Concept of growth and development

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Prepared by :Asia .S. Mohamed o fn
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Jazan university nta l e l (4
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Faculty of nursing nd
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LEARNING OUTCOMES
After completing this chapter, you will be able to:
 Differentiate between the terms growth and development.
 Describe essential principles related to growth and development.
 List factors that influence growth and development.
 Explain the concept of temperament.
 Describe characteristics and implications of Freud’s five stages of
development.
 Identify Erikson’s eight stages of development.
 Describe the stages of growth and development according to various
theorists.
 Introduction

 The process of growth and development start before baby

born from the conception and extend throughout the life
cycle
 The principal changes occurs from conception to the end
of adolescence
 Growth and development are closely interrelated .
 : Principles of growth &development

 growth and development are continuous

process from conception until death .

 growth and development proceed

in an orderly sequence from small to larger .

 different children pass through the

predictable stages at different rates .
 all body systems do not develop
at the same rate .
Definition of terms

Growth :
It is the process of physical maturation
Resulting an increase in size of the body and various
organ .
It occurs by multiplication of cells and an increase
intracellular substance .
Development

 It is the process of functional and

physiological maturation of the individual .
 It is progressive increase in skills and capacity
to function .
 It include psychological ,emotional ,and social
change.
Stages of growth and development

1\ Intrauterine life (prenatal period ):-

 Ovum: 0___14 days after conception
 Embryo: 14 days __8 weeks
 Fetus : 8weeks ___ till births
2. Extra uterine life (post natal period ):-
 Neonate : from birth __4weeks of life
 Infant : from month __ 1years of life
 Toddler: from 1years __ 3years
 Pre school child (early child hood )
 3_6 year
 School age (middle child hood )
 6----10 years in girls
 6-----12 years in boy

F- Adolescent : from puberty _adult hood
 early adolescent (late child hood )
10----12years ( girls)
12 ---14years ( boys)
 middle adolescent
12 ---14 years (girls )
14 ---16 years (boys)
 late adolescent .
14 ---18 years (girls )
16 ---20 years (boys)
Young adulthood from 18-25 years
Adulthood from 25-65 years
Maturity from 65 – to death

Stages of growth usually correspond to

certain developmental
Changes plezz see (Table 20–1).in the
book
 Factors influencing growth and
development

 Genetic Factors
Temperament

Family

 Nutrition

 Environment (Physical , emotional and social)

 Health ( Illness' & disease)
 Culture
Genetic Factors

 The genetic inheritance of an

individual is established at
conception.
 It remains unchanged throughout
life and determines such
characteristics as gender, physical
characteristics (e.g., eye color,
potential height), and, to some
extent, temperament.
Temperament

 Temperament (i.e., the way individuals

respond to their external and internal
environment)
Family

 The purpose of a family is to provide

support and safety for the child.
 The family is the major constant in a
child’s life. Families are involved in
their children’s physical and
psychological well-being and
development .
Nutrition

 Adequate nutrition is an essential

component of growth and
development.
 For example:
poorly nourished children are more
likely to have infections than are well-
nourished children. In addition, poorly
nourished children may not attain their
full height potential.
 Environment

 A few environmental factors that can influence

growth and development
 Include living conditions of the child (e.g.,
homelessness).
 Socioeconomic status (e.g., poor versus
financially stable).
 Climate.
 Community (e.g., provides developmental support
versus exposes the child to hazards).
Health

 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 coping
mechanisms of the child and family.
 Prolonged or chronic illness may affect
normal developmental processes.
Culture

 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.
 Growth & Development has
a directional pattern

A. Cephalocaudal development
Example
 Infant arise head before sit
B. Proximodistal development

 Occur from the head to down

 From the center to the body out

C . From general to specific

 The infant grasp with hand before pinching

with fingers
GROWTH AND DEVELOPMENT
THEORIES

 Theories explain behavior, as well as

predict behavior that can be tested
and observed.

 They help nurses assess and treat a

person’s response to an illness.
Biophysical Theory

 Biophysicaldevelopment theories
describe the development of the physical
body—how it grows and changes. These
changes are compared against
established norms.
Psychosocial Theories

 Psychosocial development refers to the

development of personality.
 Personality, a complex concept that is difficult
to define, can be considered as the outward
(interpersonal) expression of the inner
(intrapersonal) self.
Developmental theory

 Freud theory
 (sexual development).

