Unit 1 Health and Social Care

1. Growth rates are not constant

2. Different parts of the body grow at different rates

3. Growth rates vary between children

4. The growth rate of boys is usually faster than that of girls, as men tend to be taller than women.

Reflexes

Rooting- Touch cheek and head will turn (access food)

Stepping- Hold baby upright and lower to floor, baby will begin to walk

Grasp- Stroke palm, baby will grab finger and same with feet 

Grasps

Pincer grasp- grab an object with thumb and forefinger

Palmer grasp- grasps object in whole hand

Tripod grasp- Hold objects with 3 fingers e.g pencil

40-45 years (Early adulthood)

On average, perimenopause lasts 4 years

• hot flushes and night sweats
• breast tenderness
• loss of libido
• fatigue
• irregular or heavy periods
• vaginal dryness
• moodswings
• trouble sleeping
• urine leakage when coughing or sneezing
• urinary urgency

The menopause involves:

• gradual ending of menstruation and a large reduction of fertile eggs in the ovaries

• an increase in the production of hormones called gonadotropins that try to stimulate egg production, which can cause irritability, hot flushes and night sweats

• a reduction in sex hormones resulting in the shrinkage of sexual organs and sometimes sexual interest

• associated problems such as osteoporosis whihc can be caused by a reduction in sex hormones

A reduction in oestrogen affects the hypothalamus which regulates temperature, causing hot flushes and night sweats.

Stages of cognitive development

Children pass through distinct developmental stages in sequence

1. Sensorimotor (0-2) - infants learn about environment and develop schemas by using senses to physically experience the world.

2. Pre-operational (2-7) - children begin to control their environment by using symbolic behaviour but are not yet able to think logically.

3. Concrete operations (7-11) - children use practical resources to help them understand the world. They classify, categorise and use logic to understand what they see.

4. Formal operations (11-18) - Young people have the capacity for abstract thought, rational thought and problem solving.

Some critics believe that Piaget underestimated children's development and that with support they can move quickly to the next stage of development

Development may be nurture as well as nature.

Children are far less egocentric than Piaget stated

Language Acquisition Device- the unfolding of an individual's biological potential.

Children could not possibly learn a new language through imitation alone because the grammer and syntax is often highly irregular. 

Chomsky suggested that humans:

• are born with a structure in their brain that enables them to acquire language
• have a critical period for first language development in the first years of life
• all follow the same pattern of language development
• have an innate understanding of the structure of language (universal grammar) that is the basis for all languages.

Lack of scientific evidence of innate understanding of the structure of language.

The rate of language development is affected by the degree of interactions with others.

Chomsky puts emphasis on grammar in sentence development rather than meanings.

Does not take into consideration learning difficulties and delayed development.

ASSIMILATION: the child constructs a schema

EQUILIBRIUM: the child's experience fits with their schema

DISEQUILIBRIUM: a new experience disturbs the child's schema

ACCOMMODATION: the child's schema changes to take into account the new experience

Gesell based his theory on his belief that:

• development is genetically predetermined from birth
• children follow the same orderly sequence in their development
• the pace of development may avry depending on physical and intellectual development

Gesell observed the behaviours of many children, from which he determined averages and 'norms' which he called milestones of development. 

He determined typical norms of development that are still used today.

He used advanced methodology in observations of behaviour of large numbers of children.

He did not consider the influence of individual or cultural differences in children.

He believed that the 'norms' of development he described were desirable.

Cystic fibrosis - recessive faulty gene. Results in a defective protein being produced that causes lungs to become clogged with sticky mucus.

Brittlebone disease - dominant gene. Bones develop without the correct amount of collagen (protein).

Phenylketonuria (PKU) - recessive, rare genetic disorder. Prevents the breakdown of phenylalanine (amino acid) found in many foods e.g. eggs, milk and meat. If eaten, there is a build up of harmful substances in the body that damages brain development.

Huntington's - dominant. Inherited neurodegenerative disorder that causes progressive damage to nerve cells.

Klinefelter Syndrome - Extra X chromosome-only boys. Slow in reaching milestones, undescended testicles, poor muscle power, delayed communication, difficulty socialising, mild learning difficulties, dyspraxia or dyslexia.

Duchenne Muscular Dystrophy - genetic mutations on the X chromosome which prevents the body from producing a vital muscle protein, dystrophin, which is essential for building and repairing muscles.

1. The heart may increase in size, causing the heart wall to thicken, making it more difficult for the heart muscles to relax and filln with blood between beats.

2. Artery walls narrow due to clogging of cholesterol, preventing blood from passing easily.

3. Pacemaker cells decrease, casuing probelms in the rhythm of the heart (arrythmia).

4. The valves inside the heart that controls blood flow thicken and become stiffer. 

This can cause:

• increased reaction times
• difficulty in receiving and processing information
• decline in STM
• decline in verbal capacity
• effects on senses
• reduction in relexes and movement

Affects neurones in an area of the brain called the substantia nigra. As the neurones die, the production of dopamine decreases which sends messages to the part of the brain that controls movements and coordination.

Physical effects:

• tremors
• mobility 

Cognitive effects:

• depression
• anxiety
• impairment in thinking and problem solving