chapter 2 motor

8/11/2019 Chapter 2 Motor

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CHAPTER 2: PHYSICAL, MOTOR AND BRAIN DEVELOPMENT CHILD & ADOLESCENCE (midtermreviewer)

1. EARLY CHILDHOOD

A. PHYSICAL & MOTOR DEVELOPMENT:

-overall growth is clearly in height and weight measures.

-between ages 6-12, children grow 2-3 inches high and adds 6 lbs each year.

-fine motor coordination(writing, etc.)

*CEPHALOCAUDAL - upper to lower (brain and neck develops earlier than legs and trunks).*PROXIMODISTAL - center to extremities (internal organs develop earlier than arms and hands).

B. BRAIN DEVELOPMENT:

-brain continuos to develop after birth and doubles in weight after 6 months.

1ST SPURT (6-8): -sensory and motor areas-improvements in fine motor skills and hand-eye coordination.

2ND SPURT (6-12): -development shifts to the frontal lobes of the cerebral cortex.

*there are 100 billion neurons present at birth which is nourished by GLIAL CELLS, these cells areresponsible for increasing brain size.

*MYELIN is a fatty substance produced by glial cells; forms the covering of the axon of the neuron thatconducts impulses at higher speeds transmitting neural messages.

2. MIDDLE CHILDHOOD


-growth occurs in spurts:*6-1/2, 8-1/2 & 10 in girls*7, 9, & 10 in boys)

-improvement of gross motor skills and hand-eye coordination (ex: first grade can print all letters incursive writing).

B. BRA IN DEVELOPMENT:

-ability to identify and act a relationship between objects in space (spatial perception) at age 6

-95% of brain growth is reached at age 9 characterized by interrelated process namely:* CELL PROLIFERATION -over production of neurons and interconnections.* CELL PRUNING - selective elimination of excess cells and cutting back of connections.

3. ADOLESCENCE




-sharp increase in height and weight:*9-1/2 & 14-1/2 in girls*10-1/2 & 16 in boys

-adult height is attained at:*14 or 15 in girls*18 in boys

*PUBERTY -is the process of physical changes by which a child's body matures into an adult bodycapable of sexual reproduction to enable fertilization. It is initiated by hormonal signals from the brain tothe gonads: the ovaries in a girl, the testes in a boy.

*SPERMARCHE -first ejaculation of semen.

*MENARCHE -beggining of menstrual cycle.

B. BRAIN DEVELOPMENT:

1ST SPURT (13-15):

-occurs in the spatial perception and motor functions in the brain.-cerebral cortex becomes thicker.-neuron pathways becomes more efficient.-more energy is produce and consumed by the brain.-teens think abstractly and reflect on their cognitive processes.

2ND SPURT:-development focus is on the frontal lobes of the cerebral cortex.

LATERALIZATION -functional specialization of the left and right hemispheres of the cerebral cortex isachieved.

SENSORY INTEGRATION - ability of the individual to process information coming from the environment

and makes use of the info in the process.

CHAPTER 3: THEORIES OF MOTIVATION (midterm reviewer)

Motives originated from various variables-biological, physiological or from the environment.

*FIVE MAJOR THEORIES:

1. INSTINCT THEORY:

-an individual acts the way he does because of his instinct.

Instinct :

- a descriptive term for complex, unlearned adaptive response- an unlearned pattern of reflexes- genetically predetermined disposition to adjust in a particular situation when confronted with certainstimuli.

2. PSYCHO-ANALYTIC/DRIVE THEORY:

- an organism is motivated to eliminate or reduce bodily tensions.



- drive refers to any physiological condition which hopelp the organism to become active.

3. INCENTIVE THEORY:

- if a certain desirable goal can be anticipated following the completion of a particular action, in effect, theorganism likely to be motivated to perform that action.

- the anticipation of undesirable goal- something aversive or unpleasant will naturally motivate theorganism not to perform the action.

4. AROUSAL THEORY:

- an alternative to drive theory which stipulates a moderate level of stimulation is reinforcing.

- arousal is an increase in the degree of excitement or tension of the organism.

- this theory presupposes that the moderate level of stimulation is the most pleasant and that both higherand lower levels of stimulation are relatively unpleasant.

5. SOLOMON'S OPPONENT PROCESS THEORY:

- explains that a state of positive feeling is followed by a contrasting negative feeling, and vice versa.

- the basic assumption is that any feeling, whether positive or negative, that is experienced in successionby the organism has the tendency to loose some degree of intensity.

6. WHITING AND CHILD BEHAVIOR THEORY:

- few basic motives acquired in early infancy tend to grow excessively and rapidly into behavior systemsin later life and consequently, various kinds of observable responses are influenced by this commonmotive.- involves attachment with other people and situations where there is a motive to inflict harm on another

or turn it against him.

7. ASSOCIATION THEORY (THORNDIKE):

- deprivation of need will cause the individual to act to satisfy the need.

8. HUMANISTIC OR NEED GRATIFICATION (MASLOW'S HIERARCHY OF NEEDS):

- individual does something to satisfy efficiency needs

9. COGNITIVE THEORY (HUNT):

- man is rational and conciously decides what he will and will not do. Motives, curiosity, intention, motive

to achieve success and goals activate and direct the individual to action.

10. SELF-EFFICACY THEORY (BANDURA):

- the key to individual achievement lies with the individual's own belief in his ability to organize and

execute actions required for successful performance,



11. SELF-DETERMINATION THEORY:

chapter 2 motor

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