Growth and development


It is the process of physical maturation resulting an
increase in size of the body and various organs. It
occurs by multiplication of cells and an increase in
in intracellular substance. It is quantitative changes
of the body.
 According to Hurlock: Growth is change in size,
in proportion, disappearance of old features and
acquisition of new ones
 According to Crow and Crow (1962) : Growth
refers to structural and physiological changes

It is the process of functional and physiological maturation
of the individual. It is progressive increase in skill and
capacity to function. It is related to maturation and
myelination of the nervous system. It includes
psychological, emotional and social changes. It is qualitative
 According to Hurlock(1959) Development means a
progressive series of changes that occur in an orderly
predictable pattern as a result of maturation and
 According to J.E. Anderson(1950) Development is
concerned with growth as well as those changes in
behavior which results from environmental situations.
 According to Liebert, Poulos and Marmor (1979)
Development refers to a process of change in growth and
capability over time, as function of both maturation and
interaction with the environment

Principle of Growth and
1. Cephalocaudal direction: The process of
cephalocaudal direction from head down to tail.
This means that improvement in structure and
function come first in the head region, then in the
trunk, and last in the leg region.
2. Proximodistal direction: The process in
proximodistal from center or midline to periphery
direction. development proceeds from near to far outward from central axis of the body toward the

3. General to Specific : Development proceeds from
general to specific.
 Growth occurs to large muscle movements to smaller
muscle movements.
 This resembles with the whole and part.
 We first see the whole then comes the parts.
 Infant grasps the object with his whole hand before
using thumb or forefinger.

4. Locomotion:
It is related to the movement of the body. Every
species follows a similar pattern. Each one has to
pass through the stages accordingly.
 This is like : CREEPING >> CRAWLING >>
5. Differentiality
The tempo of development is not even. Individuals
differ in the rate of growth and development.
Boys and girls have different development rates.
Each part of the body has its own particular rate of
growth. Development does not occur at an even

6. Development proceeds from the simple to
more complex :
 Children use their cognitive and language skills to
reason and solve problems.
 Children at first are able hold the big things by using
both arms, In the next part able to hold things in a
single hand, then only able to pick small objects like
peas, cereals etc.
 Children when able to hold pencil, first starts draw
circles then squares then only letters after that the

7. Continuity:
 Growth and Development is a continues process
from conception to death.
 In the early years of life, development consists of
changes that lead the child to maturity not only of
body size and functioning, but also of behaviour.
8. Sequentiality
 Every species, whether animal or human, follows a
pattern of development peculiar to it. This pattern
in general is the same for all individuals.
 Social and behavioural scientists increasingly have
come to see development as a relationship
between organism and environment in a
transaction or collaboration.
 Individuals work with and affect their environment,
and in turn the environment works with and
affects them.


1. Heredity - It is the process by which the
features and characteristics are passed from
parents to the child before the child is born. Thus
features like the colour of the skin and eyes, the
height, body build, intellect and talents, etc., are
all fixed and no one can change them beyond a
2. Prenatal environment - This is the
environment of the foetus in the womb. If the
mother gets poor nutrition, is emotionally upset
or smokes, drinks, or takes some medicine or
suffers from certain diseases, the growth of the
child can be adversely affected.

3. Nutrition - Proper nutrition is essential for
the healthy development of the child. A
malnourished child’s growth may be retarded
or slow.
4. Intelligence - Higher intelligence is
associated with faster development while lower
intelligence is associated with retardation in
various aspects of development.
5. Emotional climate of home - If there is a
lot of discord/fights at home or the child is not
given enough love and attention or there is
physical/ mental abuse of the child, then the
child’s development is adversely affected.

6. Health of the child - If the child frequently
falls sick, suffers from some disorder, is
disabled or has disturbed endocrine
functioning, the development is likely to suffer.
7. Level of stimulation - The amount of
stimulation the environment provides to the
child i.e., the opportunities for exploration of
environment, opportunities of interaction with
other people, etc., all influnence the rate of
8. Socio-economic status - It also influences
the development by deciding the kind of
nutrition, stimulation, facilities, opportunities,
genetic endowment the child gets.

