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8/10/2019 Lecture Day1

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PRINCIPLES OF GROWTH AND

DEVELOPMENT


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GROWTH

used to denote a

quantitative change

an increase in physical

appearance.

Increase in physical size

and weight of the body


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Growth can be measured in terms

of:

Nutritional anthropometry (Weight, Height,

Head Circumference, Chest Circumference)

Assessment of tissue growth (muscle mass,

skin fold thickness)

Bone age (Radiological Assessment of

Epiphysis)

Dental Age

Biochemical and Histological Means


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PRINCIPLES OF GROWTH ANDDEVELOPMENT


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PRINCIPLE NUMBER 1:

GROWTH AND

DEVELOPMENT ARECONTINUOUSPROCESSES FROM

CONCEPTION UNTILDEATH


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PRINCIPLE NUMBER 2:

GROWTH AND

DEVELOPMENTPROCEED IN AN

ORDERLYSEQUENCE


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Example:

Growth in height occurs in only one sequence

from smaller to larger

Development proceeds in predictable order

Crawl creep walk

Babbles words sentences

Scribble write


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PRINCIPLE NUMBER 3:

DIFFERENT

CHILDREN PASSTHROUGH THEPREDICTABLE STAGES

AT DIFFERENT RATES


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All stages of development have a range oftime rather than a certain point at which they

are usually accomplished.


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PRINCIPLE NUMBER 4:

ALL BODY SYSTEMS

DO NOT DEVELOP ATTHE SAME RATE


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Certain body tissues mature more rapidly than

others

Early childhood:

rapid growth of neurologic tissue

Rapid growth of lymphoid tissues

Puberty: rapid growth during puberty


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PRINCIPLE NUMBER 5:


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Midline to peripheral development

Example:

Newborn: little use of the arms or hands

34 mos: enough arm control to support the

upper body weight on the forearms; can scoop up

objects

10 mos: can coordinate arm and thumb and indexfingerspincerlike grasp; child is able to pick

small objects


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Development proceeds from head to tail

(head to lower extremities)

Newborn: lift head when in prone position

2 mos: lift head and chest off the bed

4 mos: lift head, chest, and part of the abdomen

5 mos: infant can turn over

9 mos: control the legs; crawl

1 year: stand and walk


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PRINCIPLE NUMBER 7:

DEVELOPMENT PROCEEDSFROM GROSS TO REFINED

SKILLS


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Parallels proximal to distal development

As the child is able to control distal body parts,

he or she is able to perform fine motor skills

A baby can see large objects first before he

sees small ones.


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PRINCIPLE NUMBER 8:


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A child cannot learn tasks until his or her

nervous system is mature enough to allow

that particular learning, however, children

who are not given the opportunity to learndevelopmental tasks at the appropriate or

target times for that task may have more

difficulty than the usual child learning the tasklater on.


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PRINCIPLE NUMBER 9:


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Neonatal reflexes are replaced by purposeful

movements

Examples:

Infant cannot grasp with skill until the grasp reflex

has faded

Infant cannot stand steadily until the walking

reflex has faded


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PRINCIPLE NUMBER 10:


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Infants practice over and over taking a

first step before they accomplish thissecurely.


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WHY IS THERE A

NEED TOMONITOR

GROWTH AND

DEVELOPMENT?


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TO FIND/DISCOVER DEVIATIONS AS

SOON AS POSSIBLE AND TO BRINGPOSSIBLE REMEDIES


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FACTORS INFLUENCING GROWTHAND DEVELOPMENT


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2 MAJOR FACTORS AFFECTING

GRWOTH AND DEVELOPMENT

1.GENETIC INHERITANCE

2.

ENVIRONMENTAL

INFLUENCES


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GENETIC INHERITANCE

1. gender

2. health

3. Intelligence

4. temperament


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Gender

Certain gender-related characteristicsinflucence normal growth and development

Example

on the average, girls are born lighter and shorterthan boys.

Boys tend to keep this height and weight

advantage until puberty, at which time girls surge

ahead because they begin their puberty growth

spurt 6 months to one year earlier than boys.

By the end of puberty, boys again tend to be taller

and heavier than girls.


