The Human Lifespan Is Full Of Growth And Development

     Going back forty-five years is not an easy task to complete because I can’t remember some of the finer details of my childhood. I know I was born on a hot August afternoon in Birth Year at Place Of Birth in City ands State. My mother was just twenty-two at the time and was already the mother of two, I was her third child. My father was twenty-one and already a workaholic, I know because my mother would constantly remind me not to be like that. My mother and father were good parents and they tried to give us the best upbringing they could. My father was the kind of person that believed he should provide and protect his family, and he did a very good job of doing that.

The sensorimotor stage infants develop their schemas through sensory and motor activities. Followed by the preoperational stage where children begin to think symbolically using words, to represent concepts. Next concrete operational stage children display many important thinking skills, like ability to think logically. Finally, formal operational stage young adolescences formulate their operations by abstract and hypothetical thinking. Piaget’s theory provides ample and insightful perspectives, so it remains the central factor of contemporary

Fetal alcohol spectrum disorder (FASD) is a concise, uniform definition for conditions caused by prenatal alcohol exposure. FASD is a broad term used to describe the range of effects that can occur in an individual whose mother drank alcohol during pregnancy (Caley, Kramer, & Robinson, 2005). Fetal alcohol spectrum disorder can also cause growth retardation, birth defectscomma and deficits in cognitive, languagecomma and motor development (Coles et al., 2015). Fetal alcohol spectrum disorder is a teratogenic effect, which is caused by daily, chronic, heavy and frequent alcohol use while in utero. Chances of an infant diagnosed with FASD are 0.5 to 3 in 1,000 live births (Cone-Wesson, 2005). Fetal alcohol spectrum disorder has many different diagnoses. There is fetal alcohol syndrome (FAS), partial fetal alcohol syndrome (PFAS)comma and alcohol-related neuro-developmental disorder (ARND)comma all under the fetal alcohol spectrum disorder umbrella (Brown et al., 2015). Maternal alcohol use is correlated to the timing, frequencycomma and quantity of the consumption of alcohol during pregnancy. Drinking during the first trimester may not be as detrimental as drinking during the second or third trimester. The frequency of alcohol consumed is also a key factor in FASD, such as how often per day drinks are consumed, the quantity of alcohol consumed, and how many glasses or cans per day the mother consumes

Cognitively, the way infants process information undergoes rapid changes during the infant’s first year. For instance, the Piagetian theory of cognitive development includes (1) the sensorimotor stage in which infants, through trial an error, build their understanding of things around the world (e.g. imitation of familiar behaviour); (p. 203, Chapter 6); (2) building schemas (e.g. a 5 month old child can move or drop an object fairly rigidly, whereas an older child can do the same action but with more intentional and creative movement);(p. 202, Chapter 6) and (3) the concept of object permanence (e.g. an infant knows that an object exists even though it is hidden encourages the child’s perceptual skills and awareness of the objects ‘realness’ in the world (p.

Considering the multitudes of things that could go wrong during a pregnancy, why would mothers consume alcohol despite the warnings of possible birth defects? Many are familiar with the "Just Say No" campaign spearheaded by Nancy Reagan in the 1980 's to prevent drug and alcohol use among teens. However, many turn a blind eye to the warnings of the surgeon general stating alcohol consumption during pregnancy can result in birth defects. When a pregnant woman consumes alcohol, she puts her fetus at risk from mild to severe physical, mental and cognitive disabilities. Fetal alcohol spectrum disorder (FASD) is the term that is used to describe an array of disorders that occurs as a consequence of women consuming alcohol during pregnancy. There are many types of FASD including fetal alcohol syndrome (FAS), partial fetal alcohol syndrome, alcohol-related birth defects(ARBD), alcohol-related neurodevelopment disorder(ARND), and neurobehavioral disorder associated with prenatal alcohol exposure. Although alcohol consumption during pregnancy is ill-advised, throughout the United States mothers continue to drink during pregnancy. Being FASD is the most preventable of developmental disabilities, I will examine the irreparable consequences of alcohol consumption during pregnancy and its behavioral, physical, cognitive and educational implications on the fetus and the family.

Life is a series of continuous ebbs and flows. Life span development goes through the cycles and stages of infancy, early childhood, middle childhood, adolescence, early or emerging adulthood, middle adulthood, and late adulthood; it is the definitive culmination to the end of life (Berger, 2008). Lifespan development focuses on human development. Although there are develop mentalists who study the course of development in nonhuman species, the vast majority examines growth and change in people. Some seek to understand universal principles of development, whereas others focus on how cultural, racial, and ethnic differences affect the course of development. Still others aim to understand the unique aspects of individuals, looking at the traits

I enjoyed learning about Piaget’s beliefs that infants are smart and active learners who adapt to experience. He theorizes there are four distinct periods of cognitive

