Care of Mother, Child and 05 LEC

Adolescents (Well clients)

02
08
YNA MANUALES, RN 21

INTRODUCTION - THEORIES OF DEVELOPMENT

REFERENCES
OUTLINE
I. Factors Affecting G & D “PROF’S PPT”
A. Culture
B. Health
C. Family
a) Parental Attitudes FACTORS AFFECTING G & D
b) Child Rearing Philosophies  Culture
II. Stages of Human Development ○ habits, beliefs, language, values and attitudes
III. Methods of Studying Children of cultural groups influence the child’s G & D
A. Cross Sectional Studies ○ very specific behaviors/ habits
B. Longitudinal Studies ○ could be a big culture/ big community or
IV. Patterns of Growth and Developmental within family /small communities
A. Directional Studies ○ included in cultures : superstitions
B. Sequential Studies
C. Developmental Studies  Health - illness, injury or other congenital
D. Sensitive Periods conditions can affect G & D
E. Individual Differences  Family - the purpose of the family is to provide
V. Biologic Growth & Physical Development support and safety for the child
A. Linear Growth or Height ○ primary caregivers
B. Weight ○ the bond and the influence of the family
C. Bone Age members will always affect the growth and
D. Dentition development of the child
VI. Summary: Life of a Tooth ○ to nurture the child from a young age and to
VII. Development of Organ Systems give support in other aspects
A. Respiratory, Digestive, Renal, &
Muscoloskeletal a) PARENTAL ATTITUDES
B. Neurologic Tissues i. Educational status
C. Lymphoid Tissues ii. Childhood experiences
D. Skeletal Growth & Maturation iii. Financial Pressures
VIII. Motor Development iv. Marital Status
IX. Theories of Development v. Available Support System - from other
A. Theory family members/community
B. Developmental Theory vi. Child’s temperament
C. Development Task vii. Child’s personality
X. Biophysical Development Theory
A. Arnold Gessel b) CHILD - REARING PHILOSOPHIES
a) Maturational Theory of Child ○ “parenting styles”
Development ○ this is how the parent want to raise their kids
XI. Personality Theories
A. Sigmund Freud
a) Psychoanalytic Theory
i. Three (3) Levels of Consciousness
ii.Three (3) Personality Structures
b) Psychosexual Theory
i. Oral Phase
ii.Anal Phase

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 STAGES OF HUMAN DEVELOPMENT

STAGES AGE
NEWBORN Birth to 28 days
INFANCY 1 - 12 months
TODDLER 1 - 3 years
PRESCHOOL AGE 3 - 6 years
SCHOOL AGE 6 - 12 years
ADOLESCENCE 12 - 20 years
EARLY ADULT 20 - 40 years
 Authoritarian - focus of obedience, punishment
over discipline MIDDLE ADULT 40 - 65 years
○ do not take their child's feelings into
OLDER ADULTHOOD
considerations
○ gives rules to the child YOUNG - OLD 65 - 74 years old
 Authoritative - create positive relationship,
enforce rules MIDDLE - OLD 75 - 84 years old
○ they enforce rules and give consequences but
they also give reward OLD - OLD 85 and over
○ more child friendly
 Permissive - Don’t enforce rules, ‘kids will be kids’ METHODS OF STUDYING CHILDREN
○ they set rules but do not enforce rules
○ do not give exact punishment and rewards  Cross - Sectional Studies
○ they provide the child well in terms of nutrition ○ Participants of different ages studied at the
 Uninvolved - Provide little guidance, nurturing, or
same time
attention
○ done in a short span of time
○ they just left their kids free
○ they do not give the basic necessities ○ yields faster results
○ very focused on themselves and other things ○ less expensive
that may neglect the child
 Longitudinal Studies
NOTE: Difference between temperament and ○ One group of people studies over a period of
personality time
 Temperament ○ repeated observations or testing at specified
 it is innate & difficult to change points during the participants’ lives, thus
 it is what governs the behavior of a child allowing the observation of development
 Personality ○ time consuming
 qualities that form an individuals distinct
character
 personality could change overtime based on
how you condition yourself
 pattern of a child thoughts, feelings and
behaviors
 could be affected by temperament

