Concepts of Growth and Development PDF

Module 2.5 Ensuring the Accuracy and Completeness of Health Assessment Data  LEARNING OUTCOME Ensure accuracy, completeness and integrity of health assessment data.  Developmental Assessment  Psychological Assessment  Functional Assessment  Pain Assessment DEVELOPMENTAL ASSESS...

Module 2.5 Ensuring the Accuracy and Completeness of Health Assessment Data  LEARNING OUTCOME Ensure accuracy, completeness and integrity of health assessment data.  Developmental Assessment  Psychological Assessment  Functional Assessment  Pain Assessment DEVELOPMENTAL ASSESSMENT  Objectives  Differentiate between the terms growth and development  Describe principles related to growth and development  List factors that influence growth and development  Describe the stages of growth and development according to various theorists. Growth: Physical change and increase in size. Indicators:  Height, Weight, Bone size, Dentition, Sensory adaptation, and Development of sexual organs and characteristics.  Very rapid growth rate during prenatal, neonatal, infancy and adolescence.  Increase in complexity of function and skill progression.  Growth and development are ______, _____, and ______ processes influenced by maturational, environmental, and genetic factors.  All humans follow ________ pattern of growth.  Growth and development are continuous, orderly, and sequential processes influenced by maturational, environmental, and genetic factors.  All humans follow the same pattern of growth.  The sequence of each stage is_________, although the time of onset, the length of the stage, and the effects of each stage ____with the person.  The sequence of each stage is predictable, although the time of onset, the length of the stage, and the effects of each stage vary with the person. Development occurs from simple to complex or from single acts to integrated acts.  Development becomes increasingly differentiated. Differentiated development begins with a generalized response and progresses to a skilled specific response.  e.g. an infant’s initial response to a stimulus involves the total body; a 5 year-old child can respond more specifically with laughter or fear. Genetics Temperament Family Nutrition Environment Health Culture 1. Biophysical Developmental Theories: describe the development of the physical body – how it grows and changes.  Arnold Gesell (1880-1961). His theory states that development is directed by genetics. Asserted that child development is a process of maturation.  Gesell asserted that all children go through the same stages of development in the same sequence, although each child may move through these stages at their own rate.  Believed that a child’s growth & development are influenced by both their environment and genes.  He called this process maturation, that is, the process by which development is governed by intrinsic factors, principally the genes  Gesell observed that maturational development always unfolds in fixed sequences.  E.g. an embryo's heart is always the first organ to develop, then the central nervous system (the brain and spinal cord), followed by the peripheral organs. After birth, babies first gain control over their lips and tongues, then their eye movements, followed by control over their neck, shoulders, arms, hands, fingers, legs, and feet.  There is a genetic cephalocaudal (head-to-foot) trend in both prenatal and postnatal development. Stage Age Significant characteristics Neonatal Birth – 28 Behavior largely reflexive (involuntary) and develops (neonate) days into more purposeful behavior Infancy 1 mo – 1 Rapid physical growth (infant) year Toddlerhood 1 -3 Increased psychosocial skills; motor development years permits physical autonomy Preschool 3 -6 New experiences and social roles are tried during years play; physical growth is slower School Age 6 – 12 Peer group increasingly influences behavior; physical, years cognitive, and social development increases; child with increased competence in communication Adolescence 12 -20 Self concept changes with years biologic development; values are tested; physical growth accelerates Young 20 – 40 Personal lifestyle develops; adulthood years person establishes relationship with significant others Middle 40 – 65 Lifestyle changes due to other adulthood years changes – children leave home  Older Adulthood Young -old 65 -74 Adaptation to retirement and years changing physical abilities, chronic illness may develop Middle –old 75 – Adaptation to decline speed of 84 movement, reaction time, and years sensory abilities; increasing dependence on others Old - old 85 Increasing physical problems And above Psychosocial Theories : refer to the development of personality.  