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GROWTH AND DEVELOPMENT

GROWTH is generally used to denote an increase in


physical size or a quantitative change.

DEVELOPMENT
is used to indicate an increase in skill or ability to
function (a qualitative change).

it can be measured by observing a child's ability to


perform specific tasks (ex. how well a child pick's up
small object)
A fundamental, primary or
PRINCIPLES general law or truth from
which others are derived.
PRINCIPLE EXAMPLE

Growth and although there are highs and lows


development are in terms of the rate at which
continuous processes growth and development
from conception until proceeds, at all times a child is
death growing new cells and learning
new skills.
PRINCIPLE EXAMPLE

Growth and growth in height occurs in only one


development proceeds sequence- from smaller to larger.
in an orderly sequence development also proceeds in a
predictable manner. For example,
majority of children sit before they
creep, creep before they stand,
and stand before they walk, and
walk before they run.
PRINCIPLE EXAMPLE

Different children all stages of development have a range


pass through the of time rather than a certain point at
predictable stages at which they are usually accomplished.
different rate. two children may pass through the
mother sequence at such different
rates, for example, one begins walking
at 9 mos. the other one at 14 mos. both
are developing normally. both are
following the predictable sequence;
they are merely developing at different
rates.
PRINCIPLE EXAMPLE

All body systems do not certain body tissues mature more


develop at the same rapidly than others. For example,
rate neurologic tissue experience tis
peak growth during the 1st year of
life, whereas genital tissue grows
little until puberty.
PRINCIPLE EXAMPLE

Development is the development proceeds from head to tail.


cephalocaudal ex: a newborn can lift only the had off the bed
when he/she lies in a prone position. By age of
2 mos., the infant can lift the head and the chest
off the bed; by 4 mos., the head, chest, and of
the part of the abdomen, by 5 mos., the infant
has enough t control to turn over, by 9 mos.,
he/she can control the legs enough to crawl;
and by 1 yr., the child can stand upright and
perhaps walk
PRINCIPLE EXAMPLE
Development A newborn makes little use of the arms and
proceeds from hands. Any movement, except to the thumb in
proximal to distal the mouth, is a flailing motion. By age of 3 of 4
body parts mos., the infant has enough arm control to
support the upper body weight on the forearms,
and the infant can coordinate the hand to scoop
up objects. By 10 mo. the infant can coordinate
the arm and the thumb and index fingers
sufficiently well to use a pincerlike grasp or be
able to pick up an object as fine as a piece of
breakfast cereal on a high-chair tray.
PRINCIPLE EXAMPLE

Development proceeds The principle parallels the


from gross to refined preceding one. Once a child is
skills able to control distal body parts
such as fingers, he or she is able
to perform fine motor skills (a 3-yr-
old colors best with a large crayon;
a 12-yr-old can write with a fine
pen)
PRINCIPLE EXAMPLE

There is an optimum time A child cannot learn tasks until his or


for initiation of her nervous system is mature
experiences or learning enough to allow that particular
learning. A child cannot learn to sit,
for example, no matter how much a
child’s parents have him or her
practice, until the nervous system
has matured enough to allow back
control.
PRINCIPLE EXAMPLE

Neonatal reflexes must An infant cannot grasp with skills until


be lost before the grasp reflex has faded nor stand
development can steadily until the walking reflex has
proceed faded. Neonatal reflexes are replaced
by purposeful movements.
PRINCIPLE EXAMPLE

A great deal of skills and Infants practice over and over taking a
behavior is learned by first step before they accomplish this
practice securely. If children fall behind in
growth and development because of
illness, they are capable of catch-up
growth to bring them equal again with
their age group.
1. Genetics
– Gender
– Health
– Intelligence
2. Environment
– Socioeconomic level
– Parent-child relationship
– Health
3. Nutrition
GENETICS

