CONCEPT OF GROWTH AND

DEVELOPMENT
 GROWTH AND DEVELOPMENT
DEFINITION
GROWTH – AN INCREASE IN PHYSICAL SIZE OF THE BODY, REFLECTS
THE QUANTITATIVE CHANGE OF BODY, IT CAN BE MEASURED BY
KILOGRAMS, POUNDS, CENTIMETERS.
DEVELOPMENT – A PROGRESSIVE INCREASE IN SKILL AND CAPACITY
TO FUNCTION, IT REFLECTS THE QUALITATIVE CHANGE OF THE BODY
MATURATION- “READINESS” – THE PROCESS OF BECOMING
COMPLETELY DEVELOPED MENTALLY OR EMOTIONALLY OR
BECOMING COMPLETELY GROWN PHYSICALLY; USED
INTERCHANGEABLY WITH DEVELOPMENT
PRINCIPLES
1. GROWTH AND DEVELOPMENT FOLLOWS A DEFINITE AND PREDICTABLE
PATTERN OF TRENDS
 DIRECTIONAL – GROWTH AND DEVELOPMENT PROCEED IN REGULAR,
SEQUENTIAL DIRECTIONS, IT REFLECTS THE NEUROMUSCULAR DEVELOPMENT
 SEQUENTIAL – ORDERLY AND CONTINUOUS, MORE DEFINITE AND PREDICTABLE
EX. CRAWLS, CREEPS, STANDS, AND WALKS
 SECULAR – UNIVERSAL TRENDS IN RATE AND AGE OF MATURATION
2. PERIODS OF ACCELERATED AND DECELERATED GROWTH RATE
 RAPID – FETAL, INFANCY, AND ADOLESCENCE
 SLOW – SCHOOL AGE
 ALTERNATING RAPID AND SLOW – TODDLER AND PRESCHOOLER
3. ALL ASPECTS OF DEVELOPMENT ARE
INTERRELATED
4. CHILDREN RESEMBLES ONE ANOTHER
5. EACH CHILD IS UNIQUE
6. PLAY IS THE UNIVERSAL LANGUAGE OF
CHILDREN
7. BEHAVIOR IS THE MOST SENSITIVE INDICATOR
OF DEVELOPMENT
 GROWTH AND DEVELOPMENT
NEONATE
PHYSICAL AND NEUROLOGICAL
MAINTAIN EYE CONTACT
GROSS MOTOR
TURNS HEAD FROM SIDE TO SIDE (TO AVOID SUFFOCATION)
LANGUAGE
CRIES
 GROWTH AND DEVELOPMENT
1 MONTH
PHYSICAL AND NEUROLOGICAL
 DANCE/ STARTLE REFLEX DISAPPEARS ; HEAD SAGS
GROSS MOTOR
 LIFTS HEAD FROM PRONE ; EARLY CRAWLING MOVEMENT S
LANGUAGE
 CRIES
 GROWTH AND DEVELOPMENT
2 MONTHS
PHYSICAL AND NEUROLOGICAL
CLOSURE OF POSTERIOR FONTANEL; DIMINISHED TONIC NECK AND
MORO REFLEXES; ABLE TO TURN FROM SIDE TO BACK, EYE BEGINS
TO FOLLOW A MOVING OBJECT
LANGUAGE
SOCIAL SMILE FIRST APPEARS
 GROWTH AND DEVELOPMENT
3 MONTHS
PHYSICAL AND NEUROLOGICAL
 GRASP, CAN BRING OBJECTS TO MOUTH AT WILL, HEAD HELD ERECT, STEADY,
BINOCULAR VISION
GROSS AND FINE MOTORS
 NO EYE HAND COORDINATION, SMILES IN MOTHER’S PRESENCE
LANGUAGE
 BOBBIES AND COOS, LAUGHS AUDIBLY
 GROWTH AND DEVELOPMENT
4 MONTHS
PHYSICAL AND NEUROLOGICAL
 ROLLS OVER THE PLACE, APPEARANCE OF THUMB APPOSITION, EVIDENCE OF
PLEASURE IN SOCIAL CONTACT
GROSS MOTOR
 LIFTS HEAD AND CHEST ON PRONE, MORO REFLEX ABSENT AFTER 3 TO 4 MONTHS
FINE MOTOR
 PICK OBJECT TO MOUTH
LANGUAGE
 LAUGH AND MAKES CONSONANT SOUND, DROOLING
 GROWTH AND DEVELOPMENT
5 MONTHS
PHYSICAL AND NEUROLOGICAL
MORO REFLEX DISAPPEARS, BIRTH WEIGHT USUALLY DOUBLED
GROSS MOTOR
ROLLS OVER, TAKES OBJECTS PRESENTED TO HIM
 GROWTH AND DEVELOPMENT
6 MONTHS
PHYSICAL AND NEUROLOGICAL
 DOUBLE BIRTH WEIGHT; DENTITION BEGINS (LOWER- TEETHING MAY BEGINS)
GROSS MOTOR
 SITS WITH SUPPORT; LOOKS FOR DROPPED OBJECT, CAN TURN FROM BACK TO
STOMACH
FINE MOTOR
 RAKING GRASP; CUP CAN BE INTRODUCED
 EARLY ABILITY TO DISTINGUISH AND RECOGNIZE STRANGERS
 GROWTH AND DEVELOPMENT
7 MONTHS
PHYSICAL AND NEUROLOGICAL
 TURNS, SPINS UNDERSTANDS CHANGE IN TEXTURE, SPIT UP THE FOOD, SITS FOR
SHORT PERIODS USING HANDS FOR SUPPORT ,
GROSS MOTOR
 PLAYS WITH FEET, EASILY CRIES BUT NOT LONG
FINE MOTORS
 THUMB-FINGER GRASP FROM ONE HAND TO ANOTHER

