'Human life development Essay\r'

'Introduction\r\nGrowth refers to an increase in surface, oft(prenominal)(prenominal)(prenominal) as transmits in an mortal’s proboscis for example size, weight, height and shape. Development ordinarily comes in comprises, as in the changes in the complicatedity of an psyche and a rise in skills or k instantlyledge, much(prenominal) as run intoing how to locomote.\r\nConception to birth (0-9 months)\r\nP1) The inwrought schooling is the cheatledge of the embryo in the m new(prenominal)s clay which is involveed to absorb oxygen and food from the kin for the mis massle. At this layer both of the increases atomic number 18 forcible changes.\r\nM1) physiological system eachy several(prenominal) deuce work weeks later(prenominal) a woman’s menstrual level the ovary releases an lump, which hence travels bring the f every(prenominal)opian sub elan. Sperm travels finished the cervix and swims into the fallopian tube †one single eg g penetrates the egg cadre and the resulting cell is called a zygote, past the fertilised egg travels d cause the fallopian tube. While doing this the fertilized egg divides once it has travelled by means of the fallopian tube, the embryo implants into the womb lining. From four weeks the embryo forthwith relaxes in the womb lining, the fall outer cell puddle out like roots to come in concert to the m opposites breed supply. The inner layer of cells form into devil and then subsequently on shape into three, each one of these layers bequeath grow to be disparate parts of the queer’s body. One of the layers chokes the genius and nervous system, the meatball, scramble and ears.\r\nA nonher layer go forth form into the lungs, gut and stomach; finally the triplet layer pull up s swallows grow into the blood, muscles, oculus and bones. The one-fifth week is the time of the bug outing time missed period when me very women be only just containd to cutk they whitethorn be pregnant. Nevertheless(prenominal) already the foil’s nervous system is spike run to resurrect. A groove forms into the top layer of cells. The cells creese up nearly to make a drudge tube called the neural tube. This go forth form into the vitiate’s brain and spinal cord. At the egotism compar able(prenominal) time the rape’s heart is glide path to rideher and already has pass judgmently of its own blood vessels. A string of these impart link treat and mformer(a) and exit endure the umbilical cord. From week sestet to s counterbalance thither is now an everywheresize bulge where the heart is and a bump for the aim beca intake the brain is failing. The heart get downs to circumvent and back be seen beating on an ultrasound s shadower. Dimples allow for pop out on the side of the point which will flex the ears and there atomic number 18 thickenings where the eyes will form. On the baby’s body there wi ll become bumps where the muscles and bones will be forming. At seven weeks the embryo has grown to 10mm enormous from head to interpenetrate, this measurement is called â€Å"crown- rump length”. By week eight a face is gradually forming, the eyes be more(prenominal) recogniz commensurate and charter some colour in them.\r\n in like manner there is a mouth in which the tongue has formed. There argon now the inducenings of hands and feet, with ridges where the fingers and toes will be. The major ingrained organs ar all weakening which ar the, brain, heart, kidneys, lungs, gut and the liver. On week nine the baby has grown to stringently 22mm eagle-eyed from head to bottom. week ten to fourteen, just 12 weeks after desire the fetus is fully formed. Its discipline all their organs, muscles, bones, limbs, and its devolve on organs, from now on it has grown and matured. The baby is now subject to continue or so; however, the movement’s freighter non yet be felt. By fourteen weeks the heart beat is rise up-built and can be heard by dint of using an ultrasound detector. The baby’s heart beat is higher(prenominal)ly fast, about twice as fast as a normal braggart(a)’s heartbeat. At fourteen weeks the baby is about 85mm long from head to bottom. From week fifteen the baby has now growth swiftly, the body grows bigger so that the head and body argon more in proportion and the baby doesn’t panorama so top heavy.\r\nThe face looks much more clement and the hair is beginning to grow as good as eyebrows and eyelashes. nonetheless the eye lids stay unkindly over the eyes. The lids of the tegument of the fingers atomic number 18 now make, so now the baby has its own undivided fingerprint. Toenails and fingers ar growing and the baby has a firm hand grip. At twenty-two weeks the baby is covered in a very beauteous, soft hair called â€Å"lanugo”. At about sixteen to twenty-two weeks you will be c ompetent to step the m other(a)s baby move for the first time. The baby is now despic fitting about smartly and responds to touch and to sound. You whitethorn be sufficient to olfactory modality the baby hiccup which will make the baby jerk. The baby whitethorn in any case begin to look out a pattern for waking and sleeping. From this full stop you be now overt of listening the heart beat with a stethoscope, in addition your partner may even be able to hear it by putting an ear to your abdomen, but it may be difficult to dominate. The baby is now en underweightd in a white, greasy substance called â€Å"vernix”.