9. Sex - All children follow the same sequence of
development. However, certain skills are faster in girls
than in boys and some other skills are faster in boys
than girls. For example, language acquisition is faster
in girls and skills like jumping catching, throwing are
faster in boys. Sex is also a factor that decides the
potential of a child in physical development - boys
grow up to be taller, heavier and more muscular than

10. Good Health Habits: Keeping Clean-make
cleanliness a habit. Take a bath daily. Wash your hands
as often as needed. Brush your teeth. Be sure to clean
your nose and ears. Keeping yourself clean can keep
off some germs that caused diseases.
11. Exercise: Your body also needs exercise. Exercise
makes your muscles strong. It also improves your
flexibility and makes your heart, lungs and other body
parts work efficiently. Playing is also an exercise

Importance of Growth and Development for
 Knowing what to expect of a particular
child at any given age.
 Gaining better understanding of the
reasons behind illnesses.
 Helping in formulating the plan of care.
 Helping in parents’ education in order to
achieve optimal growth & development at
each stage.

Types of growth and
Types of growth:
- Physical growth (Ht, Wt, head & chest
- Physiological growth (vital signs …)
Types of development:
- Motor development
- Cognitive development
- Emotional development
- Social development

Stages of Growth and Development
 Prenatal
- Embryonic (conception- 8
- Fetal stage (8-40 or 42

 Infancy
- Neonate

- Birth to end of 1

- Infancy
- 1 month to end of 1

 Early Childhood
- Toddler
- 1-3 years

- Preschool
- 3-6 years

 Middle Childhood
- School age
- 6 to 12 years

 Late Childhood
- Adolescent
- 13 years to
approximately 18 years

1- Newborn stage
Newborn stage is the first 4
weeks or first month of life. It is
a transitional period from
intrauterine life to extra uterine

Normal Newborn Infant
Physical growth

Weight = 2.5 kg
Wt loss 5% -10% by 3-4 days after birth
Wt gain by 10th days of life
Gain ¾ kg by the end of the 1st month

 Boys average Ht = 50 cm
 Girls average Ht = 49 cm
 Normal range for both (47.5- 53.75 cm)
Head circumference
33-35 cm
Head is ¼ total body length
Skull has 2 fontanels (anterior & posterior)

Physiological growth
 Vital signs
- Temperature (36.3
to37.2C ).
- Pulse ( 120 to 160
b/min ).
- Respiration ( 35 to

At 10 months, the infant can:
 Creep well (use hands and legs).
 Walk but with help.
 Bring the hands together.

At 11 months , the infant
 Walk holding on furniture.
 Stand erect with minimal support

At 12 months , the infant can:
 Stand-alone for variable length of time.
 Site down from standing position alone.
 Walk in few steps with help or alone (hands held at
shoulder height for balance).
 Pick up small bits of food and transfers them to his

Emotional development:
 His emotions are instable, where it is rapidly
changes from crying to laughter.
 His affection for or love family members appears.

 By 10 months, he expresses several beginning
recognizable emotions, such as anger, sadness,
pleasure, jealousy, anxiety and affection.

 By 12 months of age, these emotions are
clearly distinguishable.

Social development
 He learns that crying brings attention.
 The infant smiles in response to smile of
 The infant shows fear of stranger
(stranger anxiety).
 He responds socially to his name.
 According to Erikson, the infant develops
sense of trust. Through the infant's
interaction with caregiver (mainly the
mother), especially during feeding, he
learns to trust others through the relief of
basic needs.

Speech Milestones

1-2 months: coos
2-6 months: laughs and squeals
8-9 months babbles: mama/dada as sounds
10-12 months: “mama/dada specific
18-20 months: 20 to 30 words – 50%
understood by strangers
 22-24 months: two word sentences, >50
words, 75% understood by strangers
 30-36 months: almost all speech understood
by strangers


Physical growth
The toddler's average weight gain is 1.8 to 2.7
Formula to calculate normal weight of children over
1 year of age is

Age in years X 2+8 = …..
e.g., The weight of a child aging 4 years
= 4 X 2 + 8 = 16 kg

 During 1–2 years, the child's
height increases by
 The toddler's height increases
about 10 to 12.5cm/year.

