Chapter 7
Human Growth and Development
Health Care
Science
Technology
Copyright © The McGraw-Hill Companies, Inc.
Objectives
List 4 developmental milestones.
 Identify 2 principles of human
growth and development.
 Summarize the progression of
development of the embryo and
fetus.
 Characterize the appearance of a
healthy full-term newborn.

2
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Chapter 7
Objectives (cont.)
Outline the development of the
infant.
 Characterize developmental tasks
of the toddler and preschooler.
 Depict 2 major developmental
tasks of the elementary and middle
school child.

3
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Chapter 7
Objectives (cont.)
Give reasons for 3 major healthrelated issues with which
teenagers may have to cope.
 Match 1 major health-related issue
with each age level of the adult.
 Successfully complete 4 growth
and development procedures.

4
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Chapter 7
Growth and Development 7-1


5
Developmental Milestones
Principles of Growth and
Development
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Chapter 7
Developmental Milestones


Wellness – the best possible
state of health.
There are 4 major parameters
within which developmental
milestones occur:
1. Physical development – the
actual bodily changes observed
in a client during a period of
growth.
6
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Chapter 7
Developmental Milestones (cont.)
2. Intellectual-cognitive development –
the thinking skills a client develops
during a particular period of growth.
3. Psycho-emotional development – the
changes in feelings a client may
experience during a particular period.
4. Social development – the way in which
a client relates to those around him.
7
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Chapter 7
Principles of Growth and
Development
Cephalocaudal development –
development of the embryo and
fetus from head to tail or from
the brain downward.
 Genes – units of hereditary
material contained in a person’s
cells.

8
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Chapter 7
Principles of Growth and
Development (cont.)

Embryo – the human
being developing in
the uterus from the
time of conception to
about the 8th week.
Actual Size ¼ Inch
Magnified 4-Week Embryo
9
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Chapter 7
Principles of Growth and
Development (cont.)

Fetus – the human
being developing in
the uterus from the
8th week until birth.
Fetus sucking his thumb
10
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Chapter 7
Section 7-1
Apply Your Knowledge
List the four developmental
milestones.
Answer:
The four developmental milestones are:
1. Physical development.
2. Intellectual-cognitive development.
3. Psycho-emotional development.
4. Social development.
11
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Chapter 7
CLICK A DEVELOPMENTAL
LEVEL TO GO DIRECTLY TO
THAT SECTION.
From Conception
through the Teenage Years 7-2

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12
Conception to Full Term
The Neonate: Birth to One Month
The Infant: One Month to One Year
The Toddler: One to Three Years of Age
The Preschooler: Three to Five Years of Age
The Elementary School Child: Six to Ten
Years
The Middle School Child: Eleven to Thirteen
Years
The Adolescent: Fourteen to Nineteen Years
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Chapter 7
Conception to Full Term

First Trimester
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–
–
13
Begins with conception, when 1
sperm penetrates the ovum (egg) in
the outer third of the fallopian tube.
The zygote (fertilized ovum) travels
through the fallopian tube toward the
uterus, dividing along the way.
At the back of the group of cells, or
morula, is a rootlike projection that
will eventually become the placenta.
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Chapter 7
Conception to Full Term
14
(cont.)
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Chapter 7
Conception to Full Term
–
–
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15
By 21 to 25 days from conception, a
rudimentary heart is beating and a nervous
system is forming.
At 4 weeks, the embryo is about ¼ inch long
and has arm buds, a head, body, and tail.
Eyes can be discerned.
At 5 weeks, the nose can be seen.
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Chapter 7
Conception to Full Term
–
16
(cont.)
At 6 weeks, the embryo is a little
less than ½ inch long and leg
buds can be seen.
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Chapter 7
Conception to Full Term
–
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17
At 7 weeks, the embryo is about ¾ inch long
and can move its hands.
At 8 weeks the embryo is almost 1 inch long,
has a large liver, and bones are forming.
At 10 weeks, the fetus is about 1½ to 2 inches
long, the kidneys are making urine, and lower
trunk muscles are developing.
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Chapter 7
Conception to Full Term

