Growth & development and

developmental theory

 1
 Out Line
1- Definition of growth and development
2-Developmental stages
3- principle or Patterns of growth and
development
4- Factors that influence growth and
development.
5- Types of developmental theory .
- Psychosexual theory ( Freud )
- Psychosocial theory ( Erikson )
Objectives
At the end of this lecture the student will be
able to:
1- Define growth, development and developmental
stage and theory.
2- Describe pattern or principles and law of growth
and development .
3- Explain factors that affect growth and
development.
4- List stages of each developmental theory.
5- Discuss correlation between each theory.
 Growth & development
concepts
 Growth :
It describes a change in quantity and occurs
when cell divide and synthesize new.
(it can be viewed as quantitative change).
Development:
A gradual change and expansion ;
advancement from lower to more
advanced stages of complexity ; the
expanding of the individual’s capacities
through growth, maturation, and learning.
So it is an increase in the ability to
complete tasks.
(it can be viewed as qualitative change ).
 Developmental stages
Developmental stages contain a specific 
task that a child must achieve to complete
that stage. Time periods are variable.

developmental task means “the skills 

and competencies particular to each
developmental stage that children must
accomplish or master in order to deal
effectively with their environments.
 Developmental age periods
1-Prenatal period: Conception to birth.
2-Infancy period : Birth to 12 months
 Neonatal: birth to 27 or 28 days
 Infancy : 1 to approximately 12 months
3-Early childhood: 1 to 6 years.
 Toddler : 1 to 3 years.
 Preschooler: 3-6 to years.
4-Middle childhood: 6 to 11 years. “school age”.
5-Later childhood: 11 to 19 years
 Prepubertal : 10 to 13 years.
 Adolescence: 13 to 18 years.
 Patterns of growth and development
(law)
1-Directional trend:
 Cephalocaudal or “head-to-tail ”direction (muscular
development).
In which the head is developed before the trunk ,
child uses eyes before hands, and hands before feet.
 Proximodistal “Near-to-far” or inner to outer or
general to specific
 from midline to peripheral, hands then fingers or
trunk to extremities
 Differentiation: from simple to complex, cell to
system.
2- Sequential trends:

 There is a definite and predictable sequence

in which the development occurs .

 As children crawl before creep, creep before

they stand , stand before walk.
3-Developmental pace:

The rate of development is not fixed

through all stages. E.g. new born and
adolescence period had rapid growth and
development.
N.B. The order of growth and development
is fixed
4-Sensitive periods:
There are some specific and limited times
for development So it is becoming a
sensitive period as described sense
development for each stage of
development ( trust, autonomy,………).
So there is an optimal times to achieve
tasks such as walking
Factors that influence development
1-Heredity:
There is a high correlation between parent
and child with regard to traits such as
height, weight, body buildings, time of
menarche, level of intelligence and rate of
growth.
Heredity:

* Race is linked with genetic factors

such as Japanese is shorter than
American.
 Factors that influence development

2-Neuroendocrine factors:
Hypothalamic - pituitary axis produces
hormones that influence growth.
 Factors that influence development
3-Nutrition:
Dietary factors regulate growth at all stages
of development. E.g. during infancy and
childhood the demand for calories is
great for rapid growth. Malnutrition leads
to growth retardation, delay of puberty
and affect mental function such as iron
deficiency anemia.
 Factors that influence development
4-Interpersonal relationship:

Relationships with others play a critical

role in development, particularly in
emotional, intellectual and personality
development.
 Mother or care giver is the single most
influential person during early infancy
who help infant to trust the world.

 Peersbecome increasingly important as

children develop friendships outside the
family group.
 Factors that influence development
5-Socioeconomic level :
Families from lower socioeconomic groups
may lack the knowledge or resources
needed to provide the safe, stimulating
and enriched environment that fosters
optimum development for children.
 Factors that influence development
6-Disease:
Altered growth and development are one of
the clinical manifestations in a number of
diseases such as skeletal disorders,
congenital anomalies, trisomy 21,.....etc.
 Factors that influence development
7-Environmental hazards
Hazards in the environment has harmful
effect on the health. Lead and drugs
secreted in the breast milk. Passive
inhalation of tobacco smoke by children
is a hazard at all stages of development.
 Factors that influence development
8-Stress :
Children develop serious change in health
and behavior when they unable to deal
appropriately with stress.
 Factors that influence development
9-Sex
There is different growth chart for male and
female. Girls at 12 years are heavier and
taller than boys. Boys at birth are heavier
than girls.
 Factors that influence development
10-Climate and season such as hot
months lead to diarrhea, cold months lead
to chest infection, no sun lead to
rickets,…etc.
there is low weight gain in the spring and
early summer, high weight gain in late
summer and autumn, ……etc
 Factors that influence development

