FINALS
NCM 107 – GROWTH AND DEVELOPMENT
GROW TH AND DEVELOPMENT
• GROW TH – quantitative measurement
or the increase in the size of the
whole or any of the body parts.
• DEVELOPMENT- qualitative
measurement of increasing capacity
to function at more advanced levels
GROW TH
-Physical change and increase in size
-Generally takes place during the first 20
years of life
IN DICATORS:
o Height
o Weight
o Bone Size
o Dentition
DEVELOPMENT
-Increase in the complexity of function and
skill progression
-Behavioral aspect of growth
PRIN CIPLES OF GROWTH AND DEVELOPMENT
-Growth and development are continuous
processes from conception until death
-Growth and development proceed in an
orderly sequence
1. GROWTH AND DEVELOPMENT ARE
C ON TINUOUS PROCESSES FROM
C ON CEPTION UNTIL DEATH
- Although there are highs and lows in terms
of the rate at which growth and development
proceed, at all times a child is growing new
cells and learning new skills
2. GROWTH AND DEVELOPMENT PROCEED IN
AN ORDERLY SEQUENCE
- Growth in height occurs in only one
sequence – from smaller to larger
- Development also proceeds in a predictable
order. For example, the majority of children sit
before they creep, creep before they stand,
stand before they walk, and walk before they
run.
3. DIFFERENT CHILDREN PASS THROUGH THE
PREDICTABLE STAGES AT DIFFERENT RATES
- All stages of development have a range of
time rather than a certain point at which they
are usually accomplished.
- Two children may pass through the motor
sequence at such different rates, for example,
that one begins walking at 9 months, another
only at 14 months. Both are developing
normally; they are both following the
predictable sequence; they are merely
developing at different rates.
By: Juliana Marie O. Sacay
4. AL L BODY SYSTEMS DO N OT
DEVELOP AT T HE SAME RATE
- Certain body tissues mature more
rapidly than others
- For example, neurologic tissue
experiences its peak growth during the
first year of life, whereas genital tissues
grow little until puberty.
5. DEVELOPMENT IS C EPHALOCAUDAL
- Cephalo is a Greek word meaning
“head”; Caudal means “tail”.
Development proceeds from head to tail
- Newborns can lift only their head off
the bed when they lie in a prone
position. By age 2 months, infants can
lift both the head and chest off the bed;
by 4 months, the head, chest, and part
of the abdomen; by 5 months. Infants
have enough control to turn over; by 9
months, they can control legs enough to
crawl; and by 1 year; children can stand
upright and perhaps walk.
- Motor development has proceeded in a
cephalocaudal order – from head to the
lower extremities.
FAC TORS INFLUENCING GROWTH AND
DEVELOPMENT
1. GENETICS – genetic inheritance of an
individual is established at conception
- Remains unchanged throughout life
and determines such characteristics as
gender, physical characteristics (e.g., eye
color, potential height), and to some
extent, temperament.
2. T EMPERAMENT
- The usual reaction pattern of an
individual, or an individual’s characteristic
manner of thinking, behaving, or reacting
to stimuli in the environment.
- Temperament is not developed by stages
but is an inborn characteristic set at birth.
3. FAMILY
-Purpose of a family; provide support and
safety for the child
- Family is the major constant in a child’s
life
-Families are involved in their children’s
physical and psychological well-being and
development.
-Children are socialized through family
dynamics. The parents set expected
behaviors and model appropriate behavior
4. N UTRITION
- Adequate nutrition is an essential
component of growth and development
- For example; poorly nourished children:
more likely to have infections than are well-
nourished children and poorly nourished
children may not attain their full height
potential
5. EN VIRONMENT
- A few environment factors that can
influence growth and development include
the living conditions of the child (e.g.,
homelessness)
- socioeconomic status (e.g., poor versus
financially stable), climate, and community
(e.g. provides developmental support
versus exposing the child to hazards)
6. H EALTH
- Illness, injury, or congenital conditions
(e.g., congenital cardiac conditions) can
affect growth and development
- Being hospitalized is stressful for a child
and can affect the coping mechanisms of
the child and family
- Prolonged or chronic illness may affect
normal developmental processes.
7. C ULTURE
- Cultural customs can influence a child’s
growth and development
- Nutritional practices may influence the
rate of growth for infants
- Child-rearing practices may influence
development

