Health Unit 4 Development Through The Life Essay Example
Health Unit 4 Development Through The Life Essay Example

Health Unit 4 Development Through The Life Essay Example

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  • Pages: 16 (4250 words)
  • Published: July 9, 2018
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The report includes the analysis of physical development, along with intellectual, emotional, and social developments at all stages of life.

The following text explains possible events that may occur during different stages of Chelsea O’Mahony’s life, but these events can also happen to anyone. The process starts with conception, which initiates cellular development. During pregnancy, in the initial month, the head and trunk begin to emerge, and tiny arm buds start forming along with leg buds. Even though the early embryo might appear to have a "tail," it actually acts as protective covering for the spinal cord due to its crucial role in the central nervous system (comprising brain, spine, and spinal cord). At this stage of growth, noticeable developments occur in the structures that will eventually form the face and neck.

During the second month of pregnancy, th

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e heart and blood vessels continue to develop, resulting in a positive result on a home pregnancy test. Simultaneously, facial features such as eyes, nose, lips, tongue, ears, and teeth begin to form as the heart becomes fully functional.

At around 3 months into pregnancy, the fetus experiences significant growth and development. It takes on a distinct shape and its limbs, such as arms, hands, fingers, legs, feet, and toes become fully formed. Furthermore, many organs and tissues also develop during this stage. The fetus measures approximately 6cm in length.

During the fourth month of pregnancy, the baby's fingers and toes become more distinct and its gender can be determined. The heart, blood vessels, and urinary system are fully formed. By the fifth month, eyebrows, eyelids, and eyelashes start to appear. Internal organs continue to mature while lanugo, a soft wool

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hair, covers the baby's body and head hair begins to grow. Furthermore, nerve development in the brain commences.

During the sixth month, the baby's eyes start to open briefly, and their skin is covered with a protective coating called vernix. The lungs are fully developed, enabling the baby to breathe air instead of amniotic fluid. Additionally, the baby becomes more active and can hear because its inner ear is fully formed. In the seventh month, the skin becomes wrinkled and red, while fat layers and taste buds begin to develop.

During the eighth month of pregnancy, there is rapid overall growth and development of most organs, except for the lungs. Brain growth is also significant at this stage; however, the skin may still appear somewhat wrinkled. In the ninth month, the skin becomes pink and smooth as the lungs fully mature.

pic][pic] [pic][pic] [pic][pic] [pic][pic] [pic][pic] Birth and infancy… (0 - 3 years) The first three years of a baby's life are characterized by the development of their physical abilities. It starts with gaining control over neck and head movements, followed by arms and legs. In the initial month, babies may grow taller by 1-1.5 inches and gain around 4-8 ounces in weight (although some babies might initially lose weight). By three months old, babies will start showing physical movements and facial reactions.

During the first 5 months of a baby's life, their weight will have doubled. By the time they are between 7 and 9 months old, babies develop the ability to sit on their own and crawl. At around 10-12 months, infants gain control over their legs and feet, enabling them to stand and use their thumb

and forefinger simultaneously. As toddlers approach the age of 12-18 months, they should be capable of walking for short periods of time and climbing stairs.

Between 18-24 months, a child will develop the ability to 'draw' and start potty training. They will also learn to run and become aware of using the toilet, even if they are not successful yet.

By 2 ? years old, a child should demonstrate improved running skills, be able to climb on and off play equipment, feed themselves with a spoon and cup, gently kick a large ball (though often not in the intended direction), and undress themselves (but still unable to dress themselves).

At age 3, a child should attempt walking up and down stairs instead of crawling, pedal a toy like a bike, throw and try catching a ball with both hands, as well as learn self-feeding with a knife and fork.

In childhood (4-9 years), growth slows down compared to infancy. At four years old, a child should be capable of jumping on one foot, navigating stairs/steps,
using scissors under supervision,
and identifying/drawing simple shapes such as circles and squares.

By the time a child reaches the age of five, they should have the ability to balance on one leg for 10 seconds, hop, and maybe even skip. They should also have no difficulty in dressing or undressing themselves. As children progress from 6 to 11 years old, it is common for them to grow approximately 2-3 inches taller each year and gain around 5 pounds annually, which is considered normal. When a child turns seven years old, they should be independent enough to brush their teeth and wash without any assistance. Additionally, they

may start helping in the kitchen and learning how to prepare basic meals or cakes.