Second Trimester
–
18
(cont.)
At 12 weeks, the head of the
fetus is about one-third the size
of its outstretched length and
the ribs can be seen. Soft,
downy hair begins to appear.
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Chapter 7
Conception to Full Term
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–
19
(cont.)
At 16 weeks, the fetus is about
4½ inches long and weighs 3 to 4
ounces.
At 20 to 24 weeks, the fetus is
about 12 inches long, major
systems continue to develop, and
bones continue to form.
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Chapter 7
Conception to Full Term

Third Trimester
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–
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20
(cont.)
At 26 weeks, the pregnancy
begins the third trimester.
At 28 weeks, the fetus is about
14 inches long and weighs
about 2½ pounds. Survival is
possible if born at this stage.
38 to 40 weeks – labor begins.
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Chapter 7
pregnancy
21
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Chapter 7
Water Birth
22
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Chapter 7
Breech Birth
30
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Chapter 7
Cesarean Section
56
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Chapter 7
The Neonate:
Birth to One Month
 Physical Development –
weight usually 7 to 9
pounds, and length 18 to
22 inches.
–
67
The newborn’s head is
large in comparison with
rest of body.
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Chapter 7
The Neonate:
Birth to One Month (cont.)
–
–
68
Bones in skull are not
fixed, but can slide over
one another. This is
called molding.
Head has 2 soft spots,
or fontanels, which are
tough cartilage.
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Chapter 7
The Neonate:
Birth to One Month (cont.)

The Skin of the Newborn
–
–
–
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–
69
Loose, wrinkled, and red.
At birth, hands and feet may be bluish, but will
pinken after a few breaths.
Activity, temperature, and circulatory changes
during the first few days can affect skin color.
Peeling during the first week is not unusual or
harmful.
Vernix caseosa, a white waxy substance, may
be found in the folds of the skin.
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Chapter 7
The Neonate:
Birth to One Month (cont.)
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–
70
Milia, small white bumps on
the chin and nose may
appear, but go away naturally.
The remaining part of the
umbilical cord is about 1 to
1½ inches long and usually
falls off after the 10th day of
life.
Neonatal jaundice, a yellowish
color of the skin caused by an
accumulation of bilirubin, can
occur.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Neonate:
Birth to One Month (cont.)

Other Physical Characteristics of the
Newborn:
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–
–
–
71
Eyes – may appear swollen, due to the
passage through the birth canal.
Lips – may have blisters from thumb sucking
in the uterus.
Breast tissue and genitalia – may appear
swollen.
Fists – tightly closed.
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Chapter 7
The Neonate:
Birth to One Month (cont.)
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72
Reflexes – blinking, a normal reflex. Some
other reflexes are due to an immature
nervous system.
Crying – may be from hunger or other
reasons.
Eating – 7 or 8 times a day for the first few
weeks.
Sight – infants can see objects within 8
inches of their eyes.
Hearing – seem to prefer high-pitched tones.
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Chapter 7
The Neonate:
Birth to One Month (cont.)

Intellectual-Cognitive Development
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
Social Development
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73
Newborns will become calm when picked
up and held firmly.
Disturbing stimulation is tuned out by
sleeping.
Infants respond to a soft, gentle voice.
Newborns can show excitement and
distress.
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Chapter 7
The Neonate:
Birth to One Month (cont.)

Aspects of Care:
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74
Keep warm, especially right after birth.
Vitamin K shot given to prevent bleeding.
Medicated eye drops to prevent infection.
Umbilical cord is “painted” with antibacterial.
Give small amounts of water to ensure
swallowing.
Blood sample checks metabolic disorders.
Tepid water sponge baths until the umbilical
cord has fallen
off.
Chapter 7
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The Neonate:
Birth to One Month (cont.)

75
Feeding – by breast, bottle, or both.
Parents must be told about the
frequency and duration of the
feedings.
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Chapter 7
The Neonate:
Birth to One Month (cont.)

