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PIES DEVELOPMENT

Jackson Oakley

PHYSICAL DEVELOPMENT

Physcial

Refers to changes to the body and its systems.

These can be changes on the outside of the body e.g. growth and pimples.

Physical Development includes motor skills development, gross motor skills and fine motor skills.

Physical Development also refers to internal changes that cannot be seen such as the increasing size of the heart.

Physical Aspects

PHYSICAL ASPECTS

Growth- Growth begins at the start of Puberty for both females and males, however females grow quicker than males as estrogen is a growth hormone and also the female sex hormone.

Changes to body systems- Increase in complexity of the brain, changes to sex organ function during puberty, and the decline of body systems.

Motor Skill Development-

Fine Motor Skills: Writing, cutting with scissors, tying shoelaces.

Gross Motor Skills: Running, throwing a ball, riding a bike.

Changes Across a Lifespan

Changes Across A Lifespan

Late Adulthood: Is the lifespan stage between 65 years to death and during this time your health begins to deteriorate rapidly, motor skills significantly decline and become far more difficult to perform.

Youth: Is the lifespan stage between 12 and 18 years of age and during this stage many major physical developments occur.

Devlopment of gross motor skills includes, an increased abilty to dodge, climb and jump. An increased ability to catch and throw accurately and construct objects with large tools.

Devlopment of fine motor skills includes, able to efficiently perform very complex hand movements (eg. playing an instrument), writing quickly and neatly and using a needle and thread to sew complex stitches.

Infancy: Is the lifespan stage between 0 and 2 years old and during this stage a few minor but important developments occur.

Gross motor skill devlopment includes the progression into crawling, walking with help and sitting without support.

Fine motor skill development includes the progression of reaching for objects, grasping objects, and piking up/dropping objects.

Intellectual Development

Intellectual

Refers to the increase in complexity of processes in the brain such as thought, knowledge memory.

Intellectual development occurs as a result of the changing processes that occur within the brain and the increasing complexity of the brain (which relates to physical development).

Intellectual Aspects

Intellectual Aspects

Knowledge and Memory: Knowledge relates to the range of information and concepts an individual is familair with and understands. Knowledge becomes more complex as people intellectually.

Language: Knowledge of language and the way it can be used develops continually over the human lifespan. When born, babies do not understand speech or language. Within months, they will learn to speak themeslevs and their use od words and sentences will continue to develop into adulthood.

Thought patterns and problem solving: The way an individual thinks changes as they develop, from concrete thinking to abstract thinking. Abstract thought relates to the ability to think about concepts and ideas rather than just the physical objects you can see (concrete thoughts).

Creativity and imagination: Creativity and imagination reate to thinking in new ways. Both creativity and imagination can be developed by exposure to many different experiences including books, music and other people.

Attention: Attention relates to focusing on one aspect of the enviroment while ignoring others. Attention is an important aspect of intellectual development as it assists inlearning new material.

Changes Across a lifespan

Changes Across a Lifespan

Late Adulthood: The late adulthood begins at age 65 and progresses until death, during this stage, Intellectual development can regress as an individual can experience memory loss due to age or brain disorders such as alzheimer's.

Youth: During Youth (ages 12 to 18), Intellectual changes occur in the brain and in the way that the young person perceives problems. An individual progressing through the youth stage may begin to experience a want for attention from a sexual partner, due to the body being now "physically" ready to reproduce the brain then sends out signals to "want to reproduce," being the change in the brains function.

Also during this stage individuals may begin to differentiate between activities they are interested in and alternatively not interested in/ find meaningless and pointless, in this respect attention can become more targeted and focused during youth and early stages of adulthood.

Infancy: During Infancy ( ages 0 to 2), a major intellectual development for infants is the development of speach, being the event of the "first words" and further. Infants also begin to develop an understand of how to overcome the most basic of situations/problems, examples being, playing social games, identifying familiar people and throwing tantrums

Emotional Development

Emotional

Emotional Development occurs as individuals experience the full range of emotions, and ways to appropiately express emotions, also the development of a self-concept and resilience.