Formula to calculate normal
Age in years X 5 + 80 =
e.g., the length of 2 years old child
= 2 X 5 + 80 = 90cm

Head and chest
 The head increases 10 cm only from the age of 1
year to adult age.
 During toddler years, chest circumference continues
to increase in size and exceeds head circumference.

 By 2 years of age, the toddler
has 16 temporary teeth.
 By the age of 30 months (2.5
years), the toddler has 20 teeth

Physiological growth:
Pulse: 80–130 beats/min
(average 110/min).
Respiration: 20–30C/min.

Bowel and bladder control:
Daytime control of bladder and
bowel control by 24–30

Fine Motor - toddler
 1 year old: transfer objects from hand to hand
 2 year old: can hold a crayon and color vertical
 Turn the page of a book
 Build a tower of six blocks

 3 year old: copy a circle and a cross – build
using small blocks

Gross - Motor of toddler
At 15 months, the toddler can:
 Walk alone.
 Creep upstairs.
 Assume standing position without falling.
 Hold a cup with all fingers grasped around it.
At 18 months:
 Hold cup with both hands.
 Transfer objects hand-to hand at will.

At 24 months:

 Go up and down stairs alone
with two feet on each step.
 Hold a cup with one hand.
 Remove most of own clothes.
 Drink well from a small glass
held in one hand.

At 30 months: the toddler can:

 Jump with both feet.
 Jump from chair or step.
 Walk up and downstairs,
one foot on a step.
 Drink without assistance.

Issues in parenting – toddler
(emotional development)
 Stranger anxiety – should dissipate by age 2 ½ to
3 years
 Temper tantrums: occur weekly in 50 to 80% of
children – peak incidence 18 months – most
disappear by age 3
 Sibling rivalry: aggressive behavior towards new
infant: peak between 1 to 2 years but may be
prolonged indefinitely
 Thumb sucking
 Toilet Training

Cognitive development:
the toddler uses his
senses and motor
development to different self
from objects.
 The toddler from 2 to 3 years will
be in the pre-conceptual
 Up to 2 years,

phase of cognitive
development (2-4 years), where
he is still egocentric and can not

Social development:
 The toddler is very social being but still egocentric.
 He imitates parents.
 Notice sex differences and know own sex.
 According to Erikson,
 The development of autonomy during this period is
centered around toddlers increasing abilities to
control their bodies, themselves and their
environment i.e., "I can do it myself".


Preschool stage

It is the stage where child is 3
to 6 years of age. The
growth during this period is
relatively slow.

Physical growth:Weight: The preschooler
gains approximately
Height: He doubles birth
length by 4–5 years of age.

Physiological growth
 Pulse: 80–120 beat/min.
(average 100/min).
 Respiration: 20–
 Blood Pressure:

Fine Motor – Older Toddler
 3 year old: copy a circle and a cross – build using
small blocks
 4 year old: use scissors, color within the borders
 5 year old: write some letters and draw a person
with body parts

Fine motor and cognitive abilities

Buttoning clothing
Holding a pencil
Building with small blocks
Using scissors
Playing a board game
Have child draw picture of himself

Cognitive development
Preschooler up to 4 years
of age is in the preconceptual phase. He
begins to be able to give
reasons for his belief and
actions, but not true
cause-effect relationship.

Emotional Development of


 Fears the dark
 Tends to be impatient and
 Expresses agression
through physical and verbal
 Shows signs of jealousy of

Social development in

Tolerates short separation
Less dependant on parents
May have dreams & night-mares
Attachment to opposite sex parent
More cooperative in play

Social development
According to

Erikson theory:

 The preschooler is in the stage
where he develops a sense of
initiative, Where he wants to
learn what to do for himself,
learn about the world And other


Normal school-age child:
 School-age period is
between the age of 6 to 12
years. The child's growth and
development is
characterized by gradual

Physical growth
 School–age child gains about
 Boys tend to gain slightly more
weight through 12 years.
 Weight Formula for 7 - 12 yrs
= (age in yrs x 7 )– 5

