CONCEPTS OF GROWTH

AND DEVELOPMENT
In Partial Completion of our requirements in NCM 101
BSN II Section 1A
DEFINITION OF TERMS
Growth- is the progressive increase in the size of a child or parts of a child.
Development- is progressive acquisition of various skills (abilities) such as head
support, speaking, learning, expressing the feelings and relating with other
people.
Growth and development go together but at different rates.
Psychosexual development
• developing instincts or sensual pleasures
Psychosocial development
• refers to Erikson’s stages of personality development
Moral development
• is the ability to know right from wrong and to apply these to real-life
situations.
Cognitive development
• refers to the ability to learn or understand from experience, to acquire and
retain knowledge, to respond to a new situation, and to solve problems.
PRINCIPLES OF GROWTH AND DEVELOPMENT
There are definite and predictable pattern of growth and development that are continuous, orderly and
progressive.
CRAWL CREEP WALK
BABBLES WORD SENTENCES
SCRIBBLE WRITING

Directional Pattern:
Cephalocaudal Pattern ( Head to Tail)
Proximal to Distal (Midline to peripheral)
Mass to specific (Differentiation)

Sequential Pattern:
Involves a predictable sequence of Growth and Development stagesthrough
which a child normally proceeds. –For motor skills such as locomotion i.e.
child starts crawling before walking and for behaviors such as language and
social skills(e.g. First child plays alone, then with others).
MAJOR FACTORS INFLUENCING GROWTH AND DEVELOPMENT
GENETICS
 Family history of diseases may be inherited.
 Chromosomes carry genes that determine physical characteristics, intellectual potential, and
personality.
NUTRITION
 The greatest influence on physical growth and intellectual development.
PRENATAL AND ENVIRONMENTAL FACTORS
 Beginning with the nutrition from the mother to exposures in utero such as alcohol, smoking,
infections, drugs.
 Environmental exposures, such as radiation, chemicals.
FAMILY AND COMMUNITY
 Family structure and community support services influence the environment in the process of
growth and development of the child.
CULTURAL FACTORS
 Customs, traditions, and attitudes of cultural group influence the child’s growth and
development.
FOUNDATION OF GROWTH AND DEVELOPMENT
(AGE, PERIOD,METHODS OF STUDYING GD-CROSS SECTIONAL,LONGITUDINAL PATTERNS OF GD INDIVIDUAL
DIFFERENCES)

Prenatal: Conception to the Birth

Infancy: Birth to 12 months
Neonatal period: Birth to 28 days Early neonatal period: Birth to 7 days Late neonatal period: 7 days
to 28 days
Infancy Period:29 days to 12 months
Early Childhood:1 year to 6 years
Toddler Period:1-3 years
Preschool Period:3- 6 years
Middle childhood:6- 12 years
Late Childhood or Adolescent:12-18 years
Puberty Period: Male: 12-14 years Female: 11-13 years
FOUNDATION OF GROWTH AND DEVELOPMENT
(AGE, PERIOD,METHODS OF STUDYING GD-CROSS SECTIONAL,LONGITUDINAL PATTERNS OF GD INDIVIDUAL
DIFFERENCES)
RESEARCH METHODS OF STUDYING CROSS SECTIONAL,LONGITUDINAL PATTERNS OF GD INDIVIDUAL DIFFERENCES

METHOD DESCRIPTION ADVANTAGES LIMITATIONS

CROSS SECTIONAL PARTICIPANTS OF QUICK ACESS TO IGNORES

DESIGNS DIFFERENT AGES DATA ABOUT AGE INDIVIDUAL
STUDIED AT ONE DIFFERENCES DIFFERENCES;
TIME COHORT EFFECTS

LONGITUDINAL PARTICIPANTS IN TRACK TIME CONSUMING;

DESIGN ONE GROUP DEVELOPMENT FINDINGS MAY
STUDIED SEVERAL CHANGES IN APPLY ONLY TO
TIMES INDIVIDUALS AND THE GROUP THAT
GROUPS IS STUDIED
EXAMPLE OF CROSS SECTIONAL

PROPORTION CORRECT
1 0.95
0.9 0.91 0.89 0.90.92 0.88 0.89 0.87
0.9 0.870.85 0.85 0.85
0.830.82 0.83
0.80.82 0.81 0.82
0.8
0.72
0.7

0.6

0.5

0.4

0.3

0.2

0.1

0
ANGER DISGUST FEAR HAPPY SAD SURPRISE NEUTRAL

UNDER 40 40-60 OVER 40

EXAMPLE OF LONGITUDINAL PATTERNS (SELF CONFIDENCE SCORE)

1.8

1.6

1.4

1.2

0.8

0.6

0.4

0.2

0
14 17 30-37 40-47 54-61

FEMALE MALE
BIOLOGIC GROWTH AND DEVELOPMENT
DEVELOPMENT OF ORGAN SYSTEMS

• Growth of respiratory, digestive, renal and musculoskeletal proceeds fairly in childhood.

