TOPIC 1: GROWTH AND DEVELOPMENT o 2 months old - need support ➢ Some smile and “talk” to strangers

o 8 months old - can sit ➢ Others cry at the site of strangers

DEFINITION OF TERMS:
o 6 months - palmar reflexes without fine motor skills 4. Adaptability
o Growth o 12 months old - with fine motorcycles Ability to change one’s reaction to stimuli over time.
- Increase in physical size or structure that is measurable 5. Intensity of Reaction
FACTORS INFLUENCING GROWTH AND DEVELOPMENT
- Quantitative change in the body measurable Some children cry loudly
o Development A. Genetic Inheritance Some have mild or low intensity reaction to stress.
- Increase in skill and capacity to function occurring in orderly fashion. 1. Gender 6. Distractibility
- Child’s ability to perform specific tasks. • Girls are born lighter Children who are easily distracted or can easily shift their
- Qualitative change • Girls begin puberty growth spurt 6 months to 1 yr. earlier than boys attention to a new situation can be easily managed.
o Maturation • Boys tend to be taller & heavier than girls by end of puberty (14 – 16 y.o.) Children who are easily distracted or can easily shift their
- Increase in competence or ability to function at a higher level. • Girls do talk earlier than boys attention to a new situation can be easily managed.
- The process by which the traits carried by the child through his genes begin to 2. Health Others cannot be distracted
unfold and are realized. • Disorders included in the NB screening: ➢ Parents may describe them as stubborn, willful, or unwilling to
o Cognitive Development ▪ Congenital hypothyroidism compromise
- Acquiring concepts of time and space, abstract thought o Ability to learn or ▪ Congenital Adrenal Hyperplasia (CAH) 7. Attention Span & Persistence
understand from experience, to acquire and retain knowledge, to respond to ▪ Galactosemia (GAL) Ability to remain interested in a project or activity.
new situations, to solve problems. ▪ Phenylketonuria (PKU) Some play with their toy for 1 hr.
- Measured by: ▪ Glucose-6-Phosphate Dehydrogenase Deficiency (G6PD Def) Some play no more than 1 – 2 min. with each toy.
• Intelligence tests • Hemophilia⇒ if the mother is the carrier ang lalaki niya na bata mo show ug 8. Threshold of Response
• Observing child’s ability to function effectively in his/her environment symptoms Intensity level of stimulation necessary to evoke a reaction
• Type 1 Diabetes Mellitus 9. Mood Quality
PRINCIPLES OF GROWTH AND DEVELOPMENT
3. Intelligence The child who is always happy and laughing can be said to have
1. G & D are continuous processes from conception until death • Intellectual level affects vocabulary and ability to encode & decode a (+) mood quality
2. G & D proceed in an orderly sequence messages
3. Different children pass through the predictable stages at different rates 3 CATEGORIES OF TEMPERAMENT:
• Influences the number of languages a child speaks, reading ability,
4. All body systems do not develop at the same rate • Depth of explanation that a child is capable of understanding. 1. EASY CHILD
5. Development is cephalocaudal⇒ Sitting; Crawling⇒ 6months- upper body; next • Examples: ▪ Predictable rhythmicity; regular routine like oras sa pag mata, if gigutom
6months-lower body ang mo taas ▪ Mental retardation na or so
6. Development proceeds from proximal to distal body parts⇒ center to distal ▪ Autism ▪ Readily approach & adapt to new situations
7. Development proceeds from gross to refined skills ⇒ if the baby use his/her index ▪ ADHD (attention deficit hyperactivity disorder) ▪ Mild to moderate intensity of reaction
finger pointing his/her nose; developed fine motor skills 4. Temperament ▪ Overall (+) mood quality
8. There is an optimum time for initiation of experiences or learning; allow them to • Usual reaction pattern of an individual, or an individual’s characteristic 2. DIFFICULT CHILD
develop independently; lesser tantrum manner of thinking, behaving or reacting to stimuli in the environment. ▪ Irregular in habits; restless
9. Neonatal reflexes must be lost before development can proceed • Children are not all alike: ▪ (-) mood quality
10. A great deal of skill and behavior is learned by practice ▪ Others adapt quickly ▪ Withdraw rather than approach new situations
▪ Some adapt slowly 3. SLOW-TO-WARM-UP CHILD
▪ Some react intensely ▪ Fairly inactive
▪ Some react passively ▪ Respond only mildly
a. Reaction patterns ▪ Adapt slowly to new situations
1. Activity level ▪ Have general (-) mood
Some babies are constantly on the go
NURSING IMPLICATIONS:
Others stay where they are placed
2. Rhythmicity a. Require more planning & creative distraction measures; let them have

