1. Introduction to Module.pptx

Health Throughout
the Life Cycle

About This Module
 This module consists of:
 5 taught days
 Split into 50% face to face and 50% online directed study.
 Assessments:
 Case Study (3,000 words)
 Summary of learning (1,000 words)

About This Module
• Key Stages of life
• Health throughout
the lifespan
• Developmental stages
and the effects of not
meeting these
• The role of healthcare
workers
• Health promotion
• Epidemiology
• Pathophysiology
• The impact of long
term conditions
throughout life

Assessments: Case Study
 This will be a 3,000 word break down on the life of a patient
 This will involve looking at the key developmental stages of life
 Considering ill health and the effects this has on wellbeing
 Applying research and data to show evidence of understanding

Assessments: Summary of Learning
 This assignment is 1,000 words.
 This will evidence your understanding of key factors relating to
health and wellbeing across the lifespan
 Show how you have educationally developed from your learning
and how you apply this into practice.
 You will consider epidemiology, looking at what could set
someone back in life
 You will consider barriers to change and change models.

WARNING
 Some of the topics we will be discussing throughout this module will be of a
sensitive nature.
 This includes childhood development, pregnancy loss, abuse and neglect of
children, adverse childhood experiences, poor parenting, chronic illness and death.
 If we reach a topic that you feel uncomfortable with, you may leave to collect
yourself – no questions asked.
 If you want to discuss any issues with me afterwards, you are welcome to contact
me via email and we can arrange a chat.
 Please remember – I am here to teach you and support you, whether that is with
professional discussions, personal, or signposting you to another service that may
be of benefit for you.

Lifespan Development
How many different periods of
development do you think there is?
Make a list of the different stages

 How many did you get?
 Consider… “adult” can be classed as between 18 years and 80 years… But how
different is the development of each?
 Consider this in terms of Socially, Physically, mentally and cognitive skills…
 Think of a “child” – this could be from 4 years to 17 years old… How different are
children at those ages though?

We are going to look at a brief
overview of 9 different
cognitive stages within
lifespan development.

Germinal Stage
 The germinal stage begins at conception when the sperm and egg cell unite in one
of the two fallopian tubes.
 The fertilized egg is called a zygote.
 Just a few hours after conception, the single-celled zygote begins making a journey
down the fallopian tube to the uterus.
 Cell division begins approximately 24 to 36 hours after conception.
 As the cells multiply, they will also separate into two distinctive masses: the outer
cells will eventually become the placenta, while the inner cells form the embryo.
 The cells develop into what is known as a blastocyst. The blastocyst is made up of
three layers, each of which develops into different structures in the body.
 Ectoderm: Skin and nervous system
 Endoderm: Digestive and respiratory systems
 Mesoderm: Muscle and skeletal systems

Embryonic Stage
 Starts in week 3
 The mass of cells are now an “embryo”
 Approximately four weeks after conception, the neural tube forms. This tube
will later develop into the central nervous system including the spinal cord and
brain.
 Around the fourth week, the head begins to form, quickly followed by the eyes,
nose, ears, and mouth.
 The blood vessel that will become the heart start to pulse.
 During the fifth week, buds that will form the arms and legs appear.
 By the eighth week of development, the embryo has all of the basic organs
and parts except those of the sex organs
 By the end of the embryonic period, the basic structures of the brain and
central nervous system have been established

Foetal Stage
 Once cell differentiation is mostly complete, the embryo enters the next stage and becomes
known as a foetus
 The foetal period of prenatal develop marks more important changes in the brain.
 This period of development begins during the ninth week and lasts until birth.
 This stage is marked by amazing change and growth.
 Between the ninth and twelfth week of gestation (at the earliest), reflexes begin to emerge.
 During the third month of gestation, the sex organs begin to differentiate and by the end of the
month, all parts of the body will be formed.
 In months four through six, the heartbeat grows stronger and other body systems become
further developed.
 Fingernails, hair, eyelashes, and toenails form.
 The foetus increases about six times in size.
 During the period from seven months until birth, the fetus continues to develop, put on weight,
and prepare for life outside the womb.

The placenta
 The placenta is an organ that develops in the uterus during pregnancy.
 This structure provides oxygen and nutrients to the foetus and removes
waste products from the foetus’ blood.
 The placenta attaches to the wall of the uterus, and the baby's umbilical cord
arises from it.
 The organ is usually attached to the top, side, front or back of the uterus. In
rare cases, the placenta might attach in the lower area of the uterus.
 When this happens, it's called a low-lying placenta (placenta previa).
 If the baby is born vaginally, the placenta will also be delivered vaginally —
this is referred to as “the third stage of labour”.