During mid-childhood, there is ongoing development in gross motor abilities like flexibility, balance, agility, and strength. At around seven or eight years old, children typically begin participating in weight-bearing activities that involve shifting their weight between their hands and feet, such as cartwheels and handstands. Additionally, gaining weight becomes easier during this stage of life, leading to the formation of larger muscles in the arms and legs. Around the age of 8, physical changes may occur which result in alterations to facial appearance and body shape. The previously prominent round belly and chubby cheeks observed during early childhood will gradually diminish.

During the age of eight, children's dexterity improves, enabling them to draw or color with enhanced precision and attention to detail. Additionally, their stamina and strength increase, enabling them to walk, run, or swim longer distances. Between nine and eleven years old, children's coordination and reaction time improve. At this stage of childhood, both boys and girls actively engage in playful activities; however, boys are particularly drawn to rough and tumble play. Meanwhile, team games are enjoyed by both genders. Puberty begins during adolescence (10-17 years).

Puberty is the process of physical maturation and transition into adulthood. It includes the activation of sexual and reproductive organs, triggered by sex hormones like testosterone and estrogen. On average, girls typically start puberty between 8 and 14 years old, with an average age of around 11. Girls also tend to mature faster than boys, achieving full sexual maturity within four years after initiating puberty. In contrast, boys generally have a later onset of puberty and

their development process usually takes more time.

Puberty, usually occurring between ages 9 and 14 (average age of 12), brings about various physical changes in boys. These include oilier skin, broader shoulders, facial hair growth, and an increase in both length and width of the penis. Other transformations involve the growth of underarm and pubic hair, widening of hip bones, enlargement of testes, weight gain primarily in the hips region, heightened strength in neck, chest, and leg muscles. In addition to these alterations, their voice may break or develop an 'Adams apple'. On the contrary, girls experience puberty signs such as a curvier body shape with oily skin; development of pubic hair and the onset of menstrual periods (menstruation). These changes signify the transition from childhood to adulthood which generally spans from 18 to 65 years old. In early adulthood individuals may continue to grow taller or experience further weight gain compared to their teenage years.

In middle adulthood (ages 35-65), both men and women undergo hormonal changes that result in various physical transformations. For men, these changes are evident through thicker beards and slightly deeper voices. They also experience a loss of skin elasticity on their face, leading to the development of lines and wrinkles which indicate the onset of aging. Men typically gain weight around their abdomen area, whereas women tend to gain weight in their hips and thighs. Moreover, strength and flexibility commonly decline for both genders during this phase of life.

Menopause is a hormonal shift that marks the end of women's reproductive capability. It usually occurs between the ages of 47 and 53 in the UK. Symptoms include hot flushes, night sweats, sleep

disturbances, urinary problems, thinning hair, and graying hair. As individuals enter older adulthood (65+), additional changes become evident. The skin gradually thins and loses elasticity, resulting in more noticeable wrinkles. Bones also weaken and become susceptible to fractures, especially in women. Joints stiffen and may cause discomfort due to cartilage wear and loose ligaments. Compression of vertebrae leads to height reduction. Muscles weaken while eyesight and hearing decline; balance issues arise along with decreased heart strength, breathing capacity, and circulation efficiency. These changes often contribute to reduced physical activity levels . The final stages of life typically occur during older adulthood where these physical transformations persist.

Physical development during the final stages of life can be affected by various factors, including the age at which one dies and health conditions such as coronary heart disease.

Individuals with coronary heart disease (CHD) may encounter various issues, such as angina and heart attacks, which give rise to symptoms like sweating, light-headedness, nausea, and breathlessness. Heart failure in CHD patients can develop gradually or suddenly as acute heart failure. In such cases, the weakened heart is incapable of efficiently pumping blood, resulting in fluid accumulation in the lungs and exacerbating breathing problems.

The impacts of dwarfism on life expectancy and physical development can vary. Dwarves may experience delays in certain motor skills like sitting unaided and walking, as well as being more susceptible to ear infections, hearing loss, breathing difficulties due to their smaller chest size, and challenges with weight management. Other effects include curvature of the spine, bowed legs, limited joint flexibility, early onset arthritis, lower back pain, leg numbness, and crowding of teeth in the jaw. It is important

to note that while some forms of dwarfism may result in a shorter life expectancy compared to individuals of average height, others allow dwarves to live just as long.

