Growth and Development PDF

Concept of growth and development Fundamentals of Nursing II Level 6 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.  Li...

Concept of growth and development Fundamentals of Nursing II Level 6 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  Occur from the head to down  describes the direction of growth and development. According to this pattern the child gains control of the head first, then the arms, and then the legs. B. Proximodistal development; where growth starts at the center of the body and moves towards the extremities. An example of such a pattern is the early development of muscular control of the trunk and arms relative to the hands and fingers   Cephalocaudal development (Occur from the head to down)  Proximodistal development (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  Biophysical development 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 Stage Age Characteristics Task to be Attained Oral 11⁄2 years Pleasure is Weaning accomplished by exploring the mouth and by sucking. Anal 11⁄2–3 years Pleasure is accomplished by Toilet training exploring the organs of elimination. Bowel and bladder control Stage Age Characteristics Task to be Attained Phallic 4–6 years Pleasure is accomplished by Resolution of the exploring the Oedipus or Electra genitals. complex The child is attracted to the parent of the opposite sex. Latency 6 years puberty Pleasure is directed by Engagement in focusing on relationships with activities, such as same-sex peers and sports, schoolwork, the parent of the same sex. and socialization with the same-sex peers Genital Puberty Sexual relationships. Engagement in and after activities to 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. 4-5 months :- 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.  *6-7 month Sensory ❖ 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. 8-9 months :- * 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 :- -15 months :- - Able to walk alone can walk several steps and few steps back ward. - Can feed him self. - 18 months :- - 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 :- (6-8) years :- ❖ 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