Problems and Risks in Pregnancy
 Hypertension
 Gestational Diabetes
 Infections, including STI’s.
 Preeclampsia
 Preterm labour (before 37 weeks of pregnancy)
 Depression and anxiety
 Pregnancy loss / miscarriage
 Still birth

Routine Testing
Although advisable – testing is optional.
 Screening for Hepatitis B, HIV and Syphilis
 This is done at the early stages of pregnancy via a blood test
 Screening for sickle cell and thalassaemia
 Particularly if parents are ‘carriers’ of sickle cell. This is done via blood test.
 Screening for Down's syndrome, Edwards' syndrome and Patau's syndrome
 These are screened for between week 10 and 14 of pregnancy by the combined use of an ultrasound
scan and a blood test.
 Anencephaly, open spina bifida, cleft lip, diaphragmatic hernia, gastroschisis, exomphalos,
serious cardiac abnormalities, bilateral renal agenesis, lethal skeletal dysplasia, Edwards'
syndrome, or T18 and Patau's syndrome, or T13
 Completed at the 20-week screening scan, it looks in detail at the baby's bones, heart, brain, spinal
cord, face, kidneys and abdomen.
 This is the ‘mid pregnancy scan’, where people will often discover the baby’s sex.

Abnormalities
There are more than 7,000 genetic or partially genetic birth defects. Five common
types account for a quarter of the world's cases:
 Heart defects: More than a million births worldwide yearly.
 Neural tube defects (including spina bifida): Nearly 324,000 births worldwide yearly.
 Blood disorders (such as sickle cell disease and thalassemia): More than 307,000
births worldwide yearly.
 Down syndrome: More than 217,000 births worldwide yearly.
 G6PD deficiency (enzyme deficiency that causes anaemia): More than 177,000
births worldwide yearly.
 (Hitti, 2006)

Infancy and Toddlerhood
Information based on
CDC guidelines, 2021

Baby Brain
 At birth, a baby's brain contains 100 billion neurons, roughly as many nerve cells
as there are stars in the Milky Way, and almost all the neurons the brain will ever
have.
 At birth, the human brain is in a remarkably unfinished state.
 Most of its 100 billion neurons are not yet connected in networks.
 Forming and reinforcing these connections are the key tasks of early brain
development.
 Connections among neurons are formed as the growing child experiences the
surrounding world and forms attachments to parents, family members and other
caregivers.

Think…
What do you think happens to the baby’s
brain if there is no love, attachment and
nurture?

Early Brain Development and Health
 The early years of a child’s life are very important for later health and
development.
 How well a brain develops depends on many factors in addition to genes,
such as:
 Proper nutrition starting in pregnancy
 Exposure to toxins or infections
 The child’s experiences with other people and the world

The importance of early childhood
experiences for brain development
 Children are born ready to learn, and have many skills to learn over many years.
 They depend on parents, family members, and other caregivers as their first
teachers to develop the right skills to become independent and lead healthy and
successful lives
 How the brain grows is strongly affected by the child’s experiences with other
people and the world.
 Nurturing care for the mind is a critical aspect for brain growth.

New Born (Birth – 1 month)
 Sight is unlikely to be coordinated, vision clears around 8-10
inches.
 Cannot see all colours yet
 Hearing is fully developed in new born babies (they can hear from
the womb – a mother may notice that the baby ‘jumps’ at loud
noises even when in utero!)
 Baby’s sense of smell is excellent
 Babies naturally prefer sweet tastes rather than bitter.
 Babies are comforted by touch and feel more secure when they are
being held, particularly by their mother, due to the smell of breast
milk.

Milestones: 2 months
Development by 2 months after birth in a ‘normal’ baby
 Social and Emotional
 Begins to smile at people, will try to focus on parent, can briefly calm themselves
 Language/Communication
 Coos, makes gurgling sound
 Turns head toward sounds
 Cognitive (learning, thinking, problem-solving)
 Pays attention to face, begins to follow things with eyes and recognise people at a
distance and may begin to act ‘bored’ without stimulation.
 Movement/Physical Development
 Can hold head up and begins to push up when lying on tummy
 Makes smoother movements with arms and legs

Milestones: 4 Months
 Smiles spontaneously, especially at people
 Likes to play with people and might cry when playing stops
 Copies some movements and facial expressions, like smiling or frowning
 Babbles with expression and copies sounds he hears
 Cries in different ways to show hunger, pain, or being tired
 Lets you know if he is happy or sad
 Responds to affection
 Uses hands and eyes together, such as seeing a toy and reaching for it
 Recognises familiar people and things at a distance
 Holds head steady unsupported, Pushes down on legs when feet are on a hard surface
 May be able to roll over from tummy to back, Can hold a toy and shake it and swing at dangling toys
 Brings hands to mouth, when lying on stomach, pushes up to elbows