Some wake up at the same time each morning autonomy; talk about fantasy⇒ superhero2

Hungry at regular intervals b. Talk to parents about their child’s reactivity patterns

Nap at the same time each day ▪ Parents must focus on preparing the child for new activities

BM same time each day c. Bring these characteristics to parent’s attention, bec. understanding the

3. Approach child is the beginning of accepting & respecting the child as individual.

Child’s response on initial contact with a new stimulus

 B. Environmental influences o Erik Erikson f. Young Adult (20-40 y.o.)
• Socioeconomic level – low socioeconomic status - Developed his own theory of psychosocial development ▪ “INTIMACY vs. ISOLATION”
• Parent-child relationship - The theory stresses the importance of culture and society in the development INTIMACY is the ability to relate well with other people, not only with
▪ Children who are loved thrive better than those who aren’t. of the personality. the members of the opposite sex but also with one’s own sex to form
▪ Loss of love from a primary caregiver can interfere with a child’s desire to - Person’s social view of self is more important than instinctual drives in long-lasting friendships.
eat, improve, and advance. determining behavior. People need a strong sense of identity before they can reach out
• Ordinal Position > Only child or oldest child - He describes 8 developmental stages, at each stage there is a conflict fully and offer deep friendship or love.
▪ Generally, excels in language development between 2 opposing forces g. Middle-Aged Adult ( 40 – 65 y.o.)
▪ Youngest child may develop language more slowly B. Erikson’s Psychosocial Development ▪ “GENERATIVITY vs. STAGNATION”
• Health – children with physical disability may be limited in their ability to play a. Infancy (birth – 1 y.o.) Extend their concern from just themselves and their families, to the
▪ “TRUST (consistent, loving care with a nurturing person) vs. MISTRUST community and the world.
THEORIES OF DEVELOPMENT:
❖ Learning confidence or Learning to love They may become politically active Work to solve environmental
o Sigmund Freud ❖ When needs are met, they come to view the world as a safe place, problems Participate in far-reaching community
- Austrian neurologist; and people as helpful and dependable. People with sense of GENERATIVITY are self-confident
- Founder of psychoanalysis ❖ When needs are not met, this fosters a basic mistrust; infants become Better able to juggle their various lives (mother, coach, church
- Offered the first real theory of personality development fearful and suspicious of the world. member, teacher)
- Describes child development as series of psychosexual stages in which a child’s ❖ Therefore, consistent, loving care by a nurturing person is essential to h. Older Adult
sexual gratification becomes focused on a particular body part. development of trust. ▪ “INTEGRITY vs. DESPAIR”
A. Freud’s Psychoanalytic theory b. Toddler (1 – 3 y.o.) Older adult with INTEGRITY feels good about the life choices he or
a. Infant (BIRTH – 1 Y.O.) – “ORAL PHASE” ▪ “AUTONOMY vs. SHAME & DOUBT” she has made.
▪ Infants suck for pleasure or relief of tension; the infant should be satisfied Autonomy (self-government or independence) builds on Older adult with feelings of DESPAIR wishes life would begin over
para d mo balik ang bata sa pag suck children’s new motor and mental abilities. again so that things could turn out differently.
b. Toddler (1 – 3 Y.O) – “ANAL PHASE” Children take pride in new accomplishments and want to do o Jean Piaget
▪ Interests focus on anal region everything independently. E.g. walking, climbing, manipulating - Swiss psychologist
▪ Toilet training begins; uttered nga “Ma kalibangon ko.” Shame & doubt arise when children are made to feel small & self- - Introduced concepts of cognitive development, or the way children learn &
▪ Part of toddler’s self-discovery conscious, when caregivers are impatient and do everything for think.
▪ A way of exerting independence them. C. Piaget’s Cognitive Development
▪ Find pleasure in retention of feces & defecation Much of their learning is acquired through imitating the activities a. The Infant
c. Preschooler (3 – 6 Y.O.) – “PHALLIC STAGE” and behavior of others. ▪ “SENSORIMOTOR”
▪ Interest focus on genital area. Favorable outcomes are “self-control & willpower” Practical intelligence
▪ Masturbation is common; out of curiosity⇒ like mag hubo nya mag c. Pre-schooler (3 – 6 y.o.) Babies relate to the world through their senses using reflex behavior
dagan2, or e compare2 na nila ▪ “INITIATIVE vs. GUILT” Includes schemas of primary & secondary circular reaction and
