Growth and Development 2.

Nutritional:
-TERMINOLOGIES- Nutritional deficiency considerably retards physical
 Growth and Development- total growth of child from growth. Malnourished mother produce babies with
birth toward maturity IUGR. Over nutrition may cause obesity. So to control
 Growth- physical increase in the body’s size and the nutritional requirements of mother is necessary to
appearance caused by increasing number of new cells have a healthy child. According to WHO, lack of
(quantitative change) proper nutrition can interfere with the maturation of the
 Development- indicate an increase in skill or the ability child’s brain and body.
to function (quantitative change). It can be measured 3. Socio-Economic Condition:
by observing a child’s ability to perform specific tasks. Sanitary conditions, various parasitic morbidity, poor
 Cephalocaudal- growth of the child follows an orderly housing, stressful family condition, bad financial
pattern starting with the head and moving downward. situation, etc have a serious effect on child’s g&d.
 Proximodistal- growth starts in the center and 4. Environmental & Seasonal
progresses toward the periphery or outside. Following Physical, psychological, social, cultural factors &
this pattern, the child can control movement of the harvest seasons have a positive effect over G&D.
arms before being able to control movement of the 5. Chronic Disease
hands. The process of growth moves from the simple to Chronic untreated disease of heart, lungs, liver, etc.
complex. impaired G&D seriously. Growth deficiency,
 Development tasks or milestones- basic achievement hypothyroidism & other medical condition that needs
associated with each stage of development. early attention.
Developmental tasks must be completed successfully 6. Emotional & cultural
at each stage for a person to achieve maturity. Trauma from unstable family, insecurity, sibling jealousy.
 Maturation- synonym for development. 7. Intrauterine
o Psychosexual dev.- refers to the developing - IUDR and maternal infections and diseases.
instincts or sensual pleasure Maternal diabetes may result in macrosomia
o Moral development- refers to personality causing more than normal weight baby.
development (Erick Erikson) 8. Growth potentials
o Cognitive development- refers to ability to learn & - The smaller the child at birth, the smaller he likely to
understand from experience, to acquire and retain be in subsequent years. The larger the child at
knowledge, to respond to a new situation and birth, the larger he is likely to be in later years.
solve problems. Measured by intelligence tasts and
by observing children’s ability to function FOUNDATIONS OF GROWTH AND DEVELOPMENT
effectively in their environment.
Stages Age Period
PRINCIPLE OF GROWTH AND DEVELOPMENT Neonate First 28 days of life
1. Growth and development are continuous processes Infant 1 mo.-1 year
from conception until death. Toddler 1-3 years
2. Growth and development proceed in an orderly Preschooler 3-6 years
sequence. School-Aged 6-12 years
3. Different children pass through the predictable stages Adolescent 13-18 years
at different rates. Young Adult 21-30 years
4. All body systems do not develop at the same rate. Ex.
Neurologic tissue experiences its peak growth during
Patterns of Growth and Development
the first year of life, whereas genital tissue grows little
*Growth- quantitative changes, measurable; increase in physical
until puberty.
appearance
5. Development is cephalocaudal. Ex. Newborns can lift
*Development- qualitative change, can’t exactly measure;
only their head off the ebd when they lie in a prone
ability to function. Ex: behavior, attitude, maturity, intelligence.
position. By age 2 mos., infants can lift both the head
and chest off the bed.
6. Development proceeds from proximal to distal body
parts. Ex. By age 3 or 4 mos., the baby has enough arm
control to support the upper body weight on the
Directional
forearms, and the infant can coordinate the hand to
 Cephalocaudal
scoop up an object.
o Head to tail; head is developed first 2 months of
7. Development proceeds from gross to refined skills. Ex:
intrauterine life
once children are able to control distal body parts such
o Head is ½ the size of body at birth; head is the
as fingers, they are able to perform fine motor skills (a
biggest part of body; 1/3 of the body
3y.o. colors best with a large crayon; a 12 yr old can
o Head lag: don’t have control of head and neck;
write with a fine pen.)
increased incidence of SIDS-idiophatic, related to
8. There is an optimum time for initiation of experience or
suffocation because of head lag.
learning. Ex: Children cannot learn tasks until their
 Proximodistal
nervous system is mature enough to allow that
o Proximo: refers to midline; center
particular learning. A child cannot learn to sit, no
o Distal: peripheral; outer
matter how much the child’s parent have him or her
o Ex: teeth:1st to erupt- central lower incisors,
practice, until the nervous system has matured enough
lateral incisors, Canine molars
to allow back control.