11- Ordinal position in the family

such as first child parent role.
 Developmental theories

It is out growth of several theories of

development. We will focus on three
main theories highlighting the
psychosocial, psychosexual and
cognitive theory By Erikson, Freud &
Piaget theories.
 Psychosexual development
theory (Freud)
Freud considered the sexual instincts to
be significant in the development of
the personality and used term
psychosexual to describe any sensual
pleasure.
Stages of psychosexual
development
Stage Freud theory
Infancy Oral
Toddler Anal
Preschool Phallic
School Latency
Adolescence Genital
 Oral stage ( birth to 1 year)
The sense of pleasure associated with oral
activity ( sucking, biting, chewing,
vocalization). Infant can prefer one of these
over the others So it refers the personality in
the adult.
The sense of security and trust will develop
when infant satisfy this drives.
Fixation of this stage leads to characteristics
of adult stage as increase gum chewing,
finger nail biting and increase talking and
eating.
Anal stage ( 1 – 3 years )
The sense of pleasure associated
with the anus.
Toilet training provides child a sense
of pleasure when eliminates the feces
from retention and begin to have a
sense of control. Way of training will
affect child development e.g.. Adult
person can’t control herself during any
problem.
 Phallic stage ( 3 to 6 years)
The sense of pleasure associated with
the examination of genital organ.
Masturbation is normal behavior at this
stage.
Oedipus complexes ( boys like his
mothers).
Electra complexes ( girls like her father).
Fixation of this stage lead to inability to
achieve adult sexuality, gender identity,
homosexuality, difficult in authority situation
Latency stage ( 6 to 12 years)

The sense of pleasure associated

with the sex impulses that elevated
into more accepted culture .

Child needs to understand biological

and sexual urges.
genital stage ( 12 to 18/20 years)

The sense of pleasure associated

with the sex impulses.

At the onset of puberty when the

genital organs mature.

Form personal identity.

 Psychosocial development
(ERIKSON)
The most acceptable theory of
personality development.
It is based on Freud’s theory but
it used biological concepts.
Each stage can not be
accomplished unless the previous
one attained .
 Stage Erikson theory Outcome
Infancy Trust vs. mistrust Optimist
Toddler Autonomy vs. Self control
shame & doubt & power
Preschool Initiative vs. guilt Direction &
purpose

School Industry vs. competence

inferiority

Adolescence Identity vs. role Devotion &

confusion fidelity
Trust Vs mistrust ( birth to one year)
1- trust developed when needs of infant
were met Consistency of care giver is
important to establish this sense
2- mistrust developed when needs of infant
weren’t met that lead to frustration .
3- Needs of infant
- love and security, Sucking, Warmth,
Physical comfortable, Sensory stimulation
, Pleasure of dependence.
Autonomy (independence ) Vs shame &
doubt ( 1-3 years)
1- Autonomy developed when needs of toddler
child were met that leads to develop the sense
of self control and self power.
2- Shame and doubt developed when needs of
toddler child weren’t met that lead to continuous
dependency.
3- Needs of toddler
- love and security, warmth, physical
comfortable,, pleasure of independence, want
to control his body and environment.
Initiative Vs guilt ( 3 to 6 years)
1- Initiative developed when needs of preschool
child were met.
2- Guilt developed when needs of preschool
child weren’t met .
3- Needs of preschool child
- child wants to explore the physical word by
physical activities and imagination.
- Child is ready to do any new tasks So he had
purpose and direction.

Each stage can not be accomplished unless the previous one

attained .
Industry Vs inferiority ( 6 to 12 years)
1- Industry developed when needs of school
child were met so he had competences
and developed ego maturation.
2- Inferiority or inadequacy developed when
needs of school child weren’t met .
3- Needs of school child
- child wants to complete his tasks well and
competence, cooperate with others, learn
rules.
Identity Vs confusion (12-18 years):-
Identify is characterized by rapid and
marked physical change
Adolescents struggle to fit the roles
they have played and those they hope
to play
Inability to solve the core conflict
results in role confusion.
 Cognitive development theory
(PIAGET)
1- It’s a thinking theory .

2- Intelligence enables individuals to

make adaptations to the environment
that increase the probability of
survival and maintain equilibrium.
 Age Piaget theory
Birth to 2 years Sensorimotor stage
Preoperational thoughts
2 - 4 years Transduction reasoning (specific to
specific).
4 - 7 years intuitive , deductive phase ( general to
specific).
Operational thoughts
7-11 years Concrete operations, inductive
reasoning and beginning logic.

11-15/ adult Formal operations , deductive

reasoning
Sensori motor ( birth to 2 years)
1- Children explore the world by sense.
2- They begin to understand the
environment
3- They progress from reflex activities to
simple repetitive and imitative behaviors.
4- They develop a sense of cause and
effect that direct their behaviors.
**Each stage can not be accomplished unless the
previous one attained .
Pre operational ( 2 to 7 years)
1- It is the stage of intellectual ego
centrism( they can’t see another
point of view). ( I want)
2- Can’t understand relationship
and fundamental of phenomena
( why B is bigger than C).

**Each stage can not be accomplished unless

the previous one attained .
Concrete operational ( 7 to 11 years)
1- It is the stage of logic and coherent
thinking, able to classify, sort causes
to solve problem, inductive
reasoning, can see another point of
view.
2- inductive reasoning
**Each stage can not be accomplished unless the
previous one attained .
Formal operational (11 to adulthood)
1- They had flexibility and adaptability
in thinking.
2- they think in abstract terms ( can
make hypothesis).
3- deductive reasoning

**Each stage can not be accomplished unless the

previous one attained .