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 PATTERNS OF GROWTH & DEVELOPMENT
 Directional Studies
a. Cephalocaudal - head to tail , physical
directions
b. Proximodistal - near to far , 1st body system
developed is SPINE, physical directions
c. Differentiation - from simple to more complex
operations and functions, qualitative directions
 Sequential Studies
○ orderly sequence
○ Each stage is affected by the preceding stage
○ one task should be achieved first, before
proceeding to other task
 Developmental Pace
○ Does not progress at the same time or pace
○ Periods of accelerated growth and periods of
decelated growth
 Sensitive Periods
○ developed by Dr. Maria Montessori and
identified 11 periods
○ 11 periods : order, movement, small objects,
grace and courtesy, refinement of the senses,
writing, reading, language, spatial
relationships, music, and mathematics
○ periods if time when a child focuses his
attention to a certain aspect in the
environment
(more focused in these periods, will show interest
or disinterest in these periods)
○ Positive or negative Stimuli enhance or defer
the achievement of a skill or function
 Individual Differences
○ Rates of growth vary
BIOLOGIC GROWTH & PHYSICAL DEVELOPMENT
 Linear Growth or Height
○ occurs as a result of skeletal growth
○ table measurement for general growth
 Weight
○ birth weight is a reflection of intrauterine
environment
○ In general,
a) it doubles by 4-7 month
b) Triples by the end of the 1st year
c) By 2 - 2.5 years old, birth weight
quadruples
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 Bone Age
○ determined by comparing the mineralization of
ossification centers
○ the most common measure for biological
maturation of the growing human
(skeletal age it assess more about your biological
maturation that chronological age)
○ the child’s current height and bone age can be
used to predict adult height
- age of bones
- ossification = bone formation
- assesses the skeletal development using the
tanner- white house method, you determine the
bone age
 Dentition
○ the arrangement or condition of the teeth
Major Stages :
1. Growth - 1st growth found in upper and
lower jaw
2. Calcification - hardening of the tooth due to
calcium build up
3. Eruption - teeth emerges from the gums and
becomes visible
4. Attrition - lost of tooth structure due to the
mechanical forces of the opposing tooth
SUMMARY : LIFE OF A TOOTH
 Development from lobes
 Lobes coalesce
 Root formation
 Active Eruption and continued root formation
 Attrition
 Active Eruption
 Passive Eruption
 ACTIVE ERUPTION - the process of actual bodily
movement of the tooth relative to the tissues of
the jaw
(Similar to an erupting volcano)
 ATTRITION - the wearing away of the functioning
surfaces of teeth due to use
(attrition is normal, however the example given is an
extreme case of attrition)
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 Primary teeth
 also known as deciduous teeth, milk teeth,
baby teeth)
 10 primary teeth
 Primary teeth eruption starts at around 6
months
o Lower incisors (usually the first to
erupt and shed)
o Followed by the upper incisors
 Expected to be completed at 3 years old
 The opposite of eruption is shedding
 Secondary Teeth
 Lower incisors are expected to shed at 6
years old and then erupt again after a few
months. However, this time, they are
already called the secondary teeth or
permanent teeth
 it is expected that before 14 years old of
age (around 12 to 13), all the primary teeth
are already shed and there is already a
complete set of secondary teeth (28)
 Wisdom teeth
 usually erupt during late teens/ early 20’s
 full set of 32 permanent teeth are expected
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TOOTH ERUPTION CHART
DEVELOPMENT OF ORGAN SYSTEM
 Respiratory, Digestive, Renal & musculoskeletal
○ Growth proceeds fairly in childhood (fairly
slow)
○ From infancy all the way to adolescence,
○ Respiratory, Digestive, Renal &
musculoskeletal systems will take their time
especially the Musculoskeletal system
 Neurological tissues
○ Grow rapidly in the 1st 2 years
○ Brain reaches mature proportions by 2-5 years
(the size is already 90% of the adult brain)
○ The brain tissues of a fetus also develop
rapidly up until 2 to 5 years of age
 Lymphoid tissues
○ Grow rapidly during infancy and childhood
○ Ex. A 5 years old child has the same size of
tonsils with an adult (helps with the immunity
and resistance of the child)
 Skeletal growth & maturation
○ Provides the best estimate of biological age
(compared to chronological age)
4
  chronological age: determined by your
birthday
 biological age: determined by the actual
age of our cells (depends on genetics,
environment, diet, etc), may be younger/
older than your chronological age)
MOTOR DEVELOPMENT
 Process wherein children learn to control and
integrate their muscles in purposeful movements
○ Once the musculoskeletal system grows in
terms of proportions, quantity and quality,
your motor development also develops
○ From simple to complex tasks
○ Not just the control of muscles and bones but
also the movement
 The development of a child’s bones, muscles and
ability to move around and manipulate his/her
environment
 Motor behavior skills:
○ Reflexive or rudimentary
○ General fundamental skills
○ Specific skills
○ Specialized skills
1. Reflexive – (definitions are according to the Pilitteri
book) First movements of your newborn and your
infant, completely involuntary, triggered by stimuli
STIMULI IN CHILDREN: Usually TOUCH, LIGHT, SOUND,
HUNGER, TEMPERATURE
Babies are easily triggered when the baby is hungry,
when the baby cannot see their primary caregivers
THERE ARE TWO TYPES OF YOUR REFLEXIVE SKILLS:
 Primitive reflexes – survival reflexes: information-
gathering, nourishment-seeking and protective
Examples: Rooting reflex & Sucking reflex
 ROOTING REFLEX – what happens when you
stimulate the side of your baby’s mouth either left
or right side, the baby will turn to that side, to that
touch stimuli
 SUCKING REFLEX – Put sometime Touch the tip of
the lips of the baby, the baby’s initial reaction
would be to latch on to that object and suck
Example: Breastfeeding
Also the same as that when you put your finger on the
tip of the lips of your cousin, sister, or brother then the
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baby starts sucking your finger then you thought the
baby likes you, when it’s just a reflex
 Your ROOTING & SUCKING REFLEX are
NOURISHMENT-SEEKING. These two are reflexes
that the baby involuntarily does to gain
nourishment.
 Postural - Second type of reflexive moment is your
POSTURAL REFLEXES are neuromotor-testing
reflexes (testing movement and balance)
Examples: Stepping reflex and Crawling reflex
 STEPPING REFLEX & CRAWLING REFLEX are testing
for movement and balance, when you hold the
baby in the armpit then you place the baby on a
flat surface and he/she will attempt to tap on the
surface with the feet, imitating a walk, testing his
movement in terms of walking
 CRAWLING REFLEX is alike with the STEPPING
REFLEX because when you put the baby on a flat
surface, the baby will attempt to crawl (testing for
movement, if he/she is ready to initiate crawling)
2. RUDIMENTARY SKILLS
○ Basic & primary skills, voluntary
3 COMPONENTS
 Stability – Lifting the head, gaining control of the
head and the neck, sitting is also an example
 Manipulation – Reaching, grasping, and releasing
Example: Palmar grasp reflex (grab-is reflexive)
In your rudimentary skills, grasping and releasing are
already voluntary
 Locomotor – Crawling, creeping, and standing
Crawling is when the baby is prone on the floor then
moves using the upper limbs, the hands then swaying
the lower extremities
Once the baby masters crawling, he/she can now
already transition to creeping. Creeping is when the
baby is in all-fours. Also, when the baby’s tummy is
lifted off the floor, he hands are stable on the floor and
the baby is supporting him/herself with the knees.
 CRAWLING: Baby’s abdomen is flat on the floor.
 CREEPING: The abdomen of the baby is away from
the floor since the baby can now support
his/herself with his own hands and knees.
 STANDING: After crawling and creeping, the baby
will know how to stand.
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3. GENERAL FUNDAMENTAL SKILLS
○ Developing and performing a variety of your
RUDIMENTARY SKILLS. So it now becomes a bit
complex.
 Stability – One-foot balance/walking on a beam
THEORIES OF DEVELOPMENT
 Theory - a systematic statement of principles that
provides a framework for explaining some
phenomenon
○ an organized system of accepted knowledge