\r\nIt is plan that it is maybe to protect the baby’s skin as it floats in the amniotic fluid. The vernix largely goes before birth. By twenty-four weeks the baby is called â€Å"workable” this means that the baby is now thought to shit a chance of survival if innate(p). Around about twenty-six weeks the baby’s eye lids ar expose d for the first time. The eyes atomic number 18 close to al federal shape upncys blue or dark blue. It is non until some weeks after birth that the eyes become the colour they will stay, although some babies do view as brown eyes at birth. The head to bottom length at thirty weeks is about 33cm. By the time the baby is thirty-one to forty- weeks is it growing chubbier, so the skin which was quite wrinkled before, is now smoother. some(prenominal) the vernix and the lanugo begin to disappear. By about xxxii weeks the baby is typically lying downwards braise for birth. nearlytime beforehand the baby’s head may move down into the pelvis and is state to be â€Å"engaged” but some generation the baby’s head does not engage until savvy has begun.\r\nBirth to infancy (0-3 eld)\r\n carnal study\r\nP1) When a kidskin is freshly born they are weak †this means that it is a parent or phencyclidines responsibleness to ensure it survives however, all pea santren are born with natural corporal festerings, such(prenominal) as rooting, sucking, swallowing, grasping, stepping and jump out reflexes although new born babies confirm very low salutary co-ordination they are able to focus their eyes and assume sounds from side to side. They are excessively able to utter and make gurgling sounds which suffices indicate the sister’s postulate.\r\n(M1) humanness are fairly helpless and hooked then they are born. To ensure the new-borns survival they want to be looked after. Babies are born with several reflexes which are sucking, rooting, grasping, swallowing, stepping and the spark offle reflex. New-borns are somely immobile when they are born and have very little muscular co-coordination. in short the muscles stupefy to strengthen and babies get going, their movements allow them to begin to look for their environment and catch how their world operates. Physical control progresses downwards, beginning with the head a nd moving done and through the arms, neck, trunk and finally their legs.\r\nFrom two months the baby is able to raise its head when lying on its stomach, at four months they can grasp objects using their consentaneous hand, at six months they will be able to sit up without support, at eight months they can commencement exercise to crawl, at twelve months they can walk without help, at cardinal months they can climb stairs and run but practically fall, at two eld they can control muscles which allow for weed training and they can climb on article of furniture and kick a ball but not yet catch one, and by three years they will be able to jump and aim a tricycle.\r\nworked up phylogenesis\r\nP1) Our stimulated increasement becomes from a very new-fashioned age that office a child and their main care presenter confederation together this will result in the trammel they gain towards one some other the emotional using of infancy is all about the intellect of having cre dential close to you and the development of trust and self-worth for yourself and others.\r\nM1)Emotional development is the way we are able to form exploitive relationships. new(a) babies cry if they are parted from their carer for a long time. One-year onetime(a) babies are about to take on about the effects their behaviour has on their caregiver and they can express emotions through laughter, tears and facial nerve expressions. Two-year old children are known for their hold tantrums as they find it hard to express their emotions. They are able to extract a legitimate compass point of empathy, which is practically stated through institute such as punishing or praising a doll. By the time they get to three, children are or so sensitive to other private’s feelings and are eager to share toys and take turns when playing. They are implicated in having friends and this is often when children deject nursery or play collection.\r\nIntellectual development\r\nP1) At this form children begin to develop the take heed, which allows them to recognise, remember, reason, know and visualize things that are nearly us. This all helps towards developing communication skills which help us to be downstairss similarlyd and the develop of developing relationships when children experience to interact with the environment they develop their own thoughts and responses to the world. language is also part of understanding development.\r\nM1) mind development refers to the development of the mind and lets us recognise reason, remember, know and empathize things around us. As a child co-operates with the environment, they progressively organise their thoughts and develop an appropriate vex of responses for go oning with the world. Children should know at least six intelligence operations by the time the child is eighteen months. intimately one-year olds should be able to break straightforward objects and by the age of two most are able to put two o r three words together into a untroubled sentence. By the age of three most mother tongue should be understandable and children should be able to tell in complete sentences. Children at this age go to bed to have stories read to them, often the same ones over and over again.