From the moment of conception when a sperm and ovum fuse,


the basic makeup of an individual is cast. Although each child is
unique, certain gender-related characteristics will influence
growth and development. In addition to physical characteristics
such as eye color and height potential, inheritance determines
other characteristics such as learning style and temperament. An
individual may also inherent a genetic abnormality, which may
result in disability or illness at birth or later in life.
Gender

 On average, girls are born lighter (by ounce or two) and shorter
(by an inch or two) than boys.
 boys are tend to keep this height and weight average until
prepuberty, at which time girls surge ahead because they begin
their puberty growth spurt 6 months to 1 year earlier than boys.
Health

• A child who inherits a genetically transmitted disease may not


grow as rapidly or develop a fully as a healthy child, depending
on the type of illness and the therapy or care available for the
disease.
• Some diseases may affect babies before they are born or at
birth. These diseases may affect some parts of the body like the
brain, in which case the child may become paralyzed or
mentally retarded. Blindness may also affect development of
physical and social capabilities of children.
Intelligence

• Children with high intelligence do not generally grow faster


physically than other children, but they tend to advance faster in
skills.
• Occasionally, a child of high intelligence will fall behind in
physical skills because he or she spends time with books or
mental games rather than with games that develop motor skills
and so does no receive practice in these areas.
ENVIRONMENT

• A child may receive inadequate nutrition because of the


family’s low socioeconomic status, a pattern may lack skills or
not give a child enough attention.
Socioeconomic Level

• Because health care and good nutrition both cost money,


children born into families of low socioeconomic means may
not receive adequate health supervision or good nutrition.
• Poor health supervision can leave them without immunization
against measles and other childhood diseases.
Parent-child Relationship

• Cultural norms within the family play a role in determining


when a child is expected to achieve partivular developmental
milestones.
• Children who loved thrive better than those who are not.
• It is the quality of time spent with the children and not the
amount of time.
Family and Surroundings

Children grow up in a family. What children experience in the


family affect their growth and development. Children who are
loved grow up with a feeling of security. If their physical,
emotional and social needs are provided.
For, children grow up to be well-adjusted and confident of
themselves. Negative experiences in the family may affect
children.
Surroundings affect children. If the place they live in is polluted,
children are likely to be sickly
Family and Surroundings

Family affects the growth and development of children. A


small family can meet its basic needs.
Surroundings affect the growth and development of children.
A clean surrounding is good for one’s health.
Health

• Diseases that come form environmental sources can have a


strong influence on growth and development.
• If an illness does not last long, most children achieve “catch
up” growth and development.
NUTRITION

The body needs different kinds of nutrients for growth, energy


and repair.
The body needs different nutrients; carbohydrates, fats,
proteins, vitamins, minerals, and water.
Carbohydrates and fats provide the body with the energy needs.
Proteins provide the materials for growth and repair. Vitamins
and minerals keep the body in good condition. Water is essential
for metabolism and for bowel movement. It also determines the
amount of blood in circulation.
Food and Food Habits

Minerals are nutrients that are needed for building strong bones
and teeth, for helping the nerves work, for regulating growth and
for the clotting of blood.
Metabolism refers to all the activities going on in the cells so
that they can absorb food and produce energy
It is important to practice good food habits that are necessary
for one’s health. When one is healthy, he or she grows and
develops fast.
Good Food Habits

Eat plenty of food from grains and cereals. They are the food
that give you energy.
Eat protein-rich food. They are the foods that make you grow
Eat fruits and vegetables. They are foods that regulate your
growth. Some vegetables are good if eaten raw. Others should be
lightly cooked so that their nutrients will not be lost.
Eat less fatty, salty or sweet foods. Too much of these can
cause illnesses.
Good Food Habits

Drink plenty of water. Your body parts need water to do their


work.
Eat a balanced diet. A balanced diet has the right kinds of food
in the right amount
Good Health Habit

Keeping Clean-make cleanliness a habit. Take a bath daily.


