module 1 concept of growth and development

7/28/2019 Module 1 Concept of Growth and Development

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MODULE 1CONCEPTS OF GROWTH

AND DEVELOPMENT

ELVIS R. QUITALIG, RN



Learning Concepts

After completing the module:

You will be able to differentiate

between the terms growth and

development Principles of Growth and Development

List factors that influence growth and

development. Describe the stages of development

according to various theorists

Discipline and Punishment.



GROWTH AND

DEVELOPMENT

-Dynamic processes.-Independent.

- Interrelated processes.



GROWTH

PHYSICAL Change andincrease of size.

Measured quantitatively

Indicators which includeHeight, weight, bone size and

dentition.The pattern of physiologic

growth is similar for all people.



DEVELOPMENT

Increase in the complexity of

function and skill

progression.Capacity and skill of a person

to adapt the environmentBEHAVIORAL aspect of

GROWTH.



PRINCIPLES OF GROWTH

AND DEVELOPMENT Continuous, orderly, sequential process

influenced by MATURATIONAL,

ENVIRONMENTAL, and GENETIC

FACTORS. All humans follow the same pattern of

growth and development.

The sequence of each stage ispredictable, although the time of onset,

the length of the stage, and the effects of

each stage vary with the person.



Learning can either HELP or HINDERthe maturational process, depending onwhat is learned.

Each developmental stage has its owncharacteristics.

Occur in cephalocaudal direction.

Occur in proximodistal direction.

Development proceeds from simple tocomplex, or from single to integratedacts



Development becomes increasinglydifferentiated. It begins with

generalized response and progresses

to a skilled specific response. Certain stages of growth and

development are more critical than

others.



Factors Influence Growth and

Development

GENETIC- gender, physicalCharacteristics and temperament.

ENVIRONMENTAL factors-

family, religion, climate, culture,school, community, and nutrition.



Stages of Growth and

DevelopmentSTAGE AGE SIGNIFICANT

CHARACTERISTIC

S

IMPLICATIONS

Neonatal Birth to

28 days

Behavior is largely

reflexive and

develops to morepurposeful behavior

Assist parents to identify and

meet unmet needs.

Infancy 1

month

to 1

year

Physical growth is

rapid.

Experiences first

relationship; startsto distinguish the

world through his

senses

Control the infant’s

environment so that physical

and psychologic needs are

met.

Provide calm routine, infant’s

schedule, encourage parent to

participate in care, stimulations



Toddlerhood

Training

period

1 to 3

years Motor development

permits increased

physical autonomy.

Psychosocial skills

increase.

Attachment to mother

and regular caregivers is

strong, begins

independence and

exploration; learns to say

“NO”; puts everything in

mouth; shows food likes

and dislikes; frightened

of loud noises and

absence of primary

caregiver, can

understand simple

honest explanation; may

or may not share, TOILET

train by age 3

Safety and risk-

taking strategies

must be balanced to

permit growth.

Tell familiar stories

again and again; DO

NOT LIE; Child does

not know Fact from

Fiction ; Familiarize

those objects that

are part of his care;

toilet train as the

family wishes

without punishment

but with POSITIVE

REINFORCEMENT,

pull toys,balls.



Preschool

Love

Triangle

3 to 6

years

Their world is expanding.

New experiences and the

preschooler’s social role are

tried during play. Physical

growth is slower.

Girls mature more quickly;

discovers sharing of friends

and parents; affection and

jealousy apparent; imitation;

attempts to please; assumes

some of his own personal

care; assists with simple

household chores; vivid

imagination leads to stories;

likes to use familiar objects

over and over; approval of

family important; older

children like to take active

part in care

Provide

opportunities for

play and social

activity.

Activities with

hands and

crayons, simple

puzzles, simple

ball games, and

tag; always give

simple reasons

for activities.