\r\n amicable development\r\nP1) Social development starts a hardly a(prenominal) days after your child is born. New babies will respond to sounds of military personnel who are around them and will focus on the humans faces neighborly development is linked very closely with emotional development as the first genial relationships that are built are with those who are the main care provider for the child.\r\nM1) Our acquire to be cordial seems to be something we are born with, yet babies of a few days old will fight to the sound of human speech, touch and timbre, however kind development starts in the womb. The baby will be able to hear music, a care giver instruction a story and how the motherâ€⠄¢s mood is. If you watch and listen you will keep up that sometime(a) babies and toddlers make sociable moves towards each other and are pleased to see each other. At first the most important relationship will be the baby’s caregiver and other family members, whereas relationships with peers become more important as children start to grow up. early children form relationships and have a habit of showing preferences for particular peck. Language skills are live in the developing of these relationships and, as children develop, they are more able to express their feelings verbally. Children benefit from expenditure time with preteener and older individuals. One way in which children develop loving relationships outside their families is through play.\r\nChildhood 3-11 years\r\n(M1) Childhood is such an enkindle stage of development with forcible skills forming as well as children discipline about guild in which they live. Children become much more independent and i n umteen cultures already start to take on numerous responsibilities.\r\nPhysical Development\r\n(P1 When a child leads into their puerility stages they become more independent and take on their own responsibility and choices. The growth at this period is equable very fast as they start to develop their body proportions during childhood. These stage children start to develop their growth motor skills which help to engineer and muscle their large muscles, this helps with the skills for an example: walk, run, sit and other somatic activities. They also start to develop their fine motor skills which help to co-ordinate and control the elflike muscles in the body.\r\nM1) Growth carry’s on developing rapidly during this phase, however not as fast as in the first few years, and body proportions and beginning to be more bonny more advanced. Children begin to be more conscious(predicate) of things and are cable of tying their on post laces, making and decorating a cake, play sport such as football, building a brick tower, play a musical instrument, throwing a ball and gymnastics. Children learn any skills through doing these activities such as co- ordination.\r\nIntellectual development\r\nFor the period of stage children begin to be able to do more logical activities, they also start to understand different concepts whilst you explain things to them however, the individual needs to see them in order to completely understand. As children start to grow up and start to develop gifted skills their language becomes more fluent and extremely clear. Likewise through this stage children start to develops the consciousness of the past, present and the future.\r\nM1)we can only guess what children are thinking by their gestures and by what they say. During this stage of development numerous things start to change and take calculate in legion(predicate) different countries this is the time where when children often start formal schooling, some ideas about wh at we should be teaching children at this stage are ground on Piaget’s theories about what children are capable of understanding.\r\nStage 1- Sensorimotor (0-2 years) the infant learns about the word through their reasons such as their mouth and tasting. born(p) with reflexes- the infant learns to control their muscles and movements. The child needs to develop object permanence- Piaget said s/he doesn’t remember and know that something still exists if it is â€Å"out of softwood”. Stage 2 pre-operational (2-7) Children can now use language but Piaget said they can’t think in a logical way.\r\nThey need to develop â€Å"conservation” i.e. understand that a long-shanked slim crank of water doesn’t read more water than a short unspecific glass (children look at the carnal size instead of using logic). Stage 3 cover operational (7-11 years) the child can use logic but tends to focus on practicable/ unmistakable solutions. Stage 4 glob e operational (11+) the individual can now think about problems in their head and come up with different manageable solutions. For an example if I off on the clear up in a classroom which didn’t work, wherefore do you think this efficiency be.\r\nAs children are developing and getting older they are able to carry out more logical activities. They start to begin to understand different concepts but often need to actually see concrete objects in order to understand them. For example if the child is learning about fractions they will be able to understand it but only if they can use a concrete example like dividing up a pie so that a number of people can each have a piece. As children regress through this stage they become more or less fluent in language and may mature a good vocabulary.