Emotional development involves the skills that individuals develop over a time as they experience different situations and emotional states.

Emotional Aspects

Emotional Aspects

Develping a self-concept : Self-concept relates to how individuals see themselves, and develops over time as they experience various aspects of life. As self concept develops, the individual may have different views about different aspects of themselves, such as their academic ability, social skills and physical capabilities.

Experiencing the full range of emotions: As individuals develop, they experience a greater range of emotions. the first emotions that can be recognised by infants include joy,anger, sadness and fear. As children begin to develop a sense of self, they experience more complex emotions, such as shyness, surprise, embarrassment, shame, guilt and pride.

Learning appropiate ways of expressing emotions: As individuals develop emotionally, they become more equipped at expressing emotions in an appropiate manner. This is why toddlers, rather than adults are more likely to throw a temper tantrum.

Building resilience: Resilience relates to the ability to effectively deal with adverse or negative events that occur throughout life. Such events include the deth of a loved one, relationship breakdown, financial stress, conflict with family and friends, losing a sports grand final, job loss and job insecurity.

Changes Across a Lifespan

Changes Across A Lifespan

Late Adulthood: During this stage (age 65 years to death), individuals may begin to self reflect on their lives and evaluate themselves and the choices they have made.

Youth: As young people begin to explore different valus and beliefs, they may have a deeper understanding of who they are as people. This influences their emotional development and sense of indentity. During this stage, youth may try seek emotional independence. Young people may also seek intimacy and affection from relationships, they may experience emotions such as love and lust, and learn ways to express them appropriately.

Infancy: During the infancy stage of 0 to 2 years of age, infants will start to develop an undertsaning of love and who cares for them, eg. their mother who they see everyday and feeds them, the infant may start to realise that this person is important and they experience that sense of love. However since not being emotionally mature yet, toddlers and infants are more likley to throw temper tantrums when they do not get their way.

Social Development

Refers to the increasing complexity of behaviour patterns used in relationships with other people.

A newborn child knows very little about how to interact with other: it must learn the appropiate social skills and behaviours from others.

Social

Social Aspects

Social Aspects

Behaviours: Behaviours relate to how individuals act around others. Learning what behaviours are appropiate in a range of situations is an important part of social development.

Social Roles: Humans spend a lot of time in different groups and will often have distinct roles within those groups. Examples include the role of employee, friend, son/daughter, coach and teammate. Each role will generally have a set of behaviours, skills and expectations associated with it.

Relationship Skills: Include knowing how to behave in a relationship and what is expected. This will be continually refined ove time. It often requires establishing mutual respect and taking the time to listen to each other's point of view.

Communication Skills: Being able to communicate effectively with different groups of people is an important aspect of social development and continues to be built upon over the years. For example, talking to an elderly grandparent requires different skills from talking to a brother, sister or school friends.

Changes Across a lifespan

Changes Across A Lifespan

Late Adulthood: During the Late Adulthood stage (ages 65 years to death), many individuals will experience changes in social roles such as, retirement, loss of loved one, becoming a grandparent.

Youth: The peer group is extremely influential as individuals move through the youth stage, the peer group may influence their choice of clothing, style of music, the types of activities they participate in and the formation of the identity. Individuals within the youth stage often strive for more independence and this leads to experimenting with different behaviours. During the youth stage, many individuals will gain a paid empoyment for the first time devloping the role of employee. Individuals will experience their first intimate relationship with another person, and will begin to learn new skills such as conflict resolution and compromise are developed as a result of these relationships.

Infancy: Infants learn early on to express their emotions as a way of communication as they become more aware of other people that are around them. An infant has also unknowingly taken on the social role of son/daughter and will develop more social roles as they develop.

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