Sigmund Freud (1856 -1939) : Theory of Psychosexual Development Theory (p340).  Psychosexual theory: personality develops in five overlapping stages from birth to adulthood (table 20-2, p341).   Freud believe that the way parents dealt with children's basic sexual and aggressive desires would determine how their personalities developed and whether or not they would end up well-adjusted as adults.  Freud described children as going through multiple stages of sexual development, which he labeled Oral, Anal, Phallic, Latency, and Genital.  Freud proposed that the underlying motivation to human development is a dynamic, psychic energy, which he called libido.  The libido changes its location of emphasis within the individual from one stage to another (p341). Stage Age Characteristics Oral Birth – 18 mon Pleasure is accomplished by exploring the mouth and by sucking. Anal 18mons-3years Pleasure is accomplished by exploring the organs of elimination. Phallic 3 -6 years Pleasure is accomplished by exploring the genitals. The child is attracted to the parent of the opposite sex. Latency 6 years to Pleasure is directed by focusing on relationships puberty with same sex peers and the parent of the same sex. Genital Puberty and after Pleasure is directed in the development of sexual relationships.  Erik Erikson 1902-1994), expanded the work of Freud to include the entire life span.  Erikson proposes that life is a sequence of developmental stages or levels of achievement (p 341).  In contrast to Freud's focus on sexuality, Erikson focused on how peoples' sense of identity develops; how people develop or fail to develop abilities and beliefs about themselves which allow them to become productive, satisfied members of society.  Because Erikson's theory combines how people develop beliefs psychologically and mentally with how they learn to exist within a larger community of people, it’s called a 'psychosocial' theory. Stage Age Central Indicators of Virtue Indicators of task Positive Negative Resolution Resolution Infancy Birth Trust Learning to trust Hope Mistrust to vs others Withdrawal 18 mos Mistrust Estrangement Early 18 mos Autonomy Self-control Willpower Compulsive childhood to vs without loss of self-restraint 3 years Shame self-esteem or compliance and doubt Late 3 to 5 Initiative Learning the childhood years vs degree to which Guilt assertiveness and purpose influence the environment School Age 6- Industry Beginning to Competence Loss of Hope 12 Vs create, develop Sense of being Inferiority and manipulate Mediocre Withdrawal from school and peers Adolescence 12 Identity vs Coherent sense Fidelity Confusion - Role of self Indecisiveness 20 Confusion Inability to find occupational identity Young 18 Intimacy Intimate Love Impersonal adulthood -25 Vs relationship with relationships Isolation another person Avoidance of Commitment to relationship, work career or lifestyle commitments Adulthood 25 - Generativity Creativity Care Self- 65 Vs Productivity indulgence Stagnation Concern for others Self – concern Lack of interest Maturity 65 to Integrity vs Acceptance Wisdom Sense of death Despair of worth and Loss uniqueness Contempt of one’s own for others life  During this phase, if children are consistently provided all their basic needs such as food, clean diapers, warmth, and loving affection and soothing from caregivers, they will learn that they can trust other people in their environment to love them and to take care of them, and they will believe the world is good. ____________?  When caregivers continue to give children a safe space to experiment and appropriate stimuli to learn, the children will continue to find their purpose.  when caregivers are supportive and give children the safe space to make their own decisions and to experiment with their bodies and problem-solving skills without shaming or ridiculing the child.  Make a concept map of growth and development moral and spiritual theories  Advanced reading on:  Promoting health from conception through adolescence.  Promoting health in young and middle-aged adults.  Promoting health in older adults. References:  Weber, J. and Kelly, J. (2018). Health Assessment in Nursing. Sixth edition. Wolters Kluwer.  Udan, J.Q. (2009). Health Assessment and Physical Examination. First edition. Malabon Philippines.  https://www.google.com/search?  Differentiate between the terms growth and development.  Describe principles related to growth and development.  List factors that influence growth and development.  Describe the stages of growth and development according to various theorists.