 The child gains about 5cm/year.
 Body proportion during this
period: Both boys and girls are
 Permanent teeth erupt during
school-age period, starting
from 6 years, usually in the
same order in which primary
teeth are lost.
 The child acquires permanent

Physiological growth:
 Pulse: 90+15 beats/min
(75 to 105).
 Respiration: 21+3C/min
 Blood Pressure:

School Years: fine motor
 Writing skills improve
 Fine motor is refined
 Fine motor with more focus

Building: models – logos
Musical instrument
Typing skills
Technology: computers

Motor development
At 6–8 years, the school–age child:

 Rides a bicycle.
 Runs Jumps, climbs and hops.
 Has improved eye-hand
 Prints word and learn cursive
 Can brush and comb hair.

At 8–10 years, the school–age child:
 Throws balls skillfully.
 Uses to participate in organized sports.
 Uses both hands independently.
 Handles eating utensils (spoon, fork, knife)
At 10–12 years, the school–age child:
 Enjoy all physical activities.
 Continues to improve his motor coordination.

School Age: gross motor
 8 to 10 years: team
 Age ten: match sport to
the physical and emotional

School Age: cognitive

the child now is in the
concrete operational stage of
cognitive development. He is able to
function on a higher level in his mental
Greater ability to concentrate and
participate in self-initiating quiet
activities that challenge cognitive skills,
such as reading, playing computer and
board games.
At 7-11 years,

Emotional development
The school–age child:
 Fears injury to body and fear of dark.
 Jealous of siblings (especially 6–8 years old child).
 Curious about everything.
 Has short bursts of anger by age of 10 years
but able to control anger by 12 years.

Social development

The school–age child is :
Continues to be egocentric.
Wants other children to play with him.
Insists on being first in every thing
Becomes peer oriented.
Improves relationship with siblings.
Has greater self–control, confident, sincere.
Respects parents and their role.
Joints group (formal and informal).
Engage in tasks in the real world.

13 to 18 Year Old

Adolescent age

Physical growth
Physiological growth
Secondary sex characteristics
Cognitive development
Emotional development
Social development

Definition of adolescent:
Adolescence is a transition
period from childhood to
adulthood. Its is based on
childhood experiences and
It begins with the appearance of
secondary sex characteristics
and ends when somatic growth
is completed and the individual
is psychological mature.

Physical growth:

Growth spurt begins earlier in girls (10–14
years, while it is 12–16 in boys).
Males gains 7 to 30kg, while female gains 7
to 25kg.
By the age of 13, the adolescent triples his
birth length.
Males gains 10 to 30cm in height.
Females gains less height than males as they
gain 5 to 20cm.
Growth in height ceases at 16 or 17 years in
females and 18 to 20in males

Physiological growth:
Pulse: Reaches adult value 60–80
Respiration: 16–20C/minute.
The sebaceous glands of face, neck
and chest become more active. When
their secretion accumulates under the
skin in face, acne will appear.

Appearance of secondary sex characteristics

1- Secondary sex
characteristics in girls:

Increase in transverse diameter of the pelvis.
Development of the breasts.
Change in the vaginal secretions.
Growth of pubic and axillary hair.
Menstruation (first menstruation is called
menarche, which occurs between 12 to 13 years).

2- Secondary sex
characteristics in boys:

Increase in size of genitalia.
Swelling of the breast.
Growth of pubic, axillary, facial and chest hair.
Change in voice.
Rapid growth of shoulder breadth.
Production of spermatozoa (which is sign of

Cognitive development:
Through formal operational thinking, adolescent can
deal with a problem.
Emotional development:
This period is accompanied usually by changes in
emotional control. Adolescent exhibits alternating
and recurrent episodes of disturbed behavior with
periods of quite one. He may become hostile or
ready to fight, complain or resist every thing.
Social development:
He needs to know "who he is" in relation to family
and society, i.e., he develops a sense of identity. If
the adolescent is unable to formulate a satisfactory
identity from the multi-identifications, sense of selfconfusion will be developed according to Erikson:Adolescent shows interest in other sex.
He looks for close friendships.