Wash your hands as often as needed. Brush your teeth. Be sure
to clean your nose and ears. Keeping yourself clean can keep off
some germs that caused diseases
Exercise-your body also needs exercise. Exercise makes your
muscles strong. It also improves your flexibility and makes your
heart, lungs and other body parts work efficiently.
Playing is also an exercise
Good Health Habit

Rest-while you need exercise, you also need rest. Muscles get
tired when they overworked. When your muscles are tired, they
cannot work well.
Rest after work or play. You rest when you sit down and read a
book or listen to music. Sleep is a form of rest.
Freud’s Psychosexual Development Theory

The theories proposed by Sigmund Freud stressed the importance


of childhood events and experiences, but almost exclusively focus
on mental disorders rather than normal functioning.
According to Freud, child development is described as a series of
'psychosexual stages.' In "Three Essays on Sexuality" (1915),
Freud outlined these stages as oral, anal,, latency period, and
genital. Each stage involves the satisfaction of a specific desire
and can later play a role in adult personality.
Freud’s Psychosexual Development Theory

STAGE AGE CHARACTERISTICS


1. Oral Birth to 1½ y/o Center of pleasure: mouth (major source of
gratification & exploration)
Primary need: Security
Major conflict: weaning
2. Anal 1½ to 3 y/o Source of pleasure: anus & bladder
(sensual satisfaction & self-control)
Major conflict: toilet training
Freud’s Psychosexual Development Theory

STAGE AGE CHARACTERISTICS


3. Phallic 4 to 6 y/o Center of pleasure: child’s genital
(masturbation)
Major conflict: Oedipus & Electra
Complex
4. Latency 6 y/o to puberty Energy directed to physical & intellectual
activities
Sexual impulses repressed
Relationship between peers of same sex
Freud’s Psychosexual Development Theory

STAGE AGE CHARACTERISTICS


5. Genital Puberty onwards Energy directed towards full sexual
maturity & function & development of
skills to cope with the environment
Erikson’s Stages of Psychosocial Development Theory

• Theorist Erik Erikson also proposed a stage theory of


development, but his theory encompassed development
throughout the human lifespan.
• Erikson believed that each stage of development is focused on
overcoming a conflict. Success or failure in dealing with
conflicts can impact overall functioning..
Erikson’s Stages of Psychosocial Development Theory

Trust vs. Mistrust


Autonomy vs. Shame
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Integrity vs. Despair
Erikson’s Stages of Psychosocial Development Theory
STAGE AGE CENTRAL (+) (-)
TASK RESOLUTION RESOLUTION
1. Infancy Birth-18 mos. Trust vs Mistrust Learn to trust Mistrust,
others withdrawal,
estrangement

2. Early 1½ to 3 y/o Autonomy vs Self control w/o Compulsive, self-


childhood Shame & doubt loss of self restraint or
esteem compliance.
Ability of Willfulness &
cooperate & defiance.
express oneself
Erikson’s Stages of Psychosocial Development Theory
STAGE AGE CENTRAL (+) RESOLUTION (-) RESOLUTION
TASK
3. Late 3 to 5 y/o Initiative vs Learns to become Lack of self-
childhood guilt assertive confidence.
Ability to evaluate Pessimism, fear of
one’s own behavior wrongdoing.
Over-control & over-
restriction.
4. School 6 to 12 Industry vs Learns to create, Loss of hope, sense
Age y/o Inferiority develop & manipulate. of being mediocre.
Develop sense of Withdrawal from
competence & school & peers.
perseverance.
Erikson’s Stages of Psychosocial Development Theory
STAGE AGE CENTRAL (+) (-)
TASK RESOLUTION RESOLUTION
5. 12–20 y/o Identity vs role Coherent sense of Feelings of
Adolescence confusion self. confusion,
Plans to actualizeindecisiveness, &
one’s abilities possible anti-
social behavior.
6. Young 18-25 y/o Intimacy vs Intimate Impersonal
Adulthood isolation relationship with relationships.
another person. Avoidance of
Commitment to relationship,
work and career or lifestyle
relationships. commitments.
Erikson’s Stages of Psychosocial Development Theory
STAGE AGE CENTRAL (+) (-)
TASK RESOLUTION RESOLUTION
7. 25-65 y/o Generativity vs Creativity, Self-indulgence,
Adulthood stagnation productivity, self-concern, lack
concern for of interests &
others. commitments.

