Growth and Development Presentation PDF

CHARMAINE C.BUGTONG  Human development The pattern of movement or change that begins at conception and continues through the life span Includes growth and decline Can be positive or negative  Basics of Human Development Development - is defined as a progressive series of orderly...

CHARMAINE C.BUGTONG  Human development The pattern of movement or change that begins at conception and continues through the life span Includes growth and decline Can be positive or negative  Basics of Human Development Development - is defined as a progressive series of orderly, coherent and life long process of physical, cognitive, emotional, social, and lang uage changes throughout the life span of an individual due to nature and nurture.  Basics of Human Developme nt Growth - refers to the quantitative changes in the process of human development. It is concerned with changes in size(height, weight, width, and physiologicalfunction),complexity (cell divisionand multiplication of cell within), and proportion (ratio of changes in different parts of your body). Maturation >refers to genetically programmed, naturally occurring changes in the course of human development.  BASIC DIVISIONS OF LIFE Prenatal – Conception to birth Infancy >Neonatal (first 28 days) >Formal Infancy (29th – 1 year) Early Childhood >Toddler (1 – 3 y/o) >Preschool ( 4 – 6