UNIT 1

Basic Concepts:
Growth & Development
1. Explain the basic concepts related to child and
adolescent development;

2. Explain how current research and theories on child and

adolescent development contribute to teaching and
learning within and across different areas.
Scrutinize the pictures below. Which depicts GROWTH?
Which is indicative of DEVELOPMENT?
 GROWTH DEVELOPMENT
Growth is used in purely physical terms; it Development implies overall changes in shape,
generally refers to changes that usually occur form or structure resulting in improved
on human’s physical attributes and bodily working or functioning. It indicates the
structures (i.e. change in size, length, height changes in the quality or character rather than
and weight); changes in the quantitative in quantitative aspects.
aspects (measurable/quantifiable). A progressive series of changes of an orderly
and coherent type toward the goal of maturity.
Growth is one of the aspects of the Development is a wider/broader and
developmental process (physical aspect); comprehensive term; it refers to overall
growth is specific. changes in the individual.
 GROWTH
Growth is not continuous; it does not Development is a continuous and lifelong
continue throughout life. It starts at process.
conception but stops when maturity has been
attained.
Generally, growth and development go hand in
hand. But it is possible that growth may or
may not bring development.
(i.e. A child may grow in terms of weight by
becoming fat but his/her growth may not bring
any functional improvement)
DEVELOPMENT
Development is also possible without growth.
(i.e. A child may not gain in terms of height,
weight or size but they do experience
functional improvement or development in
physical, social, emotional or intellectual
aspects.
 PHYSICAL/MOTOR
DEVELOPMENT

 Refers to the body

increasing in skill and
performance and includes:
gross and fine motor
development.
 SOCIAL & EMOTIONAL
DEVELOPMENT

 Refers to the
development of a child’s
identity and self-image, the
development of
relationships and feelings
about himself or herself and
learning the skills to live in a
society with other people.
 COGNITIVE/
INTELLECTUAL
DEVELOPMENT

 This is learning the skills

of understanding, memory
and concentration; includes
skills pertaining to learning
and thinking.
 LINGUISTIC/
COMMUNICATIVE
DEVELOPMENT

 This domain includes

alphabetics, phonemic
awareness, oral and written
language.
 Early development is more
Development involves changes.
critical than later development.
From conception to the time of death, the
person undergoes a lot of changes. Early foundations are critical.

Change in Size – physical and mental
growth
Change in Proportion – Physical change is
not only limited to size; it is also apparent in
mental development.
Attitudes, habits and patterns of behavior
established during the early years determine
to a large extent how successfully individuals
will adjust to life as they grow older.

Disappearance of old features – baby hair

and baby forms of locomotion.
Acquisition of new features – primary and
secondary sex characteristics and new mental
traits like curiosity, sex urge, forms of
language, etc.
Principle of Sequential Principle of proceeding
Development from General to Specific
Development follows a definite and Development proceeds from general
predictable pattern. to specific responses.
Two laws of directional sequence of In mental and motor responses, general
development: cephalocaudal and activity always precedes specific activities.
proximodistal laws.
Cephalocaudal law maintains that
development spreads over the body from
head to foot.
Proximodistal law maintains that
development spreads outward from the
central axis of the body to the
extremities.
Principle of Uniform
Principle of Continuity
Pattern
Development follows a pattern Development is a continuous
which is uniform and universal process.

Developmental stages It starts at prenatal and ends at death.

Principle of Unique
Development
Every person is biologically and
genetically different from very other.
Differences in the rate and manner of
development.
Differences in appearance, mental
capacity, traits, personality, etc.
Principle of interaction of
maturation and learning
Development is the product of
heredity and environment.
Maturation – the unfolding of
characteristics potentially present in the
individual that come from his/her genetic
endowment.
Learning – the development that comes
from the exercise and effort, which
depends on the opportunities provided
by the environment.
There are periods in the developmental
There are social expectations for every
pattern and each period has a
developmental period.
characteristic pattern of behavior.
Certain traits are prominent at different Social expectations or
ages developmental tasks
Developmental Tasks – tasks which arises at
There are marked biological events and or about a certain period in the life of an
changes in the individual’s behavior. individual
Periods of equilibrium (adapts easily) and Purposes: help parents/teachers know what
periods of disequilibrium (with difficulties children should learn at a given age;
in adaptation) motivates children to learn what the social
group expects them to learn.
Development is aided by Every area of development
stimulation has potential hazards.
Each period in the life span has associated with
Stimulating development through directly it certain developmental hazards – whether
encouraging the individual to use ability physical, psychological, or environmental in
which is in the process of developing. origin – and these inevitably involve adjustment
problems.
Development is affected by cultural Different aspects of development
changes. are interrelated and interdependent.

Because an individual’s development is Each of the domains of development are

molded to conform to cultural standards interdependent to each other; one affects the
and ideals, changes in these standards other (i.e. physical development vis-à-vis
affect developmental pattern. cognitive development)
 Stage Approximate Age Brief Description
Range
Prenatal Stage Conception to Birth (nine The one-celled organism
months or approximately 270 to transforms into a human baby
(Period of Gestation)
280 days). with remarkable capacities to
adjust to life outside the womb.

1. It is divided into three stages.

a. Period of the ovum (from
fertilization to two weeks)
b. Period of the embryo (from
the end of the second week
to the end of the second
month)
c. Period of the fetus (the end
of the second month to
birth)
 Stage Approximate Age Brief Description
Range
Infancy and Babyhood Birth to 2 years Dramatic changes in the body
and brain support the
emergence of a wide array of
Infancy (covers the first two motor, perceptual, and
weeks immediately after birth). intellectual capacities and first
intimate ties to others.

Babyhood (end of the second

week to end of the second
year).
 Stage Approximate Age Brief Description
Range
Early Childhood 2-6 years During the “play years,” motor
skills are refined, thought and
language expand at an
astounding pace, a sense of
morality is evident, and children
begin to establish ties to peers.
Middle to Late Childhood 6 – 11 years The school years are marked by
advances in athletic abilities;
logical thought processes; basic
literacy skills; understanding of
self, morality, and friendship; and
peer-group membership.
 Stage Approximate Brief Description
Age Range
Adolescence 11 – 18 years Puberty leads to an adult-sized body and
sexual maturity. Thought becomes
abstract and idealistic and school
achievement more serious. Adolescents
focus on defining personal values and
goals and establishing autonomy from
the family
Early Adulthood 18 – 40 years Most young people leave home,
complete their education, and begin full-
time work. Major concerns are
developing a career; forming an intimate
partnership; and marrying, rearing
children, or establishing other lifestyles.
 Stage Approximate Brief Description
Age Range
Middle Age 40 – 65 years Many people are at the height of
their careers and attain leadership
positions. They must also help their
children begin independent lives
and their parents adapt to aging.
They become more aware of their
own mortality.
Old Age or Senescence 65 years to death People adjust to retirement, to
decreased physical strength and
health, and often to the death of a
spouse. They reflect on the meaning
of their lives.
Assignment:

Having learned about the basic concepts of human growth

and development, list down at least five (5) possible
educational implications particularly of the different
principles that were discussed.

Output is to be submitted next meeting, September 12,

2022.
• Principles of Growth and Development of
Childrenhttps://educerecentre.com/principles-of-growth-and-development/
• https://www.yogiraj.co.in/principles-of-growth-and-development