LANGUAGE
“MMMM” WHEN CRYING; SAYS DADA AND MAMA; COUGHS TO GET ATTENTION;
BEGINS TO FEAR STRANGERS
 GROWTH AND DEVELOPMENT
8 MONTHS
GROSS MOTOR
 SITS ALONE, ANXIETY WITH STRANGERS
LANGUAGE
 CRIES WHEN SCOLDED

9 MONTHS
PHYSICAL AND NEUROLOGICAL
 PULLING SELF UP; CRAWLS BACKWARD, ELEVATES SELF TO SITTING POSITION , RESPONDS
TO PARENTAL ANGER
GROSS MOTOR = CRAWLS
FINE MOTOR = HOLDS BOTTLE TO MOUTH
 GROWTH AND DEVELOPMENT
10 MONTHS
PHYSICAL AND NEUROLOGICAL
 CRAWLS FORWARD (ONE HAND TO ANOTHER);
 RESPONDS TO OWN NAME
GROSS MOTOR
 MOVES PRONE TO SITTING; WALKS HOLDING ON TO FURNITURE, BRINGS HANDS
TOGETHER
FINE MOTOR
 PICKS UP TINY OBJECTS
LANGUAGE
 VOCALIZES ONE OR TWO WORDS
 GROWTH AND DEVELOPMENT
11 MONTHS
PHYSICAL AND NEUROLOGICAL
COOPERATES WITH DRESSING
GROSS MOTOR
STANDS WITH SUPPORT
LANGUAGE
SHAKES HEAD TO INDICATES “NO”
 GROWTH AND DEVELOPMENT
12 MONTHS
PHYSICAL AND NEUROLOGICAL
 TRIPLE BIRTH WEIGHT; BABINSKI REFLEX DISAPPEARS
GROSS MOTOR
 ATTEMPT TO CLIMB; WALKS WITH SUPPORT
FINE MOTOR
 DRINKS FROM CUP ATTEMPTS TO TOWER BLOCKS; USE OF SPOON; POINTS WITH
ONE FINGER; PULL OFF SOCKS
LANGUAGE
 USES 2 TO 5 WORDS IN ADDITION TO MAMA AND DADA
 GROWTH AND DEVELOPMENT
15 MONTHS
GROSS MOTOR
 WALKS ALONE
LANGUAGE
 NAMES FAMILIAR OBJECTS