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76
Treatment of jaundice – make sure
the infant is well hydrated with
breast or bottle milk. Ultraviolet
light may be used, but make sure to
protect the infant’s eyes. Blood
tests should be done frequently.
Arrange follow-up care.
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Chapter 7
The Infant:
One Month to One Year
 Physical Development
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77
Weight triples in the first year.
3 weeks – the infant can focus on
objects.
4 weeks – the infant can follow a bright
object with eyes and make eye contact.
2 months – an infant can follow objects
with eyes, listen to sounds, bat at
objects, and respond to sound.
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Chapter 7
The Infant:
One Month to One Year (cont.)
 Physical Development (cont.)
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–
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78
3 months – infants may raise head and
shoulders while on abdomen.
4 months – infant can roll from stomach to
back, may play with rattle placed in the hand.
Teething may begin.
5 months – may transfer rattle hand to hand.
6 months – may roll back to stomach, may be
able to sit momentarily, can transfer objects
hand to hand. Can retrieve dropped object. Two
bottom teeth are probably visible.
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Chapter 7
The Infant:
One Month to One Year (cont.)
 Physical Development (cont.)
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79
9 months – infant can sit well,
creep, build tower with 2
blocks. Infant uses pincer
grasp, can put consonants with
vowels and make repetitive
sounds.
12 months – child can “cruise”
by holding onto the edge of a
piece of furniture and moving
around. Infant can begin selffeeding.
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Chapter 7
The Infant:
One Month to One Year (cont.)

Intellectual-Cognitive Development
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80
1 month – eye contact.
4 to 5 months – makes faces.
6 months – makes babbling sounds.
9 months – can play peek-a-boo games.
12 months – can follow simple directions.
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Chapter 7
The Infant:
One Month to One Year (cont.)

Psycho-Emotional Development
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81
1 month – smiles at another smiling face.
3 months – smiles spontaneously and
displays pleasure in making sounds.
4 months – vocalizes moods.
6 months – abrupt mood changes.
9 months – displays pleasure playing
simple games.
12 months – can express many emotions.
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Chapter 7
The Infant:
One Month to One Year (cont.)

Social Development
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82
1 month – smiles.
3 months – responds to voices.
6 months – “babbles” and is interested
in own voice.
9 months – begins to develop words.
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Chapter 7
The Infant:
One Month to One Year (cont.)

Aspects of Care: One Month to One Year
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83
Regular health check-ups and
immunizations.
Tactile stimulation, such as physical contact
and cuddling, as well as attention to needs, is
required for appropriate growth and
development.
Food – breast milk or formula is sufficient for
the first 6 months. Obtain guidance from
health care provider about solid foods.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Infant:
One Month to One Year (cont.)

Safety – must be considered at all times.
Take the following safety measures:
–
Keep emergency phone numbers available.
–
Ensure the crib meets federal safety standards.
–
Use an appropriate car seat.
–
84
Do not allow pillows, comforters, or plush toys
in bed with the child.
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Chapter 7
The Infant:
One Month to One Year (cont.)

Safety (cont.)
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85
Prevent falls.
Prevent choking.
Remove hanging toys from the crib when the
child begins to reach, pull, and roll over.
Never leave the child unattended in the car.
Secure and keep out of reach all cords on
window blinds, lamps, and electrical
equipment.
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Chapter 7
The Toddler:
One to Three Years

Physical Development
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86
Arms and legs grow faster than
the trunk.
Most walk by 15 months, run by
2 years.
At 3 years, they are very agile
and active. They can throw a
ball, draw simple shapes, and
use child’s scissors.
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Chapter 7
The Toddler:
One to Three Years (cont.)

Intellectual-Cognitive Development
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87
Child tries to imitate actions like raking,
sweeping, etc.
Speech
 12 to 15 months – speaks single
words.
 Second year – makes sentences of 6
to 20 words.
 Third year – repeats nursery rhymes.
May always ask “Why?”
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Chapter 7
The Toddler:
One to Three Years (cont.)

Psycho-Emotional Development
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88
1 year – many emotions available.
1 to 3 years – child gains some control over
ways to express feelings.
18 months to 2½ years – temper tantrums
become an issue, child begins to resist
authority.
3 years – child becomes sensitive to the
feelings of others and may be characterized
as affectionate.
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Chapter 7
The Toddler:
One to Three Years (cont.)

