Principles of Growth and Development

Engagement Outline

• Basic Concepts
• Principles of Growth and Development
• Stages of Human Development
• Areas/Domains of Development

Basic Concepts

• Growth pertains to physical change and increases in size.
• Growth can be measured quantitatively with indicators like height, weight, bone size, and dentition.
• Development involves increases in functional complexity and skill progression.
• Development includes adapting to the environment and pertains to behavioral growth aspects.
• Maturation consists of changes independent of the environment.
• Maturation is typically genetically programmed through heredity.
• Heredity transfers biological traits from parents to offspring via genes.
• Environment refers to the surrounding conditions influencing growth and development.
• Theory consists of organized ideas based on observations and evidence.
• Theory is used to explain and predict behaviors and development in children and adults.
• ZPD (Zone of Proximal Development) involves a child acquiring skills and information with assistance from an adult or capable peer.

Principles of Growth and Development

• Nature refers to biological heredity and genetic predispositions inherited from parents at birth, encompassing physical characteristics, personality traits and behavioral tendencies.
• Nurture refers to environmental factors that influence an individual's development including parenting style, educational experiences, and cultural background.
• Growth and development are continuous processes, with acquired skills forming the basis for further achievement.
• Successive stages of development build upon earlier stages.
• Development proceeds from the head downward known as the cephalocaudal principle.
• A child gains control of the head first, followed by the arms, and then the legs.
• Development proceeds from the center of the body outward, known as the proximodistal principle.
• The spinal cord develops before outer body parts, and arms and legs before hands, feet, fingers, and toes.
• Maturation, referring to the sequential characteristics of biological growth and development, and learning is dependent on development.
• Sequential biological changes provide children with new abilities where changes in the brain and nervous system account for maturation.
• Development progresses from simple or concrete to the more complex.
• Children use their cognitive and language skills to reason and solve problems.
• Growth and development proceed from general to specific.
• Motor development in infants progresses from grasping with the whole hand to using thumb and forefinger.
• An infant's first motor movements are generalized, undirected, and reflexive before reaching or creeping.
• Growth occurs from large to more refined muscle movements.
• Individual rates of growth and development exist.
• Each child differs, resulting in differing individual growth rates.

Implications on Growth and Development

• Understanding growth and development aids in knowing what to expect and when to expect it.
• Gives information as to when to stimulate a child.
• Allows parents, teachers, and those working with children to prepare the child for upcoming changes in mind and body.

Stages of Human Development

• Prenatal, Infancy, Babyhood, Childhood, Puberty, Adolescence, and Adulthood

Prenatal Stage

• The prenatal period, lasting approximately 270 to 280 days or around nine calendar months, spans from conception to birth .
• This period is fundamental in aspects of an individual's life.

Prenatal Stage Periods

• Germinal Period: fertilization to the end of the 2nd week.
• Embryonic Period: end of 2nd week to the end of the 2nd month.
• Fetal Period: end of 2nd month to birth.

Infancy is the

• Transition period between birth and two weeks of life.
• Shortest developmental period.
• Roots of language are crying, cooing and babbling.

Infancy Stage Includes

• Partunate Period: birth up to 15 to 30 minutes.
• Neonatal Period: from cutting and tying the umbilical cord to the end of the second week.

Infant Emotional Development

• Attachment Behavior: developed psychologically between an infant and the caregiver.
• Attachment System: interaction between the infant and caregiver, evolving from the infant's restlessness, with helplessness maintaining intimacy.
• John Bowlby (1969) researched attachment styles between infants and caregivers.

Babyhood Stage Covers

• The end of the second week extends to the end of the second year.
• Developmental tasks include learning to walk, eating solid foods, gaining partial control of elimination organs, achieving psychological stability in hunger and sleep, relating emotionally to parents/siblings, and learning speech foundations.
• Common emotional patterns involve anger, fear, curiosity, joy, and affection.
• Foundation age.
• An age of rapid growth and change.
• Increase in individuality and reduces dependency.
• Includes sex role typing.

Early Childhood Stage is

• Known as the problem/troublesome age, toy age, preschool age, pre-gang age, exploratory and questioning age.
• Control of elimination, self-feeding, self-dressing, motor skill development, and acquiring sufficient vocabulary to communicate thoughts and feelings are developmental tasks.
• Early childhood spans from the end of the 2nd year to 6 years old.
• The teachable moment, to acquire skills, includes repeated experiences and playful activities.

