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Describe Physical, Intellectual, Emotional and Social development for each life stages of an individual

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Introduction

´╗┐Paris Diana Burns 20044037 Unit 4 Development Through Life Stages, Health and Social Care Level 3 Extended, Roz Townshend. Describe Physical, Intellectual, Emotional and Social development for each life stages of an individual P1 ________________ Within this unit I will be gaining a better knowledge of the Human Growth and Development through the life stages. This focuses on different life events and debates which is surrounding the nature/nurture. I will be showing a great understanding about the insight into the ageing process and will begin to understand both positive and negative perspectives of aging. As important as the stages themselves are, the change periods between the stages are the periods of most obvious change, times which are sometimes the most difficult with the preparation and understanding help. I have designed my own table below; to show what usually happens in and around the life stages in most individual?s lives. But it?s easier said than done, everyone is different and most of this could happen earlier, later in the stages or might not happen. Since the last three stages of life are all health related, they are optional and not everyone experiences all of them. It is also noteworthy that there seems to be a trend towards compressing all of these three stages into a shorter period of time at the end of an increasingly longer life. LIFE STAGE CHARACTERISTICS OF LIFE STAGE Infant Birth to two years. Dependent, brain developing, learning motor skills and sensory abilities. Child 3-9 years. Growing and mastering motor skills and language. Learning to play and socialize. Continued growth, formal school and organized activities. Adolescent 10-19 years. Growth spurts. Puberty brings hormonal changes and reactions. Strong emotions may rule decisions. Behavioural risks. Young adult 20-29 years. Completing education and beginning career and family. Potential coping and financial pressures. Adult 30-39 years. Managing family and career growth. Increasing numbers of couples are starting families in this stage. ...read more.

Middle

When Trina started primary school and not seeing her mother or father she begun to build on her self-esteem and self-confidence to not have them there all the time and accept others around her. She also begun to develop relationships with other peers and learnt to deal with emotions caused by popularity and rejection whilst she was in primary school. When she started school she only was with one group of friends but then she began to learn of making more friends and rejection got thrown out of the window. Trina was always in her primary socialisation, which is her family before she was at school and always relied on them; it will always be the same but has gradually died down since she?s been in a different environment, at school. School is a safe environment for Trina, as she needs to experience different social relationships and to grow on her independence, which increased at school. Like mentioned about popularity and rejection, Trina began to make different friendships and her social play developed whilst being with different peers and within a different environment. At the ages of 2 - 10 years, Trina will be able to continue to grow at a steady pace. A final growth spurt begins at the start of puberty, sometime between ages 9 and 15, this happened to Trina at the age of 11. The nutrient needs for Trina correspond with these changes within the growth rates. When Trina was an infant she needed more calories in relation to size than a pre-schooler or any other school-age child needs. Nutrient needs increase again as a child gets close to adolescence. Generally, a healthy child will follow an individual growth curve, even though the nutrient intake may be different for each child especially Trina. Parents and caregivers should provide a diet that is appropriate for their child's age. Trina?s care givers should offer a wide variety of foods to ensure their child is getting enough nutrition. ...read more.

Conclusion

There?s more of an opportunity to meet new people and take us more hobbies, this is good for Trina to go out and socialise more with her friends, she?s been going to different events and inviting people round for lunch/dinner or go out for a meal with friends and her family. It?s a good thing that Trina does have the ability to go out and doesn?t have a low self-esteem about herself, because if she didn?t go out then it could cause a problem of isolation and this can cause serious problems with the individual. When Trina becomes older, her face developments and challenges on its own. Her body is changing and her physical strength and health is often diminishing. Most elderly people, like Trina, have much wisdom and experience to share with younger people, but not always the physical strength to chase after them. In times of emergency, studies show that the elderly often demonstrate more emotional resilience than the generation below. Yet grief can become a major focus as friends and relatives begin to die because Trina?s friends were older than her and older family members e.g. parents. People, like Trina at this age must also come to terms with their own inevitable death. Trina enjoys the high prestige as custodians of village lore and morality, and as the persons nearest to departed ancestors. As long as she is going to stay physically able, they also contribute to productive work in farming and in the household. Within the extended family, they enjoy a sense of belonging, as well as emotional and physical security. Even in the most developed countries, the extended family continues to play an important role, though often at a distance, with good relationships usually maintained with Trina and her children that are now entering middle aged adulthood. Trina?s family will continue to provide care and supportive services for her, especially through daughters and her daughters-in-law?s. ...read more.

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