Social Development
–
–
89
1 to 2 years – child unable to play
well with others, may be aggressive.
2 to 3 years – child learns sharing
and becomes aware of appropriate
behavior when playing with others.
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Chapter 7
The Toddler:
One to Three Years (cont.)

Aspects of Care
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90
Work on motor skills with crayons.
Patient explanations and patience provide a
positive environment for growth.
Health care monitoring and vaccinations are
needed.
Toilet training may be encouraged when child
demonstrates signs of readiness.
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Chapter 7
The Preschooler:
Three to Five Years of Age

Physical Development
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91
Height – heredity becomes apparent in
variations among children.
Respiratory and heart rates begin to
slow.
Bones – begin to ossify. Activity and
calcium are important in developing
strong bones.
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Chapter 7
The Preschooler:
Three to Five Years of Age (cont.)

Physical Development
–
–
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92
Nighttime bladder and
bowel control achieved by
3 to 4 years of age.
Large muscle development
should enable the child to
navigate stairs using
alternating steps.
At 5 years a child can hop,
skip, and participate in
team sports.
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Chapter 7
The Preschooler:
Three to Five Years of Age (cont.)

Intellectual-Cognitive
Development
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–
93
Nervous system – many connections,
called synapses, are made, enabling
more skillful play.
Language – great strides are made.
Vocabulary may reach 900 words by
3 years, and 1600 by 4 years. At age
5, vocabulary exceeds 2000 words.
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Chapter 7
The Preschooler:
Three to Five Years of Age (cont.)

Psycho-Emotional Development
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94
3 years – usually pleasant, enjoys
music, has a sense of self.
4 years – child tests limits, becomes
more negative.
5 years – child should be more selfassured, adjusted, and home-centered.
Child can accept some responsibility.
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Chapter 7
The Preschooler:
Three to Five Years of Age (cont.)

Social Development
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95
3 years – children know what gender
they are; they like to “help.”
4 years – very social. Enjoy games.
5 years – enjoy games with more rules.
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Chapter 7
The Preschooler:
Three to Five Years of Age (cont.)

Aspects of Care
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96
Maintain regular checkups, including a
complete preschool physical.
Immunizations must be kept up to date.
Nighttime routines help a child feel
secure.
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Chapter 7
The Elementary School Child:
Six to Ten Years

Physical Development
–
–
–
–
97
Girls tend to be taller and heavier than
boys at this stage.
Bones continue to ossify.
Reproductive systems begin developing
slowly.
Postural habits are developed.
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Chapter 7
The Elementary School Child:
Six to Ten Years (cont.)

Intellectual-Cognitive Development
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98
Progresses from brief attention span to
being able to focus for extended periods of
time.
Moves from block letters to cursive
handwriting.
Speech may differ between peers and
adults.
Recognizes time concepts, differentiates
between fantasy and reality, and develops a
sense of right and wrong.
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Chapter 7
The Elementary School Child:
Six to Ten Years (cont.)

Psycho-Emotional Development
–
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99
Parental influence decreases while peer
influences increase as child approaches
10 years.
Concerns shift from self to others.
Child may become very sensitive to
criticism.
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Chapter 7
The Elementary School Child:
Six to Ten Years (cont.)

Social Development
–
–
100
School becomes very
important to the child,
along with group
activities.
Appropriate social
behaviors are learned.
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Chapter 7
The Elementary School Child:
Six to Ten Years (cont.)

Aspects of Care
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101
Structure, schedule, and consistent daily
activities are important.
Activities must be monitored to prevent
physical injury.
Health and dental care and immunizations
must be maintained.
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Chapter 7
The Middle School Child:
Eleven to Thirteen Years

Physical Development
–
–
–
102
Puberty – occurs in girls at 12 to 13
years, but may start as early as 9. In
boys, it starts around 14 years of age.
Fusion of some bones occurs.
Skin problems may begin, and appetite
increases.
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Chapter 7
The Middle School Child:
Eleven to Thirteen Years (cont.)