 General to Specific
o The child will master simple task 1st before
FACTORs INFLUENCING GROWTH AND DEVELOPMENT
complicated functioning.
1. Genetic:
o Ex: language- earliest sign of giftedness in
Hereditary factors influences body formation. Tall
children. Crying- 1st evidence of baby’s
parents have tall offspring. Genetic & chromosomal
language.
disorder also effects on growth and development of a
baby
 Sequential: growth and development follow a
predetermined sequence
 Ex: Ability to ambulate 1st evidence we can ambulate
1. Creeping- chest to abdomen
2. Crawling- arms and knees
3. Sit with support
4. Sit without support
5. Stand with support
6. Walk with support
7. Stand without support
8. Walk without support
9. Run, hop, skip, jump
Individual Differences
 Physical Domain
o Body size, body proportions, appearance, brain
development, motor development, perception
capacities, physical health.
 Cognitive Domain
o Thought processes and intellectual abilities
including attention, memory, problem solving,
imagination, creativity, academic and everyday
knowledge, metacognition, and language.
 Social/Emotional Domain
o Self-knowledge (self-esteem, metacognition,
sexual identity, ethnic identity), moral reasoning,
understanding and expression of emotions, self-
regulation, temperament, understanding others,
interpersonal skills and friendships.
BIOLOGIC GROWTH AND DEVELOPMENT
Biologic growth- changes in general body growth as to:
 Fertilization
 Childbirth
 Walking
 Language acquisition
 Puberty
 Menopause
 Ageing
 Death
DEVELOPMENT OF MENTAL FUNCTION
Cognitive function include:
 Attention
 Memory
 Language
 Perception
 Decision-making
 Problem solving
 Each cognitive function works to help you gather and
process information, and they often work together in
interrelated processes.
 Memory, Decision making, and problem solving
o Working memory is the cognitive function
whereby you keep information in mind to work on
it and solve a particular problem (argument)
 Attention, language, and perception
 Attention categories includes:
1. Divided attention: split attention between 2 or
more things
2. Sustained attention: focus on one thing for a
period of time.
 Language involves using speech expression & speech
comprehension to communicate ideas. Language
has the ability to influence the way we process
information, while attention might influence the way
we perceive something or even remember it.
 Personality development
o Development of the organized pattern of
behavior & attitudes that makes a person
distinctive
 Personality is what makes a person a unique person, and it is
recognizable soon after birth.
 A child’s personality has several components:
 Temperament
 Environment, and
 Character
 Temperament
o Set of genetically determined ttraits that
determine the child’s approach to the world and
how the child learns about the world.
 Temperament and Environment
o Influence the development of a person’s
personality the most. Temperament, with its
dependence on genetic factors, is sometimes
reffered to as “nature” while the environmental
factors are called “nurture”
 Character
o Set of emotional cognitive, and behavioral
patterns learned from experience that
determines how a person thinks, feels, and
behaves. A person’s character continues to
evolve throughout life, although much depends
on inborn traits and early experiences. Character
is also dependent on a person’s moral
development.
Theories of development
 Theory is a systematic statement of principles that
provides a framework for explaining some
phenomenon.
 Developmental task is a skill or growth responsibility
arising a particular time in an individual’s life, the
achievement of which will provide a foundation for
the accomplishment of future task.
 Personality development theory:
o Psychosexual development- Sigmund Freud
o Psychosocial development-Erick Erikson
 Mental Development Theory
o Cognitive development: Jean Piaget
o Moral Development: Lawrence Kholberg
 Behavioral development: John Watson, B.F. Skinner
o Psychosocial development-Erick Erikson
 Mental Development Theory
o Cognitive development: Jean Piaget
o Moral Development: Lawrence Kholberg
 Behavioral development: John Watson, B.F. Skinner