8. 65 y/o to death Integrity vs Acceptance of Sense of loss,


Maturity/ despair worth & contempt for
older adult uniqueness of others.
one’s own life.
Acceptance of
death.
Difference Between Erickson and Freud Theory
Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION


a. Sensorimotor Birth to 2 yrs. Sensory organs & muscles
become more functional

Stage 1: Use of reflexes Birth to 1 month Movements are primarily


reflexive

Stage 2: Primary circular 1-4 months Perceptions center around


reaction one’s body.
Objects are perceived as
extensions of the self.
Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION


a. Sensorimotor Birth to 2 yrs. Sensory organs & muscles
become more functional

Stage 3: Secondary circular 4-8 months Becomes aware of external


reaction environment.
Initiates acts to change the
movement.

Stage 4: Coordination of 8-12 months Differentiates goals and


secondary schemata goal-directed activities.
Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION


a. Sensorimotor Birth to 2 yrs. Sensory organs & muscles
become more functional
Stage 5: Tertiary circular 12-18 months Experiments with methods
reaction to reach goals.
Develops rituals that
become significant.
Stage 6: Invention of new 18-24 months Uses mental imagery to
means understand the
environment.
Uses fantasy.
Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION


b. Pre-operational 2-7 years Emerging ability to think

Pre-conceptual stage 2-4 year Thinking tends to be egocentric.


Exhibits use of symbolism.

Intuitive stage 4-7 years Unable to break down a whole


into separate parts.
Able to classify objects according
to one trait.
Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION


c. Concrete Operations 7-11 years Learns to reason about events
in the here-and-now.

d. Formal Operations 11+ years Able to see relationships and to


reason in the abstract.
Piaget’s Phases of Cognitive Development

• Theorist Jean Piaget suggested that children think differently


than adults and proposed a stage theory of cognitive
development. He was the first to note that children play an
active role in gaining knowledge of the world.

Piaget's Theory of Cognitive Development:


• Jean Piaget believed that children go through a number of fixed
stages on their way to independent thinking.
Piaget’s Phases of Cognitive Development

Piaget's Theory of Cognitive Development:


• His theory on cognitive development, though, is perhaps the
most widely accepted and most cited.
• Piaget believed that all children will go through the following
stages in order, the age ranges are only a general guideline.
• Each child matures in his own time, and even siblings don't do
the same things at exactly the same age.
Kohlberg’s Stages of Moral Development
LEVEL AND STAGE DESCRIPTION

LEVEL I: Pre-conventional Authority figures are obeyed.

(Birth to 9 years) Misbehavior is viewed in terms of damage done.

Stage 1: Punishment & obedience orientation A deed is perceived as “wrong” if one is


punished; the activity is “right” if one is not
punished.
Stage 2: Instrumental-relativist orientation “Right” is defined as that which is acceptable to
& approved by the self.
When actions satisfy one’s needs, they are
“right.”
Kohlberg’s Stages of Moral Development
LEVEL AND STAGE DESCRIPTION

LEVEL II: Conventional Cordial interpersonal relationships are


maintained.
(9-13 years) Approval of others is sought through
one’s actions.
Stage 3: Interpersonal concordance Authority is respected.

Stage 4: Law and order orientation Individual feels “duty bound” to maintain
social order.
Behavior is “right” when it conforms to
the rules.
Kohlberg’s Stages of Moral Development
LEVEL AND STAGE DESCRIPTION

LEVEL III: Post-conventional Individual understands the morality of


having democratically established laws.
(13+ years)

Stage 5: Social contract orientation It is “wrong” to violate others’ rights.

Stage 6: Universal ethics orientation The person understands the principles of


human rights & personal conscience.
Person believes that trust is basis for
relationships.

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