Intellectual-Cognitive Development
–
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–
103
Physical and psychological changes divert
energy from academics.
Child begins to think abstractly and
critically.
Exaggeration and fibbing may occur.
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Chapter 7
The Middle School Child:
Eleven to Thirteen Years (cont.)

Psycho-Emotional Development
–
–
104
Accurate information about their
changing bodies should be given by a
reliable source.
Child may be temperamental or moody.
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Chapter 7
The Middle School Child:
Eleven to Thirteen Years (cont.)

Social Development
–
–
105
Becoming part of a
group becomes
important.
Girls become interested
in male-female
relationships earlier
than boys.
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Chapter 7
The Middle School Child:
Eleven to Thirteen Years (cont.)

Aspects of Care
–
–
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–
106
Reassure the child that he or she is loved.
Avoid being hypercritical. Don’t make too
many demands.
Monitor friendships and associations.
Maintain immunizations and regular health
care checkups.
Allow some quiet time in the schedule.
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Chapter 7
The Adolescent:
Fourteen to Nineteen Years

Physical Development
–
–
–
107
Females attain their adult
height and weight, while
males continue to grow until
age 25.
Poor diet and exercise in this
stage can lead to problems
later in life.
Education about sexual
behavior should be provided
by trusted, well-informed
adults.
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Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)

Cognitive-Intellectual Development
–

Psycho-Emotional Development
–
–
–
108
Reasoning and critical and abstract
thinking are developing.
Although aware of acceptable behavior,
teens are prone to angry outbursts.
Adolescents can feel both alone and
conspicuous.
Often, teens feel immortal or
invulnerable.
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Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)

Social Development
–
–
–
109
Teens should learn effective
interpersonal skills, resolve
conflicts and become
comfortable with their style of
communicating.
They tend to get involved in
community service projects.
They are more comfortable
relating to their parents.
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Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)

Problems Faced by Teens
–
110
Eating Disorders
• Anorexia nervosa – self-starving,
more common in females.
• Bulimia – binge eating, followed by
purging through vomiting, excessive
use of laxatives, abuse of diuretics,
or excessive exercise.
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Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)
–
111
Substance Abuse Signs
• Change in personality, friends, health
habits, and appearance.
• Withdrawal from family and group
activities.
• Sliding school grades.
• At-risk teens are those who have:
– Family history of substance abuse.
– Low self-esteem.
– Depression.
– A sense of “not fitting in.”
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)
–
Violence
•
•
•
112
Poverty is considered a leading cause
of violence in teens.
Bullying in school is increasingly
recognized as a cause of violence.
Depressed students may harbor
resentment for a long time.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)
–
113
Sexually Transmitted Diseases – STDs
that threaten long-term health and wellbeing include:
• Chlamydia.
• Syphilis.
• Gonorrhea.
• Hepatitis B.
• Herpes type II.
• Papilloma virus.
• HIV.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)
–
114
Pregnancy – problems associated with
teen pregnancy include:
• Low birth weight.
• Prematurity.
• Cesarean delivery.
• Child abuse.
• Growing up in poverty.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)
–
Suicide – the third leading cause of death for
people 15 to 24 years of age.
• Warning signs include:
Depression.
Anger, directed inward.
Alcohol and/or other substance abuse.
Changes in habits.
Giving away personal possessions.
Giving verbal hints about committing
suicide.
–
–
–
–
–
–
115
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)
•
116
Actions to take if you suspect someone
is contemplating suicide:
– Listen.
– Take the person seriously.
– Get help from a responsible adult.
– Do not promise to “keep the secret.”
– Never assume it’s “just talk.”
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)

Aspects of Care
–
–
–
–
–
117
Provide adequate calcium and weight-bearing
exercise.
Provide sex education and information about
sexually transmitted diseases.
Encourage friendships, sporting events, and
social events.
Listen to them.
Give them the facts.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Adolescent:
Fourteen to Nineteen Years (cont.)