• Neurologic tissues grow rapidly in the first 2 years of life.
• Brain reaches mature proportions by 2 to 5 years.
• Lymphoid tissues also grow rapidly during infancy and childhood
 BIOLOGIC GROWTH AND DEVELOPMENT

BONE DEVELOPMENT

Skeletal growth provides the best estimate of biological age since it has a genetically
programmed developmental plan.
Two processes:
• Growth-Creation of new cells and tissues
• Maturation-Consolidation of tissues into a
permanent form.
 BIOLOGIC GROWTH AND DEVELOPMENT

TOOTH DEVELOPMENT

The foundations of child’s tooth structure are formed

early in the fetal life.
Major stages:
• Growth
• Calcification
• Eruption
• Attrition
 BIOLOGIC GROWTH AND DEVELOPMENT

MOTOR DEVELOPMENT
Process wherein children learn to control and integrate their muscles in purposeful actions.
The degree of nervous system maturity is reflected by the motor development.
Motor behavior skills:
• Reflexive or rudimentary
• General fundamental skills
• Specific skills
• Specialized skills
 BIOLOGIC GROWTH AND DEVELOPMENT

MOTOR DEVELOPMENT
Motor behavior skills:
 Reflexive or rudimentary
• Foundation of all other movements.
• Required during infancy
 General fundamental skills
• Common in all children
• Develop during early childhood
 Specific skills
• Emphasis on form, accuracy and adaptability
• Develop during later childhood
 Specialized skills
• They depend on the amount of repetition and concentrated application
• Evolve slowly from late childhood through adolescence
DEVELOPMENT OF MENTAL FUNCTION AND PERSONALITY DEVELOPMENT

DEVELOPMENT OF MENTAL(COGNITIVE ) FUNCTION

DEVELOPMENT OF MENTAL FUNCTION AND PERSONALITY DEVELOPMENT

PERSONALITY DEVELOPMENT
Sullivan’s Interpersonal Model of Personality Development

STAGE AGE DESCRIPTION

INFANCY Birth to 1½ yrs Infant learns to rely on caregivers to meet
needs &
desires

CHILDHOOD 1½ to 6 yrs Child begins learning to delay immediate

gratification of needs & desires

JUVENILE 6 to 9 yrs Child forms fulfilling peer relationships

PREADOLESCENCE 9 to 12 yrs Child relates successfully to same-sex peers
EARLY 12 to 14 yrs Adolescent learns to be independent & forms
ADOLESCENCE relationships with members of opposite sex

LATE 14 to 21 yrs Person establishes an intimate, long-lasting

ADOLESCENCE relationship with someone of the opposite sex
 THEORIES PSYCHOSEXUAL PSYCHOSOCIAL COGNITIVE

Freud’s Psychosexual Development Theory

STAGE AGE CHARACTERISTICS
Oral Birth to 1½ y/o Center of pleasure: mouth (major source of gratification & exploration)
Primary need: Security
Major conflict: weaning

Anal 1½ to 3 y/o Source of pleasure: anus & bladder (sensual satisfaction & self-control)
Major conflict: toilet training

Phallic 4 to 6 y/o Center of pleasure: child’s genital (masturbation)

Major conflict: Oedipus & Electra Complex

6 y/o to Energy directed to physical & intellectual activities

Latency puberty Sexual impulses repressed
Relationship between peers of same sex

Genital Puberty Energy directed towards full sexual maturity & function &
onwards development of skills to cope with the environment
THEORIES PSYCHOSEXUAL PSYCHOSOCIAL COGNITIVE

Erikson’s Stages of Psychosocial Development Theory

STAGE AGE CENTRAL TASK (+)RESOLUTION (-) RESOLUTION
Infancy Birth-18 mos. Trust vs Learn to trust others Mistrust,
Mistrust withdrawal,
estrangement

Early 1½ to 3 y/o Autonomy vs Self control w/o loss Compulsive,

childhood Shame & doubt of self esteem self-restraint
Ability of cooperate Or compliance.
& express oneself Willfulness &
defiance

Late 3 to 5 y/o Initiative vs Learns to become Lack of self-

childhood guilt assertive confidence.
Ability to evaluate Pessimism, fear
one’s own behavior of wrongdoing.
Over-control &
over restriction.
Erikson’s Stages of Psychosocial Development Theory

STAGE AGE CENTRAL TASK (+)RESOLUTION (-) RESOLUTION

School Age 6 to 12 y/o Industry vs Learns to create, develop & manipulate. Loss of hope, sense of being
Inferiority Develop sense of competence & mediocre.
perseverance. Withdrawal from school & peers.

Adolescenc 12–20 y/o Identity vs role Coherent sense of self. Feelings of confusion,
e confusion Plans to actualize one’s abilities indecisiveness, &
possible anti social behavior

. Young 18-25 y/o Intimacy vs Intimate relationship with another Impersonal relationships.
Adulthood isolation person. Avoidance of relationship, career
Commitment to work and relationships. or lifestyle
commitments.

Adulthood 25-65 y/o Generativity vs Creativity, productivity, concern for Self-indulgence, self-concern,
stagnation others. lack of interests & commitments.

Maturity 65 y/o to Integrity vs Acceptance of worth Sense of loss, contempt for others.
death despair & uniqueness of one’s own life.
Acceptance of death.
DEVELOPMENT OF SELF CONCEPT- BODY IMAGE, SELF ESTEEM

Middle Childhood
• Learning physical skills for ordinary games
• Building wholesome attitudes toward oneself
• Learning to get along with peers
• Learning appropriate gender social roe
• Developing fundamental skills in reading, writing, math
• Developing concepts for everyday living
• Developing conscience, morality, scale of values
• Achieving personal independence
• Developing attitudes toward social groups and institutions
DEVELOPMENT OF SEXUALITY

Adolescence
• Achieving more mature relationships with peers
• Achieving gender role
• Accepting ones own body
• Using the body effectively
• Achieving emotional independence from parents
• Achieving economic independence
• Preparing for an occupation
• Preparing f or marriage and family life
• Developing intellectual skills and concepts f or civic competence
• Achieving socially responsible behaviors
• Acquiring set of values and an ethical system
THANK YOU FOR LISTENING