Topic: diversity

Adaptive skills incorporate the area of self-help skills such as eating, drinking and dressing. By one: ? feeds self cracker ? holds cup with two hands; drinks with assistance ? holds out arms and legs while being dressed Between one and two: ? uses spoon, spilling little ? drinks form cup with one hand, unassistedd ? chews food ? unzips large zipper ? indicates toilet needs ? removes shoes, socks, pants, sweater Between two and three: ? uses spoon, little spilling ? gets drink form fountain or faucet independently ? opens door by turning handle ? takes off coat ? puts on coat with assistance washes and dries hands with assistance Between three and four: ? pours well form small pitcher ? spreads soft butter with knife ? buttons and unbuttons large buttons ? washes hands independently ? blows nose when reminded ? uses toilet independently Between four and five: ? Cuts easy foods with a knife ? laces shoes Between five and six: ? dresses self completely ? ties bow ? brushes teeth independently ? crosses streets safely Between six to twelwe: ? Growing independence ? Common fears include the unknown, failure, family problems, rejection, and death ? Friends are most commonly the same sex Begins to see others’ point of view more clearly ? Defines himself/herself in terms of appearance, possessions, and activities ? Are self-conscious ? Tattling – a common way to attract adult attention ? Feelings get hurt easily ? Needs about 10 hours of sleep a night ? Begins to think about his/her own behavior and see consequences ? Can talk through problems to solve them Between twelve and forteen ? Trying to find his/her identity ? Rapid body changes from puberty (girls mature before boys) ? Moodiness ? Shyness ? Greater interest in privacy Can express himself/herself better ? Uses actions more than words to communicate feelings ? Close friendships gain importance ? Influenced by peer groups ? Same-sex friends and group activities ? Shows parents less affection ? Realizes that parents have faults ? Revisits childish behavior ? Feels like nothing bad could possibly happen to him/her ? Focuses mostly on the present ? Experiments with the rules, cigarettes, drugs, and alcohol ? The adolescent can put together all the possible outcomes before beginning the problem (abstract thinking) Between forteen to seventeen Self-involvement ? Complains that parents get in the way of his/her independence ? Very concerned with appearance, body, and sexual attractiveness ? Changes relationships often ? Still feels like nothing bad could happen to him/her ? Engages in risky behaviors ? Poorer opinion of parents ? Tries to make new friends ? Competitive and selective peer groups ? Periods of sadness ? Intellectual interests are important ? Feelings of love and passion ? Development of principles ? Selection of role models ? More consistent evidence of conscience ? Ability to set goals is better Interest in moral reasoning Between seventeen and ninteen ? Firmer identity ? Can delay gratification ? Thinks ideas throug ? Expresses feelings in words ? Sense of humor more developed ? Interests are stable ? Emotional stability is greater ? Can make independent decisions ? Can compromise ? Pride in his/her work ? More self-reliant and independent ? Peer group not as important as a few good friends ? Greater concern for others ? Starts listening to parents advice again ? Greater concern for the future ? Thinks about his/her life role ? Concerned with serious relationships Clear sexual identity ? Useful insight ? Can set goals and follow through ? Accepts social institutions and cultural traditions ? Self-esteem is based on the adolescent’s view of himself/herself, rather than other people The aspects of social and emotional development include:   response to adults, especially the mother’s face and voice, enjoying the company of others and games like peek –a boo, liking to please adults and perform for an audience and developing a sense of own identity and wanting to do things for themselves. Between birth to age of two Infants are exploring their world through sucking, grasping, gazing, etc ? Need consistency and will develop trust if they can rely on their parents ? Aware that objects exist even when out of sight (object permanence) Example: when a toy is placed under a blanket, child knows that the toy is still there ? Child mirrors another person’s behaviour after it has occurred (deferred imitation) Between two to seven ? Can move around and explore the world, giving him/her more independence (autonomy) ? The control the child has can give him/her self-esteem ?