Aspects of Care (cont.)
–
–
–
–
–
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–
118
Trust them.
Provide them with firm and friendly discipline.
Be consistent.
Educate them, with their independence in
mind.
Set limits and stick to them.
Set examples of good behavior and taste.
Remember how it felt to be an adolescent.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
Section 7-2
Apply Your Knowledge
List three suicide warning signs.
119
Answer:
Suicide warning signs are:
1. Depression.
2. Anger, directed inward.
3. Alcohol and/or other substance abuse.
4. Changes in habits.
5. Giving away personal possessions.
6. Giving verbal hints about committing
suicide.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
CLICK A DEVELOPMENTAL
LEVEL TO GO DIRECTLY TO
THAT SECTION.
The Adult Years 7-3
The Young Adult: Twenty to
Forty Years
 The Middle-Aged Adult: Forty to
Sixty-Five Years
 The Mature Adult Years: SixtyFive Years and Older

120
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Young Adult:
Twenty to Forty Years

Physical Development
–
–
–
121
Growth has generally stopped, but
calcium and regular weight-bearing
exercise are still required.
Visual acuity begins to decline,
especially depth perception.
Hearing loss may be noted, although
it can begin as early as age 14.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Young Adult:
Twenty to Forty Years (cont.)

Intellectual-Cognitive Development
–
–
122
Knowledge acquired through both
formal training and on-the-job
training.
Critical thinking and reasoning skills
are refined.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Young Adult:
Twenty to Forty Years (cont.)

Psycho-Emotional
Development
–
–
123
Long-lasting relationships are
established.
Careers can lead to stress and
anxiety.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Young Adult:
Twenty to Forty Years (cont.)

Social Development
–
–
–
124
Young adults establish careers,
marriages, families, and homes.
Friendships and relationships may be
based more on interests than age.
Contributing to the community becomes
important.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Young Adult:
Twenty to Forty Years (cont.)

Aspects of Care
–
–
–
125
Weight-bearing and aerobic exercise
should be continued to reduce and
prevent bone loss.
A balanced nutritional plan should be
in place.
The need for social contact continues,
and may be fulfilled through church,
school, and community activities.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Young Adult:
Twenty to Forty Years (cont.)
–
–
–
126
Stress management techniques are
essential.
Regular health checkups are important
for preventive maintenance.
Regular dental care is necessary,
including cleaning and checkups twice
a year.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Middle-Aged Adult:
Forty to Sixty-Five Years

Physical Development
–
–
–
–
127
Females may experience bone loss as early
as age 35. Men may not experience it until
age 65.
Muscle strength, endurance, and stamina
may begin to decline.
Hair may begin to turn gray and thin;
wrinkles appear in the skin.
Chronic health problems such as
hypertension, heart disease, and diabetes
may surface. Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Middle-Aged Adult:
Forty to Sixty-Five Years (cont.)

Intellectual-Cognitive
Development
–
–
–
128
The brain begins to decrease in
size, due to water loss.
Information processing begins
to slow.
The individual is still capable of
multitasking, learning new
information, and retrieving old
information.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Middle-Aged Adult:
Forty to Sixty-Five Years (cont.)

Psycho-Emotional Development
–
–
–
129
Many feel a sense of pride and
accomplishment in their careers.
Some may experience a sense of loss,
known as the “empty nest” syndrome.
An awareness of one’s mortality may be
noted.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Middle-Aged Adult:
Forty to Sixty-Five Years (cont.)

Social Development
–
–
130
Caring for an aging
parent may lead to stress.
Creative, social, and
enjoyable outlets are
important.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Middle-Aged Adult:
Forty to Sixty-Five Years (cont.)