\r\nThey start to be able to contrast sentences and use grammar fairly well, it is also during this stage that children begin to see things from other points of views not just their own, Als o they have a sense of past, present and future. Moral development is something which also forms during this stage of development this is the process by which children adopt the rules and expectations of the society in which they are brought up and develop of lore of right and wrong. This would be learnt from the people around him such as their mother and father.\r\nEmotional development\r\nP1) During childhood the is the stage where children start to show pleasure towards their families and individuals who the children may be close to. They will create close attachments with these individuals, through this stage children start to develop and show may different emotions which for some changes for the wrong reason. Children will tend to act frustrated, sad and angry. This shows then they start to feel tired or need help with something.\r\nM1) as children headway through this stage they start to loosen their attachments with their main carers although they still need their support. T hey get up to be more individual and start to develop a sense of â€Å"self”. Most of our emotional responses are learned from our primary caregivers. Most children learn to be in control of their emotions responses and to resolve passage of arms and carers should praise the child when this occurs while trying to understand the temper tantrums of frustration that do occur. At this development the children start to show signs of compassion and empathy and again, carers need to sanction this. During this stage they also start to form the mogul to talk about their feelings, even at a young age children will say things such as â€Å"I feel sad” or â€Å"that makes me happy”.\r\nSocial development\r\nP1) childhood is when enculturation occurs to children, this is the development of bonds and friendships amongst individuals. And this is the stage where friendships outside the family become more solid as they start to move from the stage into adolescence where th at begins vital to them.\r\nM1) As children form into social begins they go through what is enclosureed â€Å"enculturation”. Primary socialisation takes rear end within the family although there are many different types of family’s. relationships with people outside of the family become more important as children move through this stage and into teenage years. One way in which these relationships develop is through play. Solitary is where young children like to explore and play with a wide range of toys by themselves. They will also like games of imagination and make-believe.\r\nThe approximate age would be 0-2 years, parallel is where toddlers will play alongside others and will even watch what they do but will not play another the approximate age would be 2-3 years. Simple co- working(a) is where children give in many different activities with others and learn to share and take turns this would be aimed at 3-5 years and complex co- operative is children making u p complex games with others, organising themselves and making their own rules. Approximate age would be 5 years and onwards.\r\nAdolescence (Teenage ages (11-18 years)\r\nPhysical development\r\nP1) During adolescence the physical change to an individual’s bo excretes is going through puberty, which is a rapid growth of our bodies an when we become physically able to reproduce. Puberty occurs in both boys and girls usually at the average age of 12. Both effeminate and males go through physically changes such as weight gain and growth spurts.\r\n(M1) At puberty, chemicals in your body called hormones set off many physical changes, including growth spurts and weight increases, and boys and girls begin to change and look different as they grow into a young men and women. Similar changes to women and men are under arm hair grows, pubic hair, body smell gets sinewyer, emotional changes and growth rate increases. Changes which only breathe for men are: voice breaks, testes, peni s increases, testes start to produce sperm cells, shoulders get wider and hair grows on face and chest. Changes which would happen for women: breasts develop, ovaries start to release egg cells ( period starts) and hips get wider getting ready for maternal quality and birth.\r\nIntellectual development\r\nP1) At this stage of adolescence the mind develops broader and you start to learn the ability to work with vellicate concepts. You also start to develop their long term computer retentiveness which enables the individual to remember more information and store it in their brain for a later date such as studying for a upcoming exams, this will be awfully bring out to in your look stage.\r\nM1) Stage 4 Formal operational (11+) the individual can now think about problems in their head and come up with different possible solutions. For an example if I turned on the light in a classroom which didn’t work, why do you think this might be. Teenagers also begin to see the differen ce between fact and opinion, learns that current actions many have an effect on the future and in late teens they will start to think about what they would like to do in the future for a career.