NCM 107 – GROWTH AND DEVELOPMENT
C H ILD DEVELOPMENTAL THEORISTS
- PSYC HOSEXUAL DEVELOPMENT
T H EORY: Sigmund Freud
- PSYC HOSOCIAL T HEORY: Erik
Erikson
- C OGNITIVE T HEORY: Jean Piaget
- MORAL DEVELOPMENT: Lawrence
Kohlberg
PSYC HOSEXUAL DEVELOPMENT – Sigmund
Fr eud
-Developing instincts or sensual pleasure
-Described adult behavior as the result of
instinctual drives
o That have a primarily sexual nature
(libido) that arise from within the
person and
o The conflicts that develop between
these instincts (represented in the
individual as the id, reality (the e go),
and society (the superego)
-Described child development as being a
series of psychosexual stages in which a
child’s sexual gratification becomes focused
on a particular body part
IN FANCY
- Freud termed the infant period the
“or al phase” because infants are so
interested during this time
- According to this theory, infants suck
for enjoyment or relief of tension, as
well as for nourishment
➢ N URSING IMPLICATION:
-Provide oral stimulation by
giving pacifiers; do not
discourage thumb-sucking
-Breastfeeding may provide
more stimulation than
formula feeding because it
requires the infant to
expend more energy.
T ODDLER
- Described as an “anal phase”
because during this time, children’s
interests focus on the; anal r egion as
they begin toilet training.
FINALS
By: Juliana Marie O. Sacay
- Elimination takes on new importance for
the m; children find pleasure in both the
retention of feces and defecation
- This anal interest is part of toddlers’
o Self-discovery
o A way of exerting independence,
and
o Probably accounts for some of the
difficulties parents may experience
in toilet-training children of this
age
➢ N URSING IMPLICATION:
-Help children achieve bowel
and bladder control without
undue emphasis on its
importance
-If at all possible, continue
bowel and bladder training
while child is hospitalized
PRESCHOOLER
- During this period, children’s
pleasure zone appears to shift
from the anal to the genital area
- Called as “phallic phase”
- Child learns sexual identity
through awareness of the genital
area
- Masturbation is common during
this phase
- Children may also show
exhibitionism, suggesting they
hope this will lead to increased
knowledge of the two sexes
➢ N URSING IMPLICATION
-Accept children’s sexual
interests, such as fondling
their own genitals, as a normal
area of exploration
-Help parents answer their
child’s questions about birth
or sexual differences
SC H OOL-AGE
- Called the “late nt phase” a time in
which children’s libido appears to
be diverted into concrete thinking
- He saw no developments as
obvious as those in earlier periods
appearing during this time
➢ N URSING IMPLICATION
-Help children have positive
experiences with learning so
their self-esteem continues to
grow and they can prepare for
the conflicts of adolescence
ADOL ESCENT
- Called the “ge nital phase”
- Freudian theory considers the
main events of this period to
be the establishment of new
sexual aims and the feeling of
new love objects
- Adolescent develops sexual
maturity and learns to establish
satisfactory relationships with
the opposite sex
➢ N URSING IMPLICATION:
-Provide appropriate
opportunities for the
child to relate with the
opposite sex;
-allow the child to
verbalize feelings
about new
relationships
PSYC HOSOCIAL DEVELOPMENT – Erik
Er ikson
-One of the main tenets of his theory,
that a person’s social view of self is more
important than instinctual drives in
determining behavior, allows for a more
optimistic view of the possibilities for
human growth
1. IN FANCY – trust vs mistrust
2. T ODDLERHOOD – autonomy vs
shame and doubt
3. PRESCHOOL – initiative vs guilt
4. SC HOOLAGE – industry vs inferiority
5. ADOLESCENCE – identity vs role
confusion
6. YOUNG ADULT – intimacy vs isolation
7. MIDDLE ADULT - generativity vs
stagnation
8. L ATE ADULT – ego integrity
PIAGET’S T HEORY OF COGNITIVE
DEVELOPMENT – Jean Piaget
-Jean Piaget (1896-1980) a Swiss
psychologist
-Introduced concepts of cognitive
development or the way children learn
and think
-Piaget defined four stages of cognitive
development; within each stage are
finer units or schemas. Each period is an
advance over the previous one.