▪ May show exhibitionism Initiate motor activities on their own and no longer imitate the coordination of secondary reactions.
▪ Recognizes differences between the sexes actions of others. ❖ “primary” refers to activities related to child’s own body
▪ Oedipus (male child is close sa iya mama) and Electra (girl child is close When children are given much freedom and opportunity to initiate ❖ “circulatory reaction” means repetition of behavior
sa iya papa) complexes, penis envy, and castration anxiety are motor play, their sense of initiative is reinforced. ❖ “secondary” refers to activities separate from a child’s body.
centered.; exaggerated thinking like mag tuli, nag tou sila na putlon The lasting outcomes are “direction & purpose” ❖ Coordination of secondary reactions, infants begin to
tanan ilang penis d. School – Age Child (6 – 12 y.o.) demonstrate goal-directed behavior
d. School-aged child (6 – 12 Y.O.) – “LATENT PHASE” ▪ “INDUSTRY vs. INFERIORITY” ; eraser years because they want everything b. The Toddler
▪ Children’s libido is diverted into concrete thinking. perfect ▪ Children complete the final stages of the sensorimotor period and begin
▪ Acquisition of knowledge and vigorous play. Children learn how to do things well to develop some cognitive skills of preoperational thinking (symbolic
e. Adolescent (12 Y.O. AND OVER) – “GENITAL PHASE” When praised & rewarded for the finished results, their sense of thought & egocentric thinking).
▪ Finding new love objects industry grows. ▪ Thought becomes more symbolic
▪ Maturation of the reproductive system and production of sex hormones Child’s world grows to include the school & community environment. ▪ Child is egocentric
▪ Genital organs become the major source of sexual tensions and e. Adolescent (13 – 20 y.o.) ▪ Inability to remember what they started to talk about (static thinking)
pleasures. ▪ “IDENTITY vs. ROLE CONFUSION” c. The Preschooler
▪ Energies are also invested in forming friendships and preparation for Adolescents must bring together everything they have learned ▪ Preschool children move on to the substage of preoperational thought
marriage. about themselves (as a son or daughter, a friend, a student, etc.) termed INTUITIVE THOUGHT.
and integrate these images into a whole that makes sense. ▪ Children tend to look at an object and see only one of its characteristics
(centering).
 Example: The child may see that the banana is yellow but does not ▪ If asked why stealing is wrong, an adolescent would answer “Because it
notice that it is also long. deprives my neighbor of possessions he or she has earned.”
d. The School-Age Child ▪ Can carry out self-care measures even when someone else is not
▪ Concrete operational thought begins present.
▪ Recognize “cause & effect” relationships ▪ They understand the principle that certain things should be done
▪ Reasoning tends to be inductive (Specific to General). because they are right
e. The Adolescent
▪ Achieves FORMAL OPERATIONAL THOUGHT (abstract thought)
▪ Uses scientific reasoning
▪ Understands deductive reasoning.
o Lawrence Kohlberg
- A psychologist
- Developed a theory on the way children gain knowledge of right & wrong, or
moral reasoning.
D. Kholberg’s Theory of Moral Development
a. The Infant
▪ “PRERELIGIOUS STAGE”
Infant learn that when they do certain actions, parents give affection
and approval;
For other actions, parents scold and label the behavior “bad”.
Development of trust is important in moral development.
b. The Toddler
▪ Toddlers begin to formulate a sense of RIGHT & WRONG.
▪ “punishment obedience orientation”
A child is good bec. a parent says a child must be good not
because it is “right” to be good.
▪ Toddlers may not obey requests from people other than their parents.
▪ While providing care, may ask a parent to reinforce instructions to be
certain that the toddler will follow.
c. The Preschooler
▪ Tend to do good out of self-interest rather than out of true intent to do
good or because of strong spiritual interest.
▪ They imitate what they see including wrong actions, assuming those
actions are correct.
d. The School-Age Child
▪ Enter a stage of moral development termed CONVENTIONAL
DEVELOPMENT.
▪ “nice girl, nice boy” stage.
▪ Children engage in actions that are “nice” or “fair” rather than
necessarily right.
▪ Later in school-age period, they become aware that community laws
are enforced by guards or police.
▪ They feel it is necessary to obey rules only when the rules can be clearly
enforced.
▪ Example: “You shouldn’t steal because the police will arrest you.”
e. The Adolescent
▪ Capable of internalizing standards of conduct ( they do what they think
is right regardless of whether anyone is watching).
▪ Post Conventional Development
Mature form of moral reasoning.