School Age

Middle

Chilldhood

6 to 12

years

Preadolescent period ( 10-

12 years old). Peer group

increasingly influences

behavior, PEER

ACCEPTANCE. Physical,

cognitive, and social

development increases and

communication skills

improve.; easily

embarrassed; asserts

independence and

friendships; secretive and

argues with adults; sexual

curiosity

Allow time and

energy for the

school-age child to

pursue hobbies and

school activities.

Recognize and

support child’s

achievement.

REASONS for

actions important’

give time frame for

schedule; provide

SCIENTIFIC play’

jigsaw puzzles’ table

games, board

games, electronic

and video games,

music, puppet,

sewing and crafts,

model building

O SC C



ADOLESCENCE 12-20

YEARS

old

Rapid change physically

and emotionally; sexual

development; mood

changes; relationship very

sensitive; need for

privacy; peer relationshipsimportant;

INDEPENDENCE very

important; Enjoys reading,

use of telephone, music;

may reject familiar objects

or foods; exerts hisopinions, may reject

suggestions from parents

or caregivers but accept

them from strangers; idol

worship is common;

concern for appearanceand virility.

SELF- concept changes

with biologic development,

VAUES are tested.

STRESS increases,

especially in face of conflicts

Respect need for

privacy, sexual

concerns; explain

all actions

logically, honestly,

encourage childto express his

desires and

interests.

ASSIST

adolescents to

develop COPINGbehaviors. Help

adolescents

develop strategies

for resolving

conflicts



Young

Adulthood

20-

40

year

s

A personal lifestyle

develops. Person

establishes a

relationship with asignificant other and a

commitment to

something.

Accept adult’s chosen

lifestyle and assist with

necessary adjustments

relating to HEALTH.Recognize the person’s

commitments. Support

change as necessary

for Health.

Middle

Adulthood

40-

65

years

Lifestyle changes due to

other changes; for

example children leave

home, occupational goals

change.

Assist planning for

anticipated changes in

life, recognizing risk

factors related to health,

focus on strengths rather

than weaknesses.

OLDERADULTHOOD

Young-old

65-74

years

Adaptation to retirementand changing physical

abilities is often

necessary. Chronic illness

may develop.

Keep physically andsocially active and to

maintain peer group

interactions.



Middle- old 65-74 years Adaptation to decline in

speed of movement,

reaction time, and

increasing dependence

on others may benecessary.

Assist clients to

cope with loss

(example:

hearing, sensory

abilities andeyesight, death

of loved one).

Provide

necessary

safety

measures.

Old-old 85 and over Increasing physical

problems may develop.

Assist clients with

self-care as

required, and withmaintaining as

much

independence as

possible.



Growth and Developmental

Theories

Growth and development FIVE MAJORCOMPONENTS:

Physiologic

Psychosocial

Cognitive

Moral

Spiritual



I. DEVELOPMENTAL TASK

THEORY by HAVIGHURST Learning is a basic to life and that people

continue to learn throughout life.

Developmental task- a task which arisesat or about a certain period in the life of an individual, he successful achievementof which leads to happiness and successwith later tasks; while leads to

unhappiness, social disapproval, anddifficulty with later tasks.

Provides us to evaluate a PERSON’SGENERAL ACCOMPLISHMENTS

He identifies three sources of developmental



He identifies three sources of developmentaltasks (Havighurst, 1972)

* Tasks that arise from physical maturation. For

example, learning to walk, talk, and behaveacceptably with the opposite sex duringadolescence; adjusting to menopause duringmiddle age

*Tasks that from personal sources. For example,those that emerge from the maturing personalityand take the form of personal values andaspirations, such as learning the necessary skills

for job success.

*Tasks that have their source in the pressures of society. For example, learning to read or learning

the role of a responsible citizen.



II. PSYCHOSOCIAL THEORIES

Freud’s Five Stages of

Development

Erikson’s Eight Stages of Development



Freud’s Five stages of

Development Oral ( Birth to 1 ½ year) mouth –

Feeding produces pleasure and senseof comfort and safety. Feeding shouldbe pleasurable and provided whenrequired.