Fetal alcohol spectrum disorder (FASD) is a general term consist disabilities when a mother consumes alcohol during her pregnancy. The medical prognosis of FASD includes: Fetal Alcohol Syndrome (FAS), Partial Fetal Alcohol Syndrome (PFAS), Alcohol Related Neurodevelopmental Disorder (ARND) and Alcohol Related Birth Defects (ARBD). Moreover, teratogen is a harmful agent that can interrupt the development of an embryo. For instance, alcohol is teratogen. As per Health Canada, FASD is a leading cause of a completely avertable developmental disability but it still affects approximately one percent of the Canadian population (Batshaw, Roizen & Lotrecchiano, 2012). However, there are many alterations to the disabilities and the development of sub-groups. Thereby, the term FASD is introduced to ensure the incidence of all the characteristics (mental, behavioral and physical) associated with prenatal exposure to alcohol. The exposure to alcohol during the pregnancy places the infant at the risk of developing problems such as abnormal appearance, low body weight, poor coordination, low intelligence, facial abnormalities, neuropsychological deficits, central nervous system deficits and growth delays (Riley, Infante & Warren, 2011). As the paper progress, we will discuss the characteristics, causes and the epidemiology of FASD. In addition we will all focus on the mental disorder such as Attention Deficit Hyperactivity Disorder (ADHD) associated with FASD and a

Fetal alcohol spectrum disorder (known as FASD), is a term which encompasses a wide variety of negative health consequences as a result of exposure to alcohol while in the womb (Williams, 2006). This exposure has the potential to cause severe, permanent brain damage leading to cognitive and behavioural deficiencies throughout childhood and adolescence (Brown et al., 2015). FASD only occurs within the general population of North America in approximately 9.1 out of every 1000 births (McLachlan et al., 2014). However, this condition is much more prevalent in individuals involved in various stages of the justice system, affecting between 10% and 23% (McLachlan et al., 2014). This paper aims to explain how FASD affects a juvenile’s brain

| Piaget's first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment

Ideally, the best prevention for Fetal Alcohol Spectrum Disorder, and Fetal Alcohol Syndrome is prevention, however women who are consuming alcohol during pregnancy may be less inclined to seek prenatal care, making it difficult to help them reduce and stop their alcohol consumption, which would prevent the occurrence of FASD and FAS. Since this is the case, FASD and FAS must be treated, rather than prevented. Like most therapeutic interventions, individuals with FASD and FAS are best treated early in life, therefore most interventions are aimed at treating children and adolescents. According to O’Connor and Paley (2009), there is extensive research that has documented significant cognitive, behavioral, adaptive, social, and emotional dysfunctions in people

Throughout this course Dr. Zeng has taught and explained many theories about human developments through a life span. Such has Erikson’s stage of Identity Vs. Identity confusion which is explained by how aging adolescents face deciding who they are, what they are all about, and where they are going in life. Identity is aided by psychosocial moratorium, its noted that society leaves adolescents free of responsibility, and allows them to try different identities throughout a lifespan. Another theory that Dr. Zeng taught and explained to us was the Ethic Identity development theory which was proposed and composed by Jean Phinney. Which can be explained by adolescent’s self-categorization in, and psychological attachment toward, an ethic group or groups. Ethic identity development can also be described as a process of the construction of identity over time, due to a combination of experience and actions of the individual and includes gaining knowledge and understanding of in-groups, as well as a sense of belonging to an ethic group or groups. These two theories intrigued me the most when Dr. Zeng explained to us in class, because I believe they translate the most to all humans going through life. So when Dr. Zeng assigned the class to write a life span term paper, and to choose two theories there was no doubt which theories I would be picking. Dr. Zeng wanted the class to conduct survey/interview in which we would spend four to six hours outside the class, interviewing an

Piaget believe that children are active thinkers. He recognized that the mind develops through a series of irreversible stages. He also acknowledged that a child’s maturing brain builds schemas that are constantly assimilating and accommodating to the world around them. Piaget’s theory of cognitive development is split into four stages: sensorimotor, preoperational, concrete operational, and formal operational. The sensorimotor stage occurs from birth to nearly two years of age. At this stage, infants learn about the world around them by sensing it and interacting within it. It is also in this stage that the idea of object permanence develops, that is, the awareness that things continue to exist even when they are not being observed. In my personal life, I am certain that in this stage of development I would have enjoyed peek-a-boo, because if I didn’t see it, to my developing mind, it wasn’t there at all. The second stage, preoperational, lasts from two years of age to seven years of

In the first, or sensorimotor, stage (birth to two years), knowledge is gained primarily through sensory impressions and motor activity. Through these two modes of learning, experienced both separately and in combination, infants gradually learn to control their own bodies and objects in the external world. Toward the end of Piaget¡¦s career, he brought about the idea that action is actually the primary source of knowledge and that perception and language are more secondary roles. He claimed that action is not random, but has organization, as well as logic. Infants from birth to four months however, are incapable of thought and are unable to differentiate themselves from others or from the environment. To infants, objects only exist when they are insight

The first stage of Piaget’s development theory is the sensorimotor stage which takes place in children most commonly 0 to 2 years old. In this stage, thought is developed through direct physical interactions with the environment. Three major cognitive leaps in this stage are the development of early schemes, the development of goal-oriented behavior, and the development of object permanence. During the early stages, infants are only aware of what is immediately in front of them. They focus on what they