18 MONTHS
PHYSICAL AND NEUROLOGICAL
 CLOSURE OF ANTERIOR FONTANEL; SMEARS STOOL, STARTS BOWEL TRAINING
FINE MOTOR = 3 BLOCKS
LANGUAGE = USES PHRASES
 GROWTH AND DEVELOPMENT
2 YEARS AGE
FINE MOTOR
 5 BLOCKS; UNDRESSES HIMSELF; COPIES VERTICAL LINES
LANGUAGE = USES SHORT SENTENCES

2 ½ YEARS AGE
PHYSICAL AND NEUROLOGICAL
 20 TEMPORARY TEETH, START TEACHING TOOTH BRUSHING DAYTIME; CONTROL
BLADDER
GROSS MOTOR = GRASP, WALK AND SPHINCTER CONTROL; JUMPS FROM CHAIR;
STANDS ON ONE FOOT BRIEFLY
 STAGES OF GROWTH AND DEVELOPMENT
1. INFANCY PERIOD
-NEONATAL – BIRTH TO 28 DAYS
-INFANCY – 28 DAYS TO 1 YEAR
2. TODDLER HOOD
3. PRESCHOOLER AGE
4. SCHOOL AGE
5. ADOLESCENCE
 PHASES OF GROWTH AND DEVELOPMENT
A. PROCESS – SEQUENCE IS ORDERLY AND PREDICTABLE; RATE TENDS TO BE
VARIABLE WITHIN (MORE QUICKLY/SLOWLY) AND BETWEEN (EARLIER/ LATER)
INDIVIDUALS
1. GROWTH – INCREASE IN SIZE (HEIGHT AND WEIGHT); TENDS TO BE CYCLICAL, MORE
RAPID IN UTERO, DURING INFANCY, AND ADOLESCENCE
2. DEVELOPMENT – MATURATION OF PHYSIOLOGICAL AND PSYCHOSOCIAL SYSTEMS TO
MORE COMPLEX STATE
 DEVELOPMENTAL TASKS – SKILLS AND COMPETENCIES ASSOCIATED WITH EACH
DEVELOPMENTAL STAGE THAT HAVE AN EFFECT ON SUBSEQUENT STAGE OF
DEVELOPMENT
 DEVELOPMENTAL MILESTONE – STANDARD OF REFERENCE BY WHICH TO COMPARE
THE CHILD’S BEHAVIOR AT SPECIFIC AGES
 DEVELOPMENTAL DELAYS – VARIABLE OF DEVELOPMENT WHICH TO COMPARE LAGS
I. Freud’s Psychoanalytical
Theory( Psychosexual)
• Stages’s
• 1. Oral Phase ( 0-2)-center pleasure is the mouth

• 2. Anal Phase ( 2-4)-begin to received pleasure from the elimination

process
• -compulsive need to clean and orderly
• -frugality and stinginess
• -greed
• -excessive messiness and disorderly habits
I. Freud’s Psychoanalytical
Theory( Psychosexual)
3.Phallic Phase ( 4-6) -Children derive pleasure from activities with
stroking and manipulating their sex organs.
-Oedipus complex= when young boys experience rivalry with
their father for their mother’s attention
and affection.
- Electra complex =a girl sees her mother as a rival for her
father’s attention.
I. Freud’s Psychoanalytical
Theory( Psychosexual)
• 4. Latency Phase (6-12)= many of the disturbing and conflicting
feelings of children will buriedin the sub-conscious mind.
• =The latency years are described as a
• relatively calm and stable period.
• 5. Genital Phase (12-up)=onset of puberty
• =many of the oedipal feelings are re- activated.
II. PIAGET (COGNITIVE APPROACH) – FOUR STAGES
a) SENSORIMOTOR- BIRTH TO 2 Y/O
 SIMPLE INCR EMENTAL LEARNING – BEGINS WITH REFLEX ACTIVITY
PROGRESSING TO REPETITIVE BEHAVIOR, THEN TO IMITATIVE BEHAVIOR
 INCREASED LEVEL OF CURIOSITY
 SENSE OF SELF AS DIFFERENTIATED AND SEPARATED FROM ENVIRONMENT
 INCREASING AWARENESS OF OBJECT PERMANENCE(THINGS EXIST EVEN IF NOT
VISIBLE)
B. PREOPERATIONAL -2 TO 7 Y/O

