or call (800) 421-3481. Acknowledgements We would like to acknowledge Penny Deiner, Ph.D., Professor Emerita and past Chair of the Department of Human Development and Family Studies, at the University of Delaware as the original author of the Infant Toddler Toolkit for Healthy Eating and Physical Activity. Dr. Deiner developed and piloted the original activities jointly with Nemours Health and Prevention Services. -
Early Adolescence (10 – 12 Years Old)
Early Adolescence (10 – 12 years old) Developmental Milestones: Physical • Have increased coordination and strength • Are developing body proportions similar to those of an adult • May begin puberty—evident sexual development, voice changes, and increased body odor are common. Emotional/Social • Increased ability to interact with peers • Increased ability to engage in competition • Developing and testing values and beliefs that will guide present and future behaviors • Has a strong group identity; increasingly defines self through peers • Acquiring a sense of accomplishment based upon the achievement of greater physical strength and self-control • Defines self-concept in part by success in school Intellectual/Cognitive • Early adolescents have an increased ability to learn and apply skills. • The early adolescent years mark the beginning of abstract thinking but revert to concrete thought under stress. • Even though abstract thinking generally starts during this age period, preteens are still developing this method of reasoning and are not able to make all intellectual leaps, such as inferring a motive or reasoning hypothetically. • Youth in this age range learn to extend their way of thinking beyond their personal experiences and knowledge and start to view the world outside of an absolute black-white/right-wrong perspective. • Interpretative ability develops during the years of early adolescence, as does the ability to recognize cause and affect sequences. National Resource Center for Family-Centered Practice and Permanency Planning Hunter College School of Social Work • 129 E. 79th Street • New York, NY 10021 Tel. 212/452-7053 • Fax. 212/452-7051 • e-mail www.nrcfcppp.org • Early adolescents are able to answer who, what, where, and when questions, but still may have problems with why questions. -
Pediatric Respiratory Rates Age Rate (Breaths Per Minute)
Pediatric Respiratory Rates Age Rate (breaths per minute) Infant (birth–1 year) 30–60 Toddler (1–3 years) 24–40 Preschooler (3–6 years) 22–34 School-age (6–12 years) 18–30 Adolescent (12–18 years) 12–16 Pediatric Pulse Rates Age Low High Infant (birth–1 year) 100 160 Toddler (1–3 years) 90 150 Preschooler (3–6 years) 80 140 School-age (6–12 years) 70 120 Adolescent (12–18 years) 60 100 Pulse rates for a child who is sleeping may be 10 percent lower than the low rate listed. Low-Normal Pediatric Systolic Blood Pressure Age* Low Normal Infant (birth–1 year) greater than 60* Toddler (1–3 years) greater than 70* Preschooler (3–6 years) greater than 75 School-age (6–12 years) greater than 80 Adolescent (12–18 years) greater than 90 *Note: In infants and children aged three years or younger, the presence of a strong central pulse should be substituted for a blood pressure reading. Pediatric CUPS Assessment Category Assessment Actions Example Critical Absent airway, Perform rapid initial Severe traumatic injury breathing, or interventions and transport with respiratory arrest or circulation simultaneously cardiac arrest Unstable Compromised airway, Perform rapid initial Significant injury with breathing, or interventions and transport respiratory distress, circulation with simultaneously active bleeding, shock; altered mental status near-drowning; unresponsiveness Potentially Normal airway, Perform initial assessment Minor fractures; unstable breathing, circulation, with interventions; transport pedestrian struck by car and mental status BUT -
The Formative Years UNICEF’S Work on Measuring Early Childhood Development
© UNICEF/UN0319182 The formative years UNICEF’s work on measuring early childhood development The formative years: UNICEF’s work on measuring early childhood development 1 The promise of investing in young children Early childhood, which spans the period up to 8 years of age, is critical for cognitive, social, emotional and physical development. During these years, The importance of ECD as a necessary and a child’s newly developing brain is highly plastic and responsive to change as central component of global and national billions of integrated neural circuits are established through the interaction of development has been recognized by genetics, environment and experience. Optimal brain development requires a the international community through the stimulating environment, adequate nutrients and social interaction with attentive inclusion of a dedicated target within caregivers. Unsafe conditions, negative interactions and lack of educational the Sustainable Development Goals opportunities during these early years can lead to irreversible outcomes, which (SDGs). Target 4.2 specifically calls upon can affect a child’s potential for the remainder of his or her life. countries to “Ensure that, by 2030, all girls and boys have access to quality early The Convention on the Rights of the Child clearly highlights the importance of childhood development, care and pre- early childhood development (ECD), stating that a child has a right to develop to primary education so that they are ready “the maximum extent possible” (Article 6) and that “States Parties recognize the for primary education.” right of every child to a standard of living adequate for the child’s physical, mental, spiritual, moral and social development” (Article 27). -
ACT Early Milestone Moments