 Erikson theory
 (psychosocial development).

 Piaget theory
 (cognitive development ).
Freud’s Five Stages of Development

Task to be Characteristics Age Stage

Attained

Weaning Pleasure is years 11⁄2 Oral

accomplished by
exploring the
mouth and by
.sucking
Pleasure is 11⁄2–3 years Anal
Toilet training accomplished by
exploring the
organs
of elimination.
Bowel and
bladder control
Task to be Characteristics Age Stage
Attained

Resolution of the Pleasure is accomplished by years 6–4 Phallic

Oedipus or Electra exploring the
complex .genitals
The child is attracted to the
parent of the
opposite
.sex
Engagement in puberty Pleasure is directed by 6 years Latency
activities, such as focusing on relationships with
,sports, schoolwork same-sex peers and
and socialization the parent of the same sex.
with the same-sex
peers
Engagement in Sexual relationships. Puberty Genital
activities to and after
promote
independence
Erikson theory
. (psychosocial development)
Stages of growth and
development according to
.various theorists
Development in newborn


socialization and vocalization :-
 Mews and make throaty noises .
 Show interest in human face .
 Cognitive and emotional development :-
 Reflexive .
 Gains satisfaction from feeding and being held .
 Quiet when picked up .
development in infant
-: (1month – 1 year )

(1) 1-2 months:*

sensory / cognitive :-
 1 months: notes bright objects if in of vision
Psychosocial :-
 Infant is entirely dependent on parents and other
caregivers .
 Touch is important .
.
 2. 3 months :-
sensory / cognitive :
 Follows an object with eyes .
 Plays with fingers .
psychosocial :
 Smile in response to others .
 Uses sucking to soothe self .
-: months 4-5

sensory / cognitive :-
 Brings hand together at midline .
 Begins to play with objects .
 Recognizes familiar faces .
 Turns head to locate sound .
Psychosocial :-
 Has increased interest in parent , Show
trust , knows parent .
 Show emotion of fear and anger .
 month Sensory 6-7*

Cognitive

- Adjusts posture to see .
- Respond to name .
- Recognize parent in
other clothes , places .
•Psychosocial :-
- Smiles at self in mirror .
- Begins to show stranger
anxiety .
language / communication

 Produces vowel sound

 Begins to imitate sound .
 Calls for help .
 Talks to toys and image
in mirror .
-: months 8-9

-: psychosocial *
. stranger anxiety is at its height -
. follow parent around the house -
-: sensory / cognitive *
beginning development of depth -
perception
object permanence continues to -
. develop
10-12month

* psychosocial :-
 Has mood changes .
 Is quieted by music .
 Tenderly cuddles toy .
sensory / cognitive :-
 Searches for hidden toy .
 Explores boxes , inserts objects in
container .
 Symbol recognition is developing
 (enjoys books) .
Toddlers
-: sensory / cognitive

-: months 15-
Able to walk alone can walk several -
. steps and few steps back ward
. Can feed him self -
-: months 18 -
. Can creep upstairs -
. Able to feed from cup -
. Use 6-20 words -
. Copy mother action -
* 2 years
sensory / cognitive :-

 Control bladder at day time .

 Able to run .
 Can copy and draw
 horizontal and vertical
 line .
 Speak simple sentences .
3 years sensory / cognitive :-

 Can walk on tip-toes and stand

on legs for second .
 Interact and play simple game
with peers
 Has vocabulary of about 250
words .
 Negativism .
Pre school age (3-6years)
-: sensory / cognitive

 Able to copy letters .

 Can tell stories and describe
recent experience
 Become independent .
 Aggressive physically and
verbally .
 Jealous of sibling but gradually
improve in behavior and manner .
 school age :-
-: sensory / cognitive

-: years )6-8(
 Able to run , jump , hop , and climb with better co-ordination .
 Able to write better & take self care .
 Able to use complete sentences to express feelings .
 play in group .
(8-10) years:-
cognitive development :

 Participate in family discussion .

 Peer group involvement and
increased
 Awareness about sex role .
Ad0lescent
 Cognitive development :
 Mind has great ability to
acquire & use knowledge
 Abstract thinking .
 May project thinking into
the future .
 Capable of highly
imaginative thinking
 psychosocial development :
 Interest in opposite sex increases
Thanks

Asia