1. THINKING AND LEARNING ARE CONCRETE AND TANGIBLE, BASED ON WHAT IS SEEN,
HEARD, FELT, EXPERIENCE; CANNOT MAKE GENERALIZATIONS / DEDUCTION
2. TOWARD THE END OF THIS STAGE, REASONING IS MORE INTUITIVE; BEGINNING
UNDERSTANDING OF SIZE, MASS, TIME
C. CONCRETE OPERATIONS – 7 TO 11 YEARS OLD
3. INCREASINGLY LOGICAL AND COHERENT IN THINKING; SOLVES PROBLEMS IN
CONCRETE MANNER
4. ABLE TO SORT, CLASSIFY, COLLECT, ORDER AND ORGANIZE FACTS ABOUT THE
ENVIRONMENT
5. CAN MANAGE A NUMBER OF ASPECT OF A SITUATION AT ONE TIME BUT NOT YET
ABLE TO DEAL WITH ABSTRACTIONS
D. FORMAL OPERATIONS - 12 TO 15 YEARS OLD
1. ABLE TO DEAL WITH ABSTRACTIONS AND ABSTRACT SYMBOLS
2. FLEXIBLE AND ADOPTABLE
3. CAN SOLVE PROBLEMS, DEVELOP HYPOTHESES, TEST THEM,
AND ARRIVE AT CONCLUSIONS
4. QUESTIONS AND EXAMINES, MORAL, ETHICAL, RELIGIOUS, AND
SOCIAL ISSUES AS BEGINNING DEFINITION OF SELF AS AN
ADULT
B. ERICKSON (PSYCHOSOCIAL APPROACH)

A. SOCIAL DEVELOPMENT
B. ROLE OF PLAY IN DEVELOPMENT
 ERICKSON’S DEVELOPMENTAL TASKS
THROUGHOUT THE LIFE SPAN
Age stage Erickson's task Positive outcome Negative
outcome

Birth to 18 infancy Trust vs. mistrust Trusts self and Demonstrates an

months others inability to trust;
withdrawal
isolation
18 months toddler Autonomy vs. Exercises self- Demonstrates
to 3 y/o shame and doubt control and defiance and
influences the negativism
environment
directly
Age stage Erickson's task Positive outcome Negative
outcome

3 to 6 Y/O preschoolers Initiative vs. guilt Begins to evaluate Demonstrates

own behavior; fearful,
learns limits on pessimistic
influence in the behaviors; lacks
environment self- confidence
6 to12 Y/O School age Industry vs. Develops a sense Demonstrates
inferiority of confidence; feelings of
uses creative inadequacy,
energies to mediocrity, and
influence in the self- doubt
environment
Age stage Erickson's task Positive Negative outcome
outcome

12 to 20 Y/O adolescence Identity vs. role Develops a Demonstrates

confusion coherent sense of inability to develop
self; plans for a personal and
future of work / vocational identity
education

20 to 35 Y/O Young Intimacy vs. Develops Demonstrates an

adulthood Isolation connections to avoidance of
work and intimacy and
intimate vocational/ career
relationships commitments
Age stage Erickson's task Positive outcome Negative
outcome

35 to 65 Y/O Middle adulthood Generative vs. Involved with Demonstrates

stagnation established lack of interests,
family; expands commitments;
personal preoccupation
creativity and with self-centered
productivity concerns

65 plus Late adulthood Integrity vs. Identification of Demonstrates

despair life as meaningful fear of death; life
lacks meaning