Milestone Moments Learn the Signs. Act Early. Learn the Signs. Act Early. www.cdc.gov/milestones 1-800-CDC-INFO Adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and You can follow your child’s development by watching how he or BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third she plays, learns, speaks, and acts. Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics. Special acknowledgements to Susan P. Berger, PhD; Jenny Burt, PhD; Margaret Greco, MD; Katie Green, MPH, Look inside for milestones to watch for in your child and how you CHES; Georgina Peacock, MD, MPH; Lara Robinson, PhD, MPH; Camille Smith, MS, EdS; Julia Whitney, BS; and can help your child learn and grow. Rebecca Wolf, MA. Centers for Disease Centers for Disease Control and Prevention Control and Prevention www.cdc.gov/milestones www.cdc.gov/milestones 1-800-CDC-INFO 1-800-CDC-INFO 220788 Milestone Moments How your child plays, learns, speaks, and acts offers important clues about your child’s development. Developmental milestones are things most children can do by a certain age. The lists that follow have milestones to look for when your child is: 2 Months ............................................................... page 3 – 6 Check the milestones your child has reached at each age. 4 Months ............................................................... page 7 –10 Take this with you and talk with your child’s doctor at every visit about the milestones your child has reached and what to 6 Months .............................................................. -
Young Adults and the Transition to Adulthood 55
CHAPTER Young Adults and the 4 Transition to Adulthood Tom was born and raised in a small town in Iowa. He married his high-school girlfriend at age 22 after they had been together five years. When asked why they decided to marry at that time, Tom said, “I was finishing school and had a job” (Carr & Kefalas, 2011, p. 52). In Minnesota, Jake followed a different pathway. Jake’s parents financed his prestigious undergraduate and law school educations. Now 29 and an attorney in a corporate law firm, he is looking to get married, although he is “in no rush to get married to the wrong person” (Swartz, Hartmann, & Mortimer, 2011, p. 88). And in New York, Francisco joined the U.S. Navy after high school in the hopes of getting his education paid for, but health problems prevented him from serving. Later he enrolled in a vocational program, but he did not finish because he had to work full time to support himself and pay his tuition, which left no time to study. Now 27, he is working as a truck driver. He wants to go back to school, but he has a family and “could not see his way to going back” (Holdaway, 2011, p. 110). These three young men followed three different pathways to adulthood. Tom took a traditional route—early marriage to a high-school sweetheart. Although this has become less common than it was in the 1950s, it is not an unusual path in the rural Midwest and South, even today (Furstenberg, 2010). The low cost of living means that financial independence can be achieved relatively easily, and young people who stay in their hometowns settle down with marriage and childbearing in their early 20s. -
Successful Young Adult Development
EXECUTIVE SUMMARY SUCCESSFUL YOUNG ADULT DEVELOPMENT A report submitted to: The Bill & Melinda Gates Foundation Peter L. Benson and Peter C. Scales Search Institute J. David Hawkins, Sabrina Oesterle, and Karl G. Hill Social Development Research Group, University of Washington Dec. 10, 2004 INTRODUCTION Promoting the healthy development of children and adolescents requires a clear vision of successful adult development. We have identified about 50 theoretical and empirical explorations of successful young adult development. This work provided the intellectual and scientific base for this document, complemented by ongoing research initiatives on indicators of successful development currently underway at the Social Development Research Group (SDRG) at the University of Washington in Seattle and the Search Institute (SI) in Minneapolis. The Transition to Young Adulthood The transition from adolescence to adulthood (usually defined as the period from approximately age 18 to age 25) is important because it sets the stage for later adult life (Arnett, 2000; George, 1993; Hogan and Astone 1986; Shanahan, 2000). Leaving familiar roles of childhood and adolescence and taking on new responsibilities of worker, spouse, or parent can be challenging. Negotiating this transition successfully has positive consequences. Most often, transitions encourage continuity, reinforcing developmental patterns already established in childhood and adolescence (Elder and Caspi, 1988). For example, avoiding substance use and delinquency in adolescence decreases the risk for antisocial involvement in young adulthood and poor physical and mental health (Guo, Collins, Hill, and Hawkins, 2000; Guo, Chung, Hill, Hawkins, Catalano, and Abbott, 2002; Hill, White, Chung, Hawkins, and Catalano, 2000; Mason, Kosterman, Hawkins, Herrenkohl, Lengua, and McCauley, 2004; Newcomb and Bentler, 1988; Oesterle, Hill, Hawkins, Guo, Catalano, and Abbott, 2004). -
Living with Infants, Toddlers, and Children Who Have Been Prenatally Exposed to Alcohol
Living with Infants, Toddlers, and Children who have been Prenatally Exposed to Alcohol This section includes practical information about what to look for and how to successfully deal with your infant, toddler, or child who has been affected by prenatal alcohol exposure. Much of the information comes directly from parent experiences. Also included is information that we encourage you to copy and share with your child's teachers and other caregivers. It is crucial for everyone involved in the care and education of a child with disabilities to remember that they are first a child and second, a child with a disability. Children with FAS or ARND, like all children, will move through various stages of normal development. They may not move as quickly or as distinctly, but they will move and grow. With growth come struggles and challenges. A typically developing child may demonstrate some of the behaviors described in this section, but because he or she does not present a disability, their behavior is dealt with and accepted as a normal part of growing up. Conversely, children with disabilities often display appropriate or typically challenging behaviors for a child at their developmental level, but because they have a disability, their behavior becomes amplified by those who are working with and caring for them. Because this happens so frequently and unconsciously, readers are urged to balance their perceptions of their child's behavior with their knowledge and experience of normal/typical child development and behavior. � How Parents Can Help