Fundamentals of Human Growth and Development - Alexandria City ...

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Five Year Old • In focus, stable, reliant, well-adjusted, secure, more poise, self-confidence, and behavior restraint, calm, friendly, attached to mother • More decisive, curt, clear, complete, concepts better defined • Likes to finish what he starts, less dawdling, not as experimental • Tries what he can accomplish and therefore succeeds • Improved muscle tone and balance-can walk atop wall, climb higher, run faster, do tricks n monkey bars, ride tricycle for hour or more without tiring, roller skate Six Year Old • Age of transition, somatic and psychological changes • Losing baby teeth, increased susceptibility to disease, not as robust as at 5 • Goes from one extreme to the other, laughs then cries, says “I love you” then “I hate you,” has difficulty making decisions, has become aware of more than he can manage • Wants to be first, wants to win, wants to be loved best, quarrelsome, accusative, impulsive, excitable, dramatic, active • Nightmares reach their peak • Vocabulary of about 8,000 words Child Development Unit14
SCHOOL AGE I. Facts of biological growth and development (ages 6 to12 / puberty) A. Period is marked by growth and weight-gain spurts, but small ones B. Girls begin to outdistance boys in physical size near the middle and end of this period C. Girls develop more fatty tissue / boys more muscle tissue II Family is still the center of child’s life (but begins to move beyond it) A. Has learned to live in family’s social system B. Has found his / her place in the family C. Parent’s attitudes toward each other affect his self-concept and self-esteem (for better or worse depending on the attitudes!) D. Has accepted parent’s values without questioning them E. Lacks judgment and sees right or wrong in black or white terms (no shades of gray) III. This period of social relationships as child develops a sense of her / himself in society A. Represents family as he / she moves away from it B. Compares self to and competes with classmates (they are both rivals and companions) C. Must earn recognition; no longer as automatic as it was in the family D. Must confirm in order to be included E. Energies go to learning (at school and in play with peers) IV Environment expands increasingly from kindergarten to junior high A. Long period of relative freedom with little adult supervision or responsibility other than school B. Considerable fantasy life acted out in peer group (develops skills of living in society) C. Play is primary way these skills are learned D. Team participation teaches self-government E. Finds new heroes and new values V. Sexes separate for almost all activities when given the chance to do so A. Peer group or gang become important; both boys and girls get self-concept from peers’ evaluation of them B. Both become contemptuous of the other sex; especially true for boys C. Activities follow common sequence 1. Boys go from cowboy and Indians (fantasy) to team games (baseball, etc.) 2. Boys do much wrestling and body contact; trying out of physical selves against others; quarreling and boasting 3. Girls, in past, have not had experience of organizing groups and valuing themselves according to athletic and leadership abilities; may be changing now 4. Girls involved in more quiet activities; gender role patterning continues and is subtle 5. Girls fantasy is dress-up, jewelry, make-up VI. Cognitive capacities and development of moral judgment A. Enters stage of Piaget’s concrete operations; is acquiring logic and knowledge to move into later stage of formal operations B. School is first place child is judged by his / her achievements C. Early home and family experiences either gave the child an advantage or disadvantage for school performance 1. Fluent verbal abilities 2. Early experiences that teach curiosity help child to succeed 3. Family’s having placed value in learning helps child to succeed 4. Adult / child experiences that involved explaining rather than demanding (in discipline, for example) helps child to succeed Child Development Unit15
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FUNDAMENTALS OF HUMAN GROWTH AND DE
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Review of the Male and Female Repro
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COURSE OVERVIEW The Alexandria City
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9.4 The student will identify good
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Human Development McGraw-Hill Famil
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ADOLESCENCE (con’t) • No Time S
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February/March/April Unit 4: Adoles
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SURVEY - FAMILY LIFE EDUCATION Dire
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STATEMENT: AGREE DISAGREE NO OPINIO
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LEVELS OF LISTENING AND RESPONSE: C
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Purpose Procedure EITHER-OR FORCED
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Perspective Picture 1. Create a tra
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nuclear family extended family blen
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Personal Shield Students design a P