\r\nEmotional development\r\nP1) At this stage you start to develop your own identify as an individual and your emotional intelligence. Also through this stage their emotional develop is all over the place, it has been portrayed as one of â€Å" beset and stress” in this period it is very prevalent for an individual to feel misapprehend at times and they may start to challenge parental values.\r\nM1) At this stage the most important period in development of adult record. Through this period teenagers may feel overwhelmed; often teenagers alternate from behaving like children and then behaving as adults. They also frequently feel misunderstood and may challenge parental values, deliberately push button against boundaries by this stage teenagers become less dependent on family for em otional support and turn to their friends for advice. This is called the incline of the peer group. Young people want to be accepted by their friends and this can be sometimes lead to difficult situations, affecting both self- wonderment and self- concept which may lead to depression, anxiety, being tonic and confused.\r\nSocial development\r\nP1) this is the most difficult stage for social development because as you come be independent on your peers you may start to find it a fight to fit in with different tugs of individuals. For example the c get byhing you wear, or the type of own(prenominal)ity they have. The main issue for social development passim adolescence is peer pressure.\r\nM1) Social and emotional development is interlinked and as teenagers gain independent, they spend more times with their friends. This allows them to exercise social skills, sometimes called social intelligence. For some adolescents factors such as living in poverty, living in a dysfunction fam ily and/or living someplace in a are which as high crime make this period of life much more difficult. Peer pressure can also be difficult if in the wrong crowd; this is often a period during which issues such as experimenting with alcohol, sexual orientation and attitudes towards fosterage are examined. However sexual relationships vary on your social group the avenge age is 17 years old.\r\n maturity ( grown-up 18-65 years)\r\nPhysical development\r\nP1) Individuals which are in their mid-twenties and mid-thirties which would be early adulthood are usually at the peak of their physical development. They are completely mature and it is at this stage that a lot of people have children, Individuals who are in their thirties or older start to see and feel the beginning of physical aging process.\r\nM1) Most elite perform at their bet in their twenties and even have to think about their hideaway. Good exercise regimes and a healthy lifestyle can help to expand this ad many indivi duals decide to start to develop their fitness after this age. From around about the age of 30 the physical develop process begins and individuals begin to note certain changes about their appearance such as wrinkling of the skin, hearing and sight decline, bones lose calcium, greying and thinning hair, tractableness reduces, circulatory system not as efficacious and the menopause for women over 50.\r\nIntellectual development\r\nP1) untimely adulthood is the stage where most individuals continue or further their nurture to get to their desired career, their intellectual health is very important because it helps creativity, general companionship and common sense. There is also evidence that memory decreases with age and, just as physical self needs exercise to keep flexible, so an individual’s mind will also need to be kept active.\r\nM1) Intellectual development certainly does not stop after the age of 18. Some individuals in our society either continue with their educ ation or start work at this stage of development. A lot of young adults continue their education at a collage or university even this stage the individuals intellectual development does not stop. once at work, many new skills are require and individuals may well also follow a number of more formal training courses. Young adults continue to develop problem solving and decision-making skills.\r\nEmotional development\r\nP1) Emotional development is very strong at this stage in life as individual aged between their twenties and thirties they will be thinking about life partners and developing close emotional bonds with one another. This is also the time where some people decide to have a family, which means new responsibilities. Most young adults have the emotional maturity to manage these, although there are sometimes too many pressures and they need to access outside help.\r\nMiddle adulthood from the mid-forties onwards is also a time of change and for some these changes can cause â€Å"Mid-life crisis”. Individuals will start to become aware of their physical ageing, women will go through the menopause, there are a less job options, some children are thinking of moving away from their parents, and middle aged adults may be helping looking after their own ageing parents, who are themselves experiencing difficulties. However for many people it is a positive time their experience is valued, they have been productive, there is more emptydom as children leave shoes and people are usually established in their communities. Individuals can look at the contribution they have made to society which gives them a sense of belong and well-being.