Piaget's theory categorizes intellectual development into stages. The initial stage is called the sensorimotor stage which begins at birth and lasts until the age of 2. This stage consists of 6 sub-stages.

During infancy, children's understanding of the world is constrained to their sensory perceptions and motor activities. These include vision, hearing, taste, touch, smell, as well as skills like sitting alone, standing while holding onto objects, and walking. Children rely on these skills to explore and comprehend their surroundings. Piaget emphasized that the development of object permanence, which is the child's realization that objects continue to exist even when they are out of sight or sound, is a crucial milestone during this stage.

The development of a new skill is characterized by six separate sub-stages. In the first sub-stage, reflexes (0-1 month), the child understands the environment through innate reflexes. In the second sub-stage, primary circular reactions (1-4 months), the child coordinates sensation and creates new schemas. (A schema is a cognitive concept that helps organize and interpret information, which can be beneficial for interpreting large amounts of information efficiently.) For instance, a child may accidentally suck their thumb or twist their hair around their finger and then intentionally repeat the action because they find it pleasurable. Additionally, during this time, the infant becomes startled by loud noises and learns to recognize their primary caregiver's voice.

Secondary circular reactions (4-8 months): At this stage, the child's focus shifts more towards the world and they start intentionally repeating actions to

get a response from their environment. For instance, a child will deliberately pick up a toy to put it in their mouth.

Coordination of reactions (8-12 months): In this sub-stage, the child's actions become clearly intentional. They may also combine different schemas to achieve a desired outcome. Exploring the surrounding environment becomes a common activity for children at this point, and they often imitate the behaviors they observe in others. For example, if an adult is cleaning the table, a child may try to copy their actions.

During this time, children start to identify certain objects with specific qualities. For example, they may realize that a rattle makes noise when shaken. In the tertiary circular reaction stage (12-18 months), children engage in trial and error experimentation. They try out new methods and explore different sounds and actions, mainly to seek attention from their primary caregiver.

Early representational thought (18-24 months) marks the stage where children start employing symbols to depict objects. They also begin comprehending through cognitive reflection rather than mere actions. The pre-operational stage, labelled as pre-logical by Piaget, indicates that children lack the ability to think logically. Although children are able to communicate using words, they fail to grasp the logical consequences associated with language. According to Piaget, pre-operational children struggle to grasp the functioning of concepts such as number, mass, and volume.

During the pre-operational stage of development, children demonstrate advanced symbolic play skills. For example, they can use an object to represent something else, like pretending a broom is a horse. They also engage in role-play and enjoy acting out different roles, such as "mummy and daddy" or "doctors". Additionally, their language abilities and vocabulary

expand rapidly during this stage. They can think and talk about objects even when they are not physically present.

In this stage, children also develop intuitive thoughts, which means they may believe in something without fully comprehending why. Their thoughts and communications tend to be egocentric, primarily centered around themselves. As evidence of their limited understanding, a conservation experiment is often conducted. This experiment involves pouring equal amounts of liquid into two identical containers and then transferring the liquid from one container into a differently shaped cup, such as a tall and thin cup or a short and wide cup.

Children are then asked which cup holds the most liquid. Despite already seeing that the liquid amounts were equal, children almost always choose the cup that appears fuller. [pic] [pic] After seeing this experiment, the majority of children would still choose cup ‘A’ as having the most water in it. The concrete operational stage begins at around seven years and continues until approximately age eleven. During this time, children gain a better understanding of mental operations and begin thinking logically about concrete events, but have difficulty understanding abstract reasoning or hypothetical concepts. Therefore, we know that the child is now mature enough to use logical thought or operations.

According to Piaget, during the concrete operational stage (approximately ages 7 to 11), children develop the ability to apply logic to physical objects. They become capable of mastering most conversation types and overcome egocentric thinking. Piaget found that children in this stage excel in using inductive logic, going from specific experiences to general principles. However, they struggle with deductive logic, which entails using a general principle to predict a specific

event's outcome.