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Health

A child who inherits a genetically transmitted

disease may not grow as rapidly or develop as

fully as the healthy child, depending on the

type of illness and the therapy or careavailable for the disease.


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Intelligence

Children with high intelligence do not

generally grow faster than other children, but

they tend to advance faster in skills.

Occasionally, a child of high intelligence will

fall behind in physical skills because he or she

spends time with books or mental games

rather than with games that develop motorskills and so does not receive practice in these

areas.


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Temperament:

The usual pattern of an individual or an

individuals characteristic manner of thinking,

behaving, or reacting to stimuli is a genetic

factor that also influences growth anddevelopment.

Some children adapt quickly to new situations

and others adapt slowly, and some reactintensely and some passively.


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Reaction Patterns (characteristics

of temperament)

A. LEVEL OF ACTIVITY

Level of activity among children differs widely

B. RHYTHMICITY

A child who has rhythmicity manifests a regular

rhythm in physiologic functions

C. APPROACH

Refers to a childs response on initial contact with

a new stimulus


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D. ADAPTIBILITY

The ability to change ones reaction to stimuli

over time

E. INTENSITY OF REACTION

how intense is the reaction of the child to a

situation

F. DISTRACTIBILITY Shifting of attention to a new situation


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G. ATTENTION SPAN AND PERSISTENCE

Attention span: ability to remain interested ina

project or activity.

Varies among infants

Degree of persistence also varies

H. THRESHOLD OF RESPONSE

The intensity level of stimulation that is

necessary to evoke action

I. MOOD QUALITY


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CATEGORIES OF TEMPERAMENT

A. EASY CHILD

Easy to care for

Have predictable rhythmicity, approach and

adapt to a new situation readily, have a mild tomoderate intensity of reaction, and have an

overall positive mood quality.


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B. DIFFICULT CHILD

Irregular in habits, have a negative mood quality,

withdraw rather than approach new situations

C. SLOW-TO-WARM-UP CHILD

Fairly inactive

Respond only mildly and adapt slowly to new

situations, and have a general negative mood


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ENVIRONMENTAL INFLUENCES

1. Socioeconomic level

2. Parent-Child relationship

3. Ordinal Position in the family

4. Health

5. Nutrition


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Socioeconomic Level

Children born in families with low

socioeconomic levels may not receive

adequate health supervision or good nutrition

which are important in their normal growthand development.


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Parent-child Relationship

Children who are loved thrive better than

those who are not.

Quality is better than quantity

Loss of a parent-child relationship of

whatever cause can interfere with the childs

desire to eat, improve and advance.


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Ordinal Position in the Family

An only child or the oldest child generally

excels in language development because

conversations are mainly with adults but may

not excel in other skills such as toilet trainingat an early age


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Health

Diseases that come from environmental

sources can have a strong influence on growth

and development as genetically inherited

diseases.


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Developmental Task

A skill or a growth responsibility arising at a

particular time in an individuals life

Achievement will provide a foundation for theaccomplishment of future tasks

Th M j D l t l T k


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The Major Developmental Tasks

for Childhood

1. Infancy and early childhood (birth to 6 years)

a) Learning to walk.

b) Learning to take solid foods.

c) Learning to talk.

d) Learning to control the elimination of body wastes

e) Learning sex differences and sexual modesty.

f) Achieving physiological stability.

g) Forming simple concepts of physical reality

h) Learning to relate oneself emotionally to parents,

siblings and other people


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2. Middle Childhood (6 to 12 years)

a) Learning physical skills necessary for ordinary games

b) Building wholesome attitudes toward oneself as agrowing organism.

c) Learning to get along with age mates.

d) Learning an appropriate masculine or feminine rolee) Developing fundamental skills in reading, writing and

calculating

f) Developing concepts necessary for everyday living

g) Developing conscience, morality and a scale of values.

h) Achieving personal independence

i) Developing attitudes towards social groups /

institutions


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Developmental Periods

STAGE AGE PERIOD

Prenatal Period Conception -280 days

Infancy Birth -10-14 daysBabyhood 2 wks2 yrs

Childhood 2 yrs - puberty

Adolescence 11 -21 yrs

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