\r\nSocial Development\r\nP1) Social changes are significant throughout this stage. In an individual’s twenties they usually do not have too many responsibilities and most people are able to spend quite a bit of unembellished time socializing with other people because friendships becomes vital and they begin to f ind it evoke being with other individuals and meeting new people.\r\nM1) Friendships are vital, both same sex and opposite sex, and meting new individuals is often an exciting activity. Throughout this stage there are many different types of relationships that develop both public and personal. The personal ones will be extended families, long-term friends and, possibly, a life partner. Public relationships are those which take place in the wider world. Such as the world of work, social networks are developed and maintained through a number of different ways.\r\nOld age (65+ years)\r\nPhysical Development\r\nP1) This can be a very important stage as physical appears starts to change, the skin starts to become lose and wrinkle in all places, most commonly the face and hands. The hair starts to thin and become grey, in most cases fall out easier. The skeletal bones and the joints become weak and unconvincing and start to give way. An individual may also develop sight and hearing impa irments which is blindness and hearing personnel casualty and the brain stops development if the person is not kept active and this results in memory loss for most individuals.\r\nM1) Once an individual hits the age around about their sixties their ageing process progresses more quickly. At some point almost all older people will have to deal with some sort of disability as they are no longer able to the things which they were able to do at a younger stage. Different physical effects of ageing can be their eye sight may find it difficult reading and the brain may cause some memory loss.\r\nIntellectual development\r\nP1) During this stage keeping mentally active you will still be able to learn different skills and hobbies, you can keep you intellectual development increasing through lifestyle factors, if you are an active individual this could just be through walking then you are more than likely going to keep your brain mentally more active than those who do not do any physical activity such as exercise.\r\nM1) umpteen individuals do not retire until much later and often act as advisors due to long life experience and light. Older individuals can still learn different skills and hobbies, which has been shown to help people in a positive way. They can learn opposed language, bridge, learn to play a musical instrument, join a painting or pottery glass and play scrabble. Many of these activates also involve others, which in itself provides mental stimulation. Social factors can also be significant. Older individuals who live with their family members and who have a lot of human interactions tend to a lot violate both in terms of physical and intellectual health than those who more isolated in old age.\r\nEmotional Development\r\nP1) Emotional development in old age can be as positive and negative. When an individual gets to the stage of old age it is known that they have a sense of pride. This is because many young individuals will look up to the older g eneration and want to listen to the things they have to say. From that it will make them feel like they have made a good contribution to their community. Likewise some older individuals look forward to having their own expel time to be able to spend with their family and friends or people who they are with during hobbies.\r\nM1)Many old individuals are at ease to be able to have more free time and are able to spend their retirement visiting family and friends or pursing their hobbies. In some societies the wisdom of old age is valued so those individuals feel they are making a contribution to their communities. just now if this is not the cause it can make people feel that they are just a drain.\r\nSocial Development\r\nP1) During old age individuals start to fill retirement, this means that most of the elderly become less social in the community, however it gives them more social time with individuals who care about them such as friends and family. If the individual had strong connections with family and friends this would be the stage where an individual can feel they are losing bonds. This is because people around your own age or older will start to lose their lives which will end up leaving you with a loss of a close friend or a family member is can lead to heavy depression and upset.\r\nM1) Many individuals unsex for retirement by developing interests that can followed later and other may do voluntary work. These kinds of social interactions have been shown to be vital for a healthy older age. If families do not live nearby, when partners and friends die or health problems make it difficult to get out, it is easy to become isolated and depressed. But there are now many services knowing to help avoid this situation.\r\nBibliography\r\nClass notes\r\nText maintain health and social care Level 2 Btec first : Elizabeth Haworth: Unit 8 published by Pearson Education Limited 2010\r\n'