Late Childhood

• Is a period for learning basic life skills.
• This stage is labeled troublesome, sloppy, quarrelsome, elementary school, critical period in achievement drive, gang ages, and age of conformity.
• Recognition is achieved through tasks.
• This stage lasts from age 6 until just about the start of sexual maturity.
• Developmental tasks: learning physical skills necessary for group and organized games; learning to get along with age-mates and members of his family and community; learning fundamental skills in reading, writing and numeracy; develop appropriate masculine or feminine social roles; develop healthy self-concept and conscience. achieving personal independence by being able to perform life skills; learn to perform the different roles expected of him and think rationally to adjust to situations; make decisions and solve problems.

Preadolescence/Puberty Stage

• Beginning of adolescence is marked by rapid acceleration in height and weight.
• A distinctive period is characterized by unique developmental changes.
• Internal and external physical changes, primary and secondary sex characteristics are manifested.
• The timeframe is generally 10/12 to 13/14 years old.

Subcategories of Puberty Stage

• Pre-pubescent: when childhood comes to a close.
• Pubescent: the dividing line between childhood and adolescence.
• Post-pubescent: encompasses the beginning part of adolescence.
• Concerns are: sex organs, body disproportions and awkwardness.
• Sexual maturity, concerns for girls including menarche and menstruation, secondary sex characteristics, and perceived lack of sex appeal.
• Concerns for boys include nocturnal emissions, secondary sex characteristics, and lack of interest in girls.
• Psychological hazards during puberty may include developing unfavorable concepts, underachieving, unwillingness to accept body changes or societal norms, and deviant sexual maturing.

Adolescence Stage

• Integration into society of adults.
• The child is no longer feels that they are below the level of their elders but equal, at least in rights.
• Focused on developing independence in preparation for adulthood and identity establishment.
• Period between 13/14 to 18 years old.
• Early Adolescence: Teen-age (13-17).
• Late Adolescence: Covers from 17 years of age up to the age of legal maturity.
• Includes recreational, personal, social, educational, vocational, religious, and status symbol interests.

Adulthood Stage

• Need for love and intimacy becomes more fulfilling in marriage with the involvement of commitment
• Need fo generativity is through commitment and may result in burnout and alienation with work.
• Moral development possesses responsibility for the welfare of others.
• The range in years is between 20 to 65 years of life.
• Early Adulthood is 18-40 years old and is considered a reproductive and settling down phase.
• Middle Adulthood is between 40-60 years. A period of social isolation.
• Late Adulthood begins at age 60 until death.

Old Age Stage

• Composed of individuals at and over the age of 65, most of whom have retired from work.
• Declining intellectual, social, and physical activities occurs.
• Characterized as a late adulthood stage extending 60 years old until death with a period of decline and the closing curtain of the life span.

Areas/Domains of Development

• Physical
• Cognitive
• Psychosocial

Physical Domain Details

• Biological changes that occur in the body.
• Gross motor: using large groups of muscles to sit, stand, walk, run, etc. (keeping balance and changing positions).
• Fine motor: using small muscles of the body to be able to eat, draw, dress, and write.
• Cognitive Domain is when changes occur in how we think, understand, and reason about the world as well as learning, understanding, problem-solving, reasoning and remembering.
• Psychosocial Domain is when changes occur in how we connect to others and express and understand emotions, self-awareness, self-concept, and coping skills.

Assessment Task Topics

• Goal: Create a digitized learning plan following the basic components.
• Role: In-service teacher
• Audience: Facilitator and groupmates
• Situation: As a newly-hired teacher, prepare a digitized learning plan/lesson plan for a subject, following the Most Essential Learning Competencies (MELCs) of the Department of Education (DepED) Curriculum Guide (CG).

Assessment Focus

• Preliminary Period: Digitized Learning Plan (please refer to the template)
• Final Period: Record a demonstration teaching for application of child and adolescent development principles and facilitating learner-centered teaching.
• By learning area/specialization 1. English, 2. Science, 3. Mathematics, 4. Filipino, 5. Values Education/Religious Education, 6. Home Economics/TLE/Computer Education, 7. MAPEH, and 8. Social Studies By grade/year level of teaching
• 1. Early Childhood, 2. Primary Grades (Gr.1-3), 3. Intermediate Grades (Gr. 4-6), 4. Lower Secondary/JHS (Gr. 7-10), 5. Upper Secondary/SHS (Gr. 11-12)