 Knows familiar faces and begins to know if someone is a stranger
 Likes to play with others, especially parents
 Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent while making sounds
 Makes sounds to show joy and displeasure
 Looks around at things nearby, Brings things to mouth
 Shows curiosity about things and tries to get things that are out of reach
 Begins to pass things from one hand to the other
 Rolls over in both directions (front to back, back to front) and may start crawling
 Begins to sit without support
 When standing, supports weight on legs and might bounce

Milestone: 9 Months
 May be afraid of strangers and may be clingy with familiar adults
 Has favourite toys
 Understands “no”
 Makes a lot of different sounds like “mamamama” and “bababababa”
 Copies sounds and gestures of others
 Uses fingers to point at things
 Watches the path of something as it falls
 Looks for things she sees you hide and plays peek-a-boo
 Picks up things like cereal o’s between thumb and index finger
 Stands, holding on, Can get into sitting position, Sits without support, pulls to stand and can crawl

Milestones: 1 Year
 Is shy or nervous with strangers, may cry when care giver leaves
 Hands you a book when he wants to hear a story
 Puts out arm or leg to help with dressing
 Responds to simple spoken requests
 Uses simple gestures, like shaking head “no” or waving “bye-bye”
 Says “mama” and “dada” and exclamations like “uh-oh!”
 Explores things in different ways, like shaking, banging, throwing
 Looks at the right picture or thing when it’s named
 Puts things in a container, takes things out of a container
 Pulls up to stand, walks holding on to furniture (“cruising”), may stand unsupported or even take steps

 Likes to hand things to others as play
 May have temper tantrum
 Plays simple pretend, such as feeding a doll
 Says several single words
 Says and shakes head “no”, will point at what they want
 Knows what ordinary things are for; for example, telephone, brush, spoon
 Shows interest in a doll or stuffed animal by pretending to feed
 Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down”
 May walk up steps and run, pull toys when walking, help with undressing, drinks from a cup and eats with a
spoon.

Milestones: 2 Years
 Gets excited when with other children, shows more independence
 Plays mainly beside other children, but is beginning to include other children, such as in chase games
 Knows names of familiar people and body parts
 Says sentences with 2 to 4 words and follows simple instructions
 Begins to sort shapes and colours
 Completes sentences and rhymes in familiar books
 Builds towers of 4 or more blocks
 Follows two-step instructions such as “Pick up your shoes and put them in the closet.
 Stands on tiptoe, kicks a ball, starts running, climbs furniture, uses stairs, throws a ball and makes lines on
paper with pens.

Milestones: 3 Years
 Takes turns in games
 Understands the idea of “mine” and
“his” or “hers”
 Shows a wide range of emotions
 Follows instructions with 2 or 3 steps
 Can name most familiar thing
 Understands words like “in,” “on,” and
“under”
 Carries on a conversation using 2 to 3
sentences
Cognitive (learning, thinking, problem-solving)
• Can work toys with buttons, levers, and moving
parts
• Plays make-believe with dolls, animals, and
people
• Turns book pages one at a time
• Builds towers of more than 6 blocks
• Screws and unscrews jar lids or turns door handle
Movement/Physical Development
Pedals a tricycle (3-wheel bike, runs well, climbs well
and can go up and down steps with one foot on
each step

Activity:
In groups, discuss:
What might delay or prevent an infant / toddler
reaching their milestones at the expected time?

Possible Causes Of A Child Not Meeting
Their Milestones
 Complications at birth
 Being born prematurely
 Low birth weight
 Not getting enough oxygen at birth
 Lead poisoning
 Poor nutrition
 Exposure to alcohol or drugs before
birth
 Trauma
 Chronic ear infections
 Vision problems
 Illnesses
 Injuries that have a significant and
long-term effect on kids’ day-to-day
activities
 Neglect
 Abuse
 Developmental delays
 Learning disability (such as autism)

By 5 years…
 Wants to please friends and be like them
 More likely to agree with rules
 Is aware of gender
 Can tell what’s real and what’s make-believe
 Is sometimes demanding and sometimes very
cooperative
 Speaks very clearly and can tell a simple story
using full sentences
 Uses future tense; for example, “Grandma will
be here.”
 Cognitive (learning, thinking, problem-
solving)
 Counts 10 or more things
 Can draw a person with at least 6 body parts
 Knows about things used every day, like money
and food
 Stands on one foot for 10 seconds or longer
 Hops; may be able to skip
 Uses a fork and spoon and sometimes a table
knife
 Can use the toilet on their own

Nature vs Nurture
 In the field of child development, there has been a constant nature
versus nurture debate among professionals.
 While, nature is the genetic predisposition or biological makeup of an
individual, nurture is the physical world that influences the nature.
 Behavioural epigenetic research has indicated that life experiences can
affect gene expression.
 In other words, nature is vulnerable to nurture, and there is evidence for
bidirectional and interactive effects between parenting and children's
characteristics.