Aspects of Care
–
–
–
–
–
–
131
Regular weight-bearing and aerobic exercise
should be continued.
A balanced nutritional plan should be in place.
Adequate rest is needed to be able to perform
daily tasks.
The need for social contact continues.
Stress-management techniques should be
applied.
Regular health and dental checkups should
continue.
Chapter 7
Copyright © The McGraw-Hill Companies, Inc.
The Mature Adult Years:
Sixty-Five Years and Older

132
Physical Development – The body
begins to show physical signs of
aging.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Integumentary System





133
Thinning and wrinkling skin is caused by a
decrease in collagen and elastin in the dermis.
Atrophy, or degeneration, of the subcutaneous
layer of skin is caused by a decrease in adipose
tissue.
Decrease in melanocytes, which produce
pigment and protect against ultraviolet light.
Graying, thinning hair and brittle nails.
Decreasing inflammatory response, resulting in
slower healing.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Nervous System






134

Slower reaction time and thought processing.
Decreased blood flow to the brain, caused by
arteriosclerosis.
Shortened attention span and difficulty in multitasking.
Shrinkage of temporal lobes, leading to weaker
signals to the brain for processing.
Impairment of fine motor activities.
Memory loss caused by changes in the brain.
Impaired vision and hearing.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Musculoskeletal System



135
Osteoporosis or decreased bone
density.
Osteoarthritis or joint disease.
Decreased numbers of
musculoskeletal fibers.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Cardiovascular System




136
Decreased cardiac output, especially
during exercise.
Arteriosclerosis.
Postural hypotension or loss of blood
pressure when standing or sitting up
abruptly.
Increased risk of heart disease.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Respiratory System



137
Some loss of elasticity of the lungs.
Calcification of the intercostal cartilage.
Increased shortness of breath, caused by
the physical changes listed above.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Immune System

138
General decline, giving rise to
susceptibility to infectious diseases
and autoimmune diseases such as
cancer and rheumatoid arthritis.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Digestive System


139
Constipation, caused by lack of
exercise and poor diet.
Fecal incontinence, caused by lack of
muscle tone.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Genitourinary System



140
Decreased number of nephrons, the
functional units of the kidney.
Reduced tolerance for stress, so the
kidneys may respond to disease in other
parts of the body.
Loss of voluntary control of urination.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)
–
Endocrine System





141
Decreased thyroid function.
Loss of estrogen production in females.
Decreasing levels of aldosterone, a hormone
that has a role in regulating blood pressure.
Increased delay in return of cortisol to
normal levels after stressful events.
Deficiencies in response to insulin by
various organs.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)

Intellectual-Cognitive Development
–
–
–
142
Although information is processed slowly,
mature adults can continue to learn.
Long-term memory seems to remain intact;
short-term memory may be less acute.
The wealth of knowledge accumulated tends
to make mature adults great teachers.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)

Psycho-Emotional Development
–
–
143
Retirement can lead to a sense of loss
or grief.
Mature adults must increasingly deal
with death, as that of a spouse or
friends.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)

Social Development
–
–
–
144
Some mature adults
experience an increased
spirituality.
Many live in retirement
homes or communities.
Grandchildren may
become a source of
pleasure.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)

Aspects of Care
–
–
145
Regular weight-bearing and aerobic
exercise should be continued to
reduce and prevent bone loss.
A balanced nutritional plan should be
maintained.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
The Mature Adult Years:
Sixty-Five and Older (cont.)

Aspects of Care (cont.)
–
–
–
–
146
The need for sleep may decrease, but
short periods of rest throughout the
day may offset the loss.
Social contact should persist.
Regular health and dental checkups
should continue.
Individuals should maintain active
interests.
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
Section 7-3
Apply Your Knowledge
List some signs of aging.
Answers:
1. Thinning and wrinkling skin.
2. Graying and thinning hair.
3. Slower healing.
4. Slower reaction time.
5. Impairment of fine motor activities.
6. Impaired vision and hearing.
7. Decreased bone density.
8. Increased risk of heart disease.
147
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Chapter 7
Procedures in Student Text
7A
7B
7C
7D
148
Measuring the Infant
Measuring Head Circumference
Measuring the Toddler
Measuring the Adult
Copyright © The McGraw-Hill Companies, Inc.
Chapter 7
Chapter 7 Credits
Slide 9
Slide 10
Slide 16
Slide 21
Slide 24
Slide 29
Slide 33
Slide 40
Slide 41
Slide 46
Slide 54
Slide 59
Slide 61
Slide 63
Slide 77
Slide 82
Slide 84
Slide 98
149
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John Fortunato
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Chapter 7