 Manipulation – Throwing/catching objects ( meaning it is composed of 4 components: Concepts,

 Locomotion – Running and jumping
 This is where you improve your rudimentary skills,
making it more complex. This means you are now
more stable than you were during the
development of your RUDIMENTARY SKILLS.
Propositions, definitions and Assumptions)
 Developmental Theories - theories that provide
roadmaps for explaining human development
(how to proceed to each stage, has directions how to go
and achieve the current stage)

 Developmental Task - a skill or a growth

 In the MANIPULATION CATEGORY, from your
responsibility arising at a particular time in an
reaching, grasping and releasing, the child can now
individual’s life
learn how to throw and catch. It’s like the child’s
○ a task that a person is expected to achieve at
skills levelled up.
a certain period in life
 For your LOCOMOTION, from crawling and
(Not all individuals that belong to a certain period will
standing, the child already knows how to run and
jump. achieve all developmental tasks in that specific life
stage, may be successful or unsuccessful, achievement
4. SPECIFIC SKILLS – all the skills you can think of under of developmental tasks will provide a foundation for
gross motor and fine motor skills. the accomplishment of future tasks)
○ Specialized movement skills - highly complex
movements
Theories of Development
1. Biophysical
Examples of how the skills of the motor development
2. Personality
skills of a child could develop from reflexive down to
-Psychosexual
specialized:
-Psychosocial
3. Temperament
Grasping reflex (REFLEXIVE) -> Grasping/releasing
4. Attachment
voluntary (RUDIMENTARY) -> throwing & catching
5. Cognitive
(GENERAL FUNDAMENTAL) -> throwing a dart (SPECIFIC
6. Behaviorist
SKILL) -> throwing a dart as a sport (SPECIALIZED
7. Social Learning
MOVEMENT SKILL)
8. Ecologic Systems
9. Moral Development
ANOTHER EXAMPLE:
10. Spiritual Development
Stepping reflex (REFLEXIVE) -> Learning to crawl & stand
(RUDIMENTARY) -> Walking & jumping (GENERAL
FUNDAMENTAL) -> Dancing (SPECIFIC SKILL) -> Folk
dancing (SPECIALIZED MOVEMENT SKILL)