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MARRIAGE FORMS Monogamy: __________
Page 32 and 33: Family Unit Parent Interview Note:
Page 34 and 35: Project Family Roles Collage This a
Page 36 and 37: Family Research Name: Data Sheet Di
Page 38 and 39: • available community resources f
Page 40 and 41: CONCEPTION, PREGNANCY AND BIRTH (Po
Page 42 and 43: I. The Impact of Heredity HEREDITY
Page 44 and 45: General Information Sex Determinati
Page 46 and 47: Models of Human Reproduction System
Page 48 and 49: CERVIX VAGINA HYMEN Appearance: Tip
Page 50 and 51: SEMINAL VESICLES Appearance: A pair
Page 52 and 53: The Male Reproductive System Extern
Page 54 and 55: I The Male Reproductive System Revi
Page 56 and 57: Method Type Abstinence Behavioral O
Page 58 and 59: Name of STD/STI Chlamydia Gonorrhea
Page 60 and 61: Reproductive Health Care Questions
Page 62 and 63: Individual Research of a Specific G
Page 64 and 65: Name: Fertilization FERTILIZATION A
Page 66 and 67: Name: First Trimester Second Trimes
Page 68 and 69: 6. Briefly discuss the history of a
Page 70 and 71: Standards of Learning 9.5 The stude
Page 72 and 73: Child Development Theories: Giants
Page 74 and 75: Erikson’s Stages of Psychosocial
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Page 78 and 79: I. Infant's immediate needs - neona
Page 80 and 81: PLAY AGE (Pre-school) Erickson: In
Page 84 and 85: D. Moral and ethical values change
Page 86 and 87: A LOOK AT THE NEWBORN by H.D. Riley
Page 88 and 89: The fingernails are usually very lo
Page 90 and 91: THE STARTLE REFLEX 1. Why do newbor
Page 92 and 93: Infancy Unit NAME:_________________
Page 94 and 95: Directions: Read the poem and answe
Page 96 and 97: 5. extracting rules. Not all of a c
Page 98 and 99: Toddler Unit Name: “How Children
Page 100 and 101: Young Children’s Love Objects By
Page 102 and 103: Generally, in the second year the t
Page 104 and 105: 13. What is a young child trying to
Page 106 and 107: Parent’s Belief I must control. I
Page 108 and 109: PLAY Play is the spontaneous activi
Page 110 and 111: 4. Paragraphs 3 & 4: List some of t
Page 112 and 113: Increase vocabulary Learn concepts
Page 114 and 115: MEMORIES AND ACCOMPLISHMENTS SCHOOL
Page 116 and 117: Due Date: CHILDHOOD PROJECTS The ch
Page 118 and 119: • consider the value of abstinenc
Page 120 and 121: ADOLESCENCE I. Overview: Metamorpho
Page 122 and 123: Adolescence Chart EARLY ADOLESCENCE
Page 124 and 125: Adolescence Unit STAGES OF ADOLESCE
Page 126 and 127: Purpose: This exercise is a non-thr
Page 128 and 129: Directions: Read the article titled
Page 130 and 131: I. RESPONDING TO PEER PRESSURE Dire
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Peer Pressure Lesson Day 2 1. Discu
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Decision Making Model Use the follo
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Teen Pregnancy Questions (Answer on
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Sexual Orientation Lesson Plan ****
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Examples: • Mutual • Voluntary
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“GOOD DECISION MAKING NOW AVOIDS
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PARENT INTERVIEW 1. How have I chan
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excuse for sexual harassment. Certa
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TEACHER REFERENCE SEXUAL HARASSMENT
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TECHNIQUES OF PERSUASION EXAMINING
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ADVERTISEMENT ANALYSIS Adolescence
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Adolescence Unit: Book Project Titl
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Vocabulary • Young Adult • Matu
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Young Adult intimacy/isolation marr
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B. According to Freud, maturity is
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MATURE ADULT I. Transition to and t
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Old Age I. General Characteristics
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Adulthood Unit 11 Young Adult Chart
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Part II What do I want to do? 7. Ra
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CAREER INTERVIEW Adulthood Unit 15
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Sexual Ethics 1. Have students writ
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5. WHO WILL HANDLE FAMILY FINANCES?
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Fair Fighting ( Prelude to film “
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Adulthood Unit 23 DOMESTIC VIOLENCE
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Understanding Parent/Teen Behavior
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VALUES AUCTION 1. My child adopting
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Old Age Brainstorm: Characteristics
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PERSONAL FEELINGS ABOUT OLD AGE Dir
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“MY VIEWS” Directions: This sca
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KUBLER-ROSS: STAGES IN ACCEPTANCE O
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