Anal ( 1 ½ to 3 years) Anus andBladder- Controlling and expelling

feces provide pleasure and sense of control. TOILET training should bepleasurable experience.



Phallic (4-6 years) Genitals- The childidentifies with the parent of theopposite sex and later takes on a loverelationship outside the family.ENCOURAGE IDENTITY.

Latency ( 6-puberty) Physical andintellectual activities- Encourage child

with physical and intellectual pursuits.Encourage sports and other activitieswith same sex peers



Genital ( Puberty and after) Full sexualmaturity and function and

development of skills needed to cope

with the environment - Encourageseparation from parents, Achievement

of independence and decision making.



Erik Erikson’s Stages of

Development Infancy ( Birth to 18 months) TRUST vs.

MISTRUST: Learning to trust others;

Mistrust, withdrawal, estrangement

Early childhood (18 months- 3 years)

AUTONOMY vs. SHAME AND DOUBT:

Self control without loss of self- esteem,ability to cooperate and to express

oneself; Compulsive self- restraint or

compliance, willfulness and defiance



Late childhood ( 3-5 years)INITIATIVE vs. GUILT: Learning the

degree to which assertiveness and

purpose influence the environment,beginning ability to evaluate one’s own

behavior; Lack of self- confidence,

Pessimism, fear of wrongdoing,Overcontrol and overrestriction of own

activity



School Age ( 6-12 years) INDUSTRYvs. INFERIORITY: Beginning to

CREATE, DEVELOP and

MANIPULATE, Developing sense of COMPETENCE and

PERSEVERANCE; Loss of HOPE,

sense of being mediocre, withdrawalfrom school and peers.



Adolescence (12-20 years) IDENTITY vs.

ROLE CONFUSION: Coherent sense of self, Plans to actualize one’s abilities;

Feelings of confusion, indecisiveness, and

possible ANTISOCIAL BEHAVIOR Young adulthood (18-25 years) INTIMACY

vs. ISOLATION: Intimate relationship with

another person, commitment to work andrelationships; Impersonal relationships,

Avoidance of relationship, career, or

lifestyle commitments



Adulthood ( 25-65 years)

GENERATIVITY vs. STAGNATION:creativity, productivity, concern for

others; Self-indulgence, self-concern,

lack of interests and commitments

Maturity (65 years to death)

INTEGRITY vs. DESPAIR: Acceptance

of worth and uniqueness of one’s own

life, Acceptance of death; Sense of loss, contempt for others



DISCIPLINE AND

PUNISHMENT DISCIPLINE- is a SET of rules that

govern conduct and actions, resulting

in orderly behavior. It can be STRICT

or LOOSE. Rules can be wellKNOWN or NOT well known.

Discipline can BE ACCEPTED or

JUST followed for FEAR of PUNISHMENT.



PUNISHMENT- is a HARSH act givenas a result of an OFFENSE or

wrongdoing, as when a rule or

discipline is broken.



As we work with the children,

remember: Treat each child as an individual. Discuss with the child the expectations

related to his behavior or a particular

task. “ I expect ____________. Doyou understand?”

Encourage and praise childrenwhenever possible.

Use positive suggestions- avoidsaying “DON’T”. Rather, say,“PLEASE_________. Thank you.”

Explain the limits that are set upon the



Explain the limits that are set upon the

behavior before the child makes a

mistake. “ You may play outside until it is

dark. Then you are to come in. Do youunderstand?”

Make mealtime a pleasure.

Prepare food the child enjoys.

Encourage parents to take an active part

in making decisions.

Do not take sides in arguments.

Suggest that people separate during an

argument before harsh words are said or

physical punishment takes place.



Do not be judgmental.

Report changes in family members.

Report changes in family activities.

Report feelings or suggestions and the

objective happenings that lead you to

your suspicions.

Report child abuse or neglect.



THANK YOU FOR LISTENING

module 1 concept of growth and development

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