Psychological Development of Children
 Historically, children were often viewed simply as smaller versions of
adults. When Jean Piaget (Psychologist) suggested that children
actually think differently than adults, Albert Einstein proclaimed that
the discovery was "so simple that only a genius could have thought of
it.“
 Experts differ in their responses to some of the bigger questions in
child psychology, such as whether early experiences matter more than
later ones or whether nature or nurture plays a greater role in
development.
 Because childhood plays such an important role in the course of the
rest of life, it is little wonder why this topic has become such an
important one within psychology, sociology, and education.

Cultural Context
The culture a child lives in contributes a set of values,
customs, shared assumptions and ways of living that
influence development throughout the lifespan.
Culture may play a role in how children relate to their
parents, the type of education they receive and the
type of childcare that is provided.

Social Context
Relationships with peers and adults have an effect on
how children think, learn and develop.
Families, schools and peer groups all make up an
important part of the social context.

Socioeconomic Context
 Social class can also play a major role in child development.
 Socioeconomic status (often abbreviated as SES), is based upon a number
of different factors including how much education people have, how much
money they earn, the job they hold and where they live.

Child Psychology
 Child psychology
encompasses a wide range of
topics, from the genetic
influences on behaviour to the
social pressures on
development.
 The following are just some of
the major subjects that are
essential to the study of child
psychology:
 Cognitive development
 Environmental influences
 Gender Roles
 Genetics
 Language
 Personality development
 Prenatal development
 Social Growth
 Sexual Development

Middle Childhood
 Physical, social, and mental skills develop quickly at this time.
 This is a critical time for children to develop confidence in all areas of life,
such as through friends, schoolwork, and sports.

Middle Childhood
 Losing their ego
 Development of skills
 Social and emotional development
 Becoming independent

Adolescence
 Hormones
 Puberty
 Brain development
 Social development
 Psychological development

Early Adulthood
 Life style choices
 Development of self
 Psychological development
 Coping mechanisms

Early Adulthood
 By the time we reach early adulthood, our physical maturation is
complete, although our height and weight may increase slightly.
 In early adulthood, our physical abilities are at their peak, including
muscle strength, reaction time, sensory abilities, and cardiac functioning.
 Most professional athletes are at the top of their game during this stage,
and many women have children in the early-adulthood years.

Early Adulthood
 Young adulthood represents a genuine developmental phase in the life
cycle.
 In these times, the early adult is just starting to find there place in the
world.

Middle Adulthood
 In middle adulthood, people tend to be more focused on:
 Careers
 Family
 Experience
 Research on this period of life is relatively new and many aspects of midlife are still
being explored – why?

Late Adulthood
 60+
 Physiological changes
 The skin loses elasticity
 Reaction time slows further, and muscle strength diminishes.
 Hearing and vision decline significantly
 Other senses, such as taste, touch, and smell, are also less sensitive than they
were in earlier years.
 The immune system is weakened, and many older people are more susceptible
to illness, cancer, diabetes, and other ailments.
 Cardiovascular and respiratory problems become more common in old age.
 Seniors also experience a decrease in physical mobility and a loss of balance,
which can result in falls and injuries.

Late Adulthood
 Brain changes occur
 The aging process generally results in changes and lower functioning in the
brain, leading to problems like memory loss and decreased intellectual
function.
 Age is a major risk factor for most common neurodegenerative diseases,
including mild cognitive impairment, Alzheimer’s disease, cerebrovascular
disease, Parkinson’s disease, and Amyotrophic lateral sclerosis.
 Memory also degenerates with age, and older adults tend to have a harder
time remembering and attending to information. In general, an older person’s
procedural memory stays the same, while working memory declines

Death and Dying
 End of life
 In the UK this is around the age of 81.7 years
 Research into lifespan shows that even if we were able to cure most
diseases and illnesses, the human body is unlikely to be able to function
effectively over around 120-150 years.

1. Introduction to Module.pptx

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