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  Unconscious
○ feelings and memories buried deep in our
minds.
BIOPHYSICAL DEVELOPMENT THEORY ○ Reservior of unnaceptable or unpleasant
thoughts.
 ARNOLD GESELL (1880-1961)
Ex ( pain, gulit, anxiety )
 Maturational Theory of Child Development
○ describe the development of the physical
body
○ - obtained IMAGES of a child’s 3 PERSONALITY STRUCTURES
developmental milestones
 ID
○ - defined maturation as “the process by
○ Present at birth and developed during infancy.
which development is governed by
○ It is found in the unconscious.
intrinsic factors, principally the genes”
○ Primitive and Instinctive.
○ - theory states that development is
○ Demands immediate gratification
directed by GENETICS.
○ Governed by “Pleasure Principle”
○ - disagreed by theorists who say that
○ Occurs in the 1st stage of Life.
development is attributed solely to the
environment
 EGO
○ - 10 stages of development were
○ - Develops during the toddlerhood stage.
identified
○ - Arises from the ID
○ - only uses children from White Family.
○ - Egos focus to satisfy the IDs desires but in a
PERSONALITY THEORIES socially acceptable way.
○ -Comprises rational, logical thinking and
 SIGMUND FREUD (1856-1939)
intelligence.
○ an Austrian neurologist
 Integrator of personality - mediating force
○ founder of psychoanalysis
between the ID and SUPEREGO.
○ Born in Moravia and resided in Vienna, Austria
 Operates on the REALITY PRINCIPLE.
○ Became a neurologist, who specializes in
treating nervous disorders
 SUPEREGO
○ Psychoanalytic Theory
○ the automotive or parental directions which
becomes incorporated into the personality as
2 THEORIES:
the “ Censoring Force “
1. PSYCHOANALYTIC THEORY
○ Moral compass
○ all human behavior is caused and can be
○ Developed during Preschool stage
explained.
○ Perfectionist
○ Repressed sexual impulses and desires
motivate human behavior.
Consists of 2 SYSTEMS
○ Behaviors are driven from unresolved conflicts
1. Conscience
( resulted from childhood trauma or failure to
○ very strict.
complete task of psychosexual development).
○ it can punish the ego.
○ the theory focuses on the Intrapsychic
○ can give you feelings of guilt.
process and psychosexual development.
 Intrapsychic process - process between the mind.
2. Ideal Self ( ego ideal )
○ Sets the rules and standards of good behavior
3 LEVELS OF CONSCIOUSNESS
that you need for yourself.
If you set the standards high you may feel failure and
 Conscious
guilt.
○ Contains thoughts at we are aware of at a
given time.
○ What we are aware of right now.
 Preconscious/ subconscious
○ Contains thoughts that could be brought to
conscious mind.
○ storage space of your experiences or
memories.

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 PSYCHOSEXUAL THEORY
1. Oral phase ( birth - 18mos )
- infancy, stage of ID Adult
2. Anal phase ( 18mos -36mos ) Phase Age Characteristics
Characteristics
- Stage of the ego, toddler
3. Phallic phase ( 3-6 years ) 18 months- Erogenous Anal Retentive
- stage of the superego , preschooler 3years Zone- Anus personality
4. Latency phase (6 - 12 years) and -compulsive
- stage of strict ego, schooler surrounding cleanliness,
5. Genital phase ( 12- adult years ) are orderliness,
- adolescent Focused on stingy,
reality obstinate and
principle, fear fussiness.
STAGES OF DEVELOPMENT of loss of love
object,
Adult approval and Anal expulsive
Phase Age Characteristics
tendencies Anal dissaproval, personality
Birth 18 Oral beginning of - Sloppiness,
months Erogenous dependent the SUPEREGO carelessness,
Zone- mouth, personality deveolpment. messy,
lips and - passivity, Developmental destructive,
toungue dependency task - cruel.
( biting, and developing
scukling ). gullibilty. sphincter
Focused on ID Oral ( blade and
Begins to aggressive bowel ) control
emerge- personality feeling of
development of - cruelty, autonomy
Oral
self. sarcastic and
Critical biting
experience - remarks,
WEANING smoking,
substance
Developmental abuse.
task- Oral
Establishing fixation:
Task Nail biting
Smoking

Critical
experience
- TOILET
TRAINING

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