NCM 107 – GROWTH AND DEVELOPMENT
IN TELLIGENCE
1 MON TH T O 24 MONTHS: Sensorimotor
-N e onatal Re f lex ( 1 month): Stimuli are
assimilated into beginning mental images
-Pr imary C ir cular Re action ( 1 -4 months):
hand-mouth and ear-eye coordination
develop
-The beginning intention of behavior is
present
-Se condary C ircular Re action ( 4 -8 months):
Infant learns to initiate, recognize, and repeat
pleasurable experiences from the
environment and memory traces are present;
infant anticipates familiar events
-C oor dination of Secondary Reactions (8-12
months) : infant can plan activities to attain
specific goals and can search for and retrieve
a toy that disappears from view
o -Intervention of new means through
me ntal combinations (18-24
months): transitional phase to the
preoperational thought period and
uses memory and imitation to act.
-Can solve basic problems
-T ertiary C ircular Re action ( 12-18 months):
the child is able to experiment to discover
new properties of objects and events and is
capable of space perception and time
perception as well as permanence
2 T O 7 YEARS: Preoperational
( preconceptual) thought
-thought becomes more symbolic
-comprehends simple abstractions but
thinking is basically concrete and literal
-the child is egocentric
-displays static thinking
12 YEARS: Formal operational thought
-Can solve hypothetical problems with
scientific reasoning
-understands causality and can deal with the
past, present, and future
-adult or mature thought
FINALS
By: Juliana Marie O. Sacay
MORAL DEVELOPMENT – L awrence IN FANTS: ACCIDENT PREVENTION
Kohlberg A.) Falls – always raise crib rails, when
-Lawrence Kohlberg (1927-1987) a in doubt about where to place the
psychologist child, use the floor.
-Studied the reasoning ability of boys and B.) Suffocation – keep all plastic bags
based on Piaget’s development stages stored away from the infant’s reach and
discard large plastic, garment bags .
After tying a knot, do not tie the pacifier
on a string around the infant’s neck.
C .) Aspiration – inform parents of the
danger of baby powder
D.) Burns – check bath waters and
warm formula and food, place plastic
guards over electrical outlets, and keep
hanging table clothes out of reach
E.) Poisoning – make sure that paint for
furniture or toys does not contain lead
and place toxic substances on a high
shelf or locked cabinet.
-Administer medications as a drug, not
as candy.
F.) Motor Ve hicles – transport infant in
a specially constructed rear-facing car
seat with appropriate restraints
DEVELOPMENTAL PROBLEMS
IN FANT
Expected Stages of Play Development:
1. Age C haracteristics
- Exploratory (holding toys: age 0-1 year)
-Toys as adult toys (limitation: age 1-7
years)
-Games and Hobbies (age 8-12 years)
2. Social C haracteristics
o Solitary Play – alone, but enjoys
the presence of others, interest
centered on own activity (0-18
months)
o Par allel Play – plays alongside,
not with, another; characteristic T ODDLER
of toddlers, but can occur in
other age groups (18 months – 3
years)
o Associative Play – no group goal;
often follows a leader (3-6 years)
o C ooperative Play – organized,
rules, leader/relationship
established (6-12 years)
 FINALS
NCM 107 – GROWTH AND DEVELOPMENT
By: Juliana Marie O. Sacay

PRESCHOOLER -develops greater

coordination and stamina
-Bone growth is faster,
coordination, and stamina
o Visions mature –
hand-eye
coordination
developed completely
-Vision: 20/20
-psychosomatic
illnesses are common

C H ANGES OCCURRING IN
GIRL S:
-Increase in the transverse
diameter of the pelvis
-breast development
-vaginal secretion
-growth of pubic and axillary
hair
➢ Me nstruation begins
between the time the
girl develops pubic
hair and the time she
develops axillary hair

C H ANGES OCCURRING IN
BOYS:
-Increase in the size of the
genital
-hypertrophy in the size of
tissue
-growth of pubic, axillary,
facial, and chest hair
-production of spermatozoa;
may begin nocturnal emission
(loss of seminal fluid during
sleep)

T H E SCHOOL-AGE CHILD ( 6-12 YEARS)

A. Gr owth and Development

o Age of de ntal car ies – major

problems of stage
-C auses: poor nutrition,
inadequate dental hygiene,
increase intake of carbohydrates
and concentrated sweets
o Pr e vention of dental caries – good
brushing and flossing, good
nutrition, fluorinated water,
regular dental check up.
-Gross motor: there is increased
strength and physical ability; very
energetic
 FINALS
NCM 107 – GROWTH AND DEVELOPMENT
By: Juliana Marie O. Sacay

T H E ADOLESCENCE ( 12 – 18 YEARS) o L ate adolescence (girls: 16-21;

boys: 17-21)
PH YSICAL GROWTH: - Physically and financially
1. In addition to the rated increase in weight and independent from parents
height, there is also an alteration in the body shape; - Finds identity
- Finds a mate
a. Boy – leaner; his pelvic girth does not changes so - Develops morality
much but his chest and shoulder broaden - Increasing social and moral
- the earliest secondary characteristic to appear in interest; participate in society
boys is an increase in the size of the testes and - Completes physical and
scrotum and later the penis emotional maturity
o Adolescence and Independence
b. Gir ls – pelvis broaden; forms become smoother - By 15-16 years, adolescence
because of fat deposition in the thighs, hips, and feel they should be treated as
breasts. adults
- Breast development is the first overt sign of - Ambivalence: adolescent wants
beginning reproductive maturation freedom but is not happy with
the corresponding
PSYC HOSOCIAL PATTERN: responsibilities that come with
o Ear ly adolescence ( 12-14) it
- Physical body changes can result in - Parental ambivalence is also
altered self-concept fears of rejection present: they try to give the
- Early and late developers may also adolescent freedom but
have anxiety regarding fear of rejection continue to offer constructive
- May have mood swings guidance and enforce
- With fantasy and daydreaming discipline
- Need consistent discipline: need limit in
behavior
o Middle adolescence ( girls: 13-16; boys 13-
17)
- Emancipated from parents (except
financially)
- Identifying own values
- Finds increasing interest in a
heterosexual relationship: may find a
mate or form a “love” relationship
- With peer group
✓ One of the strongest
motivation forces of behavior
✓ Finds importance to being part
of a group and being like
everyone else in the group –
conforms to values/fads of the
group
✓ Clique formation: may be
determined by race, social
class, or special interest.
- Sex education is complete at this point