One significant milestone during this phase is the grasp of reversibility, which entails recognizing that actions can be undone. An illustration of this is the ability to reverse the hierarchy of mental categories. For instance, a child can acknowledge that their pet is a Labrador, that a Labrador is a dog, and that a dog is an animal. As a result, they will have no trouble categorizing objects.

The formal operational stage starts around age twelve and continues into adulthood. This stage is characterized by the development of abstract thinking and skills like logical thought, deductive reasoning, and systematic planning. According to Piaget, the formal operational stage is when deductive logic becomes significant. Deductive logic involves using a general principle to determine a specific outcome and is commonly used in science and mathematics, often involving hypothetical situations.

During the formal operational stage of cognitive development, children begin to think about abstract concepts and consider possible outcomes and consequences of actions. This type of thinking is crucial for long-term planning and is a departure from their previous reliance on concrete and specific thinking in earlier stages. In addition, children in the formal operational stage develop the ability to systematically solve problems in a logical and methodical way, moving away from trial-and-error approaches used in earlier stages. As a result, they are often able to quickly plan an organized approach to problem-solving.

An example of the distinction between concrete and formal operational stages is illustrated by the question "If Kelly is taller than Ali and Ali is taller than Jo, who is tallest?". This scenario demonstrates inferential reasoning, which entails the ability to think about situations that the child

has not actually encountered and draw conclusions based on their thinking. A child who requires drawing a picture or using objects is indicative of being in the concrete operational stage, whereas children who can reason the answer mentally exhibit formal operational thinking. Piaget developed various tests to assess formal operational thought, such as the 'third eye problem'. In this task, children were asked to determine where they would place an additional eye if they had a third one and explain their reasoning.

According to Schaffer (1988), 9-year-olds believed that the third eye should be located on the forehead when asked. In contrast, 11-year-olds showed more creativity by suggesting that a third eye placed on the hand could enable seeing around corners. Emotional development during infancy, specifically ages 0-3 years, is deemed essential and thought to have long-term impacts on an individual's life.

According to psychologist Bowlby, infants possess an innate instinct to develop a bond with their primary caregiver. The quality of this bond can profoundly impact a child's emotional development throughout their life. For instance, if a child experiences significant separation from their primary caregiver during the critical period of the first two and a half years, it may have severe consequences on their mental well-being and their ability to form attachments in the future. Ainsworth et al. and Marris suggest that the quality of early attachments will shape our self-perception and relationships with others.

Infants who have a secure attachment, where their needs are prioritized and they receive ample love and care, will grow up equipped with emotional resilience to handle life's uncertainties. They will easily establish meaningful connections with others and be empathetic. However, insecure-ambivalent

children will grow up anxious and unable to establish secure relationships. In contrast, insecure-avoidant children will develop an avoidance of close relationships and may exhibit traits of intolerance and impatience.

During childhood, between the ages of 4 and 9, a child's emotional attachment to their main caregiver is crucial. This attachment determines their dependence on the adult for care. The child's sense of self-worth is influenced by the relationships they have with other family members. Additionally, their self-confidence can be impacted by their interactions with teachers and classmates. At this stage, the child may start showing signs of concern and empathy, as well as feelings of jealousy towards other children.

During the stage of adolescence (10-18 years), it is crucial for a child to develop a lasting sense of confidence or, on the other hand, inferiority. This period also represents a continuation of the development of one's self, including the formation of a sense of identity.

Building on previous developmental stages, it is important for the child to have a realistic understanding of their abilities and cultivate their talents and interests in order to prepare for adulthood. If earlier stages of development have been hindered, it can lead to confusion in one's identity and prevent full maturity from being attained. This period can be challenging as self-esteem may be influenced by the emergence of one's identity. As one transitions into adulthood...

Self-concept continues to develop from ages 19-65, with family, work, and achievements playing a crucial role. As adults gain experience, they become less self-conscious and more confident. Unlike adolescents, adults are generally less concerned about body image, particularly those in stable, long-term relationships. Additionally, adults tend to be

more emotionally stable and better able to manage their emotions. This development continues into older adulthood...

After 65 years of age, retirement can lead to feelings of decreased value and a sense of purposelessness in one's life. This is particularly true for individuals who strongly identify with their job, as retirement represents a significant loss. Furthermore, self-esteem may be affected due to the declining abilities that often accompany this stage of life, particularly if individuals struggle with self-care.

During this life stage, some individuals experience ongoing companionship and a fulfilling sexual relationship in a long-term partnership. However, it is also important to acknowledge that the death of a partner is a common occurrence during this stage, and dealing with this loss can be immensely distressing. Following the end of a long-term relationship, an individual may struggle to establish a new partnership, potentially leading to feelings of isolation and loneliness.

Regarding social development, infancy is characterized by infants exhibiting a natural inclination to engage with their caregivers.

By 2 months, infants may begin to smile at familiar human faces, while by 3 months they should be capable of responding to adults speaking to them. At 5 months, infants can easily differentiate between familiar and unfamiliar individuals, marking the beginning of their first interpersonal connections and emotional bonds with caregivers. In childhood, specifically between the ages of 4 and 9, children may experience rapid and unpredictable mood swings. For instance, a child might be laughing one minute and crying the next.

Five year olds may throw tantrums over minor frustrations, such as a block structure that won't balance, and sulk when left out. They boast, exaggerate, and "bend"

the truth with made-up stories or claims of boldness. These children enjoy role-playing and make-believe activities, willingly cooperating with others and participating in group activities. They may often appear selfish and struggle with taking turns or understanding the concept under certain conditions, resorting to tattling on other children. However, they also show pride in their accomplishments by seeking frequent adult approval and praise. Additionally, five year olds enjoy participating in group play and shared activities with other children, often suggesting imaginative and elaborate 'make-believe' play ideas.

Generally, six year olds are subservient to parent/caregiver requests and have improved self-control over their emotions. While their friendship with parents becomes less dependent at this age, they still require closeness, nurturing, and basic necessities like food and warmth. It is common for them to have difficulty seeing things from another person's perspective and they may not fully grasp ethical behavior or moral standards, particularly in situations where rules have not been established.

By the age of 7, children become aware of sexual differences and tend to prefer playing with children of the same sex. Girls typically gravitate towards toys and activities traditionally associated with femininity, such as princess costumes and pink fluffy toys, while boys typically prefer toys typically considered "boys toys." This gender awareness remains strong throughout adolescence, from around 10 to 18 years old. During this stage, the desire to establish independence from parents becomes apparent.

As teenagers enter adolescence, their parents' opinions become less influential compared to the opinions of their peers. Gaining the approval of their peer group and fitting in becomes increasingly significant to them. They may prioritize wearing the right clothes or listening to the

right music in order to fit in with their friends. During early adolescence, teenagers often engage in group activities, and it is within these group settings that they are more likely to engage in experimental behavior like alcohol or drug experimentation.

With the onset of sexual maturity, adolescents begin to seek out romantic partners and may begin to explore sexual relationships. As individuals enter adulthood between the ages of 19 and 65, they may enter into serious partnerships or get married, which often involves making decisions, accepting responsibility, and sharing with their partner. Additionally, the dynamics of their relationships with their parents shift as young adults start to view their parents more as equals rather than superiors, necessitating the realization that they now take responsibility for themselves. Furthermore, starting a job involves forming working relationships.

Formal relationships, such as those in the workplace with adherence to specific rules, and informal relationships, like friendships that are more casual and social in nature, often differ from each other. These social dynamics may impact individuals' personal lives outside of their families and occupations. Particularly during the stage of becoming parents, adults may find their social lives decreasing or disappearing altogether as their focus shifts to their children. The stage of older adulthood, typically starting at age 65, also marks a period of significant social transformation for many individuals.

Currently, the official retirement age is 65. However, due to longer lifespans and increased activity among older individuals, they may end up spending a significant portion of their lives in retirement unless the retirement age is raised. While some seniors miss interacting with their coworkers, others appreciate having more time for personal hobbies

and interests. Additionally, the adult children of older adults are likely living their own lives, often at a distance.

This could result in the parent or older person feeling isolated and unnecessary. Conversely, they may enjoy the benefits of having grandchildren without the responsibility, making it easier for them to handle the 'loss' of their children. They may also experience the loss of close friends, partners, and relatives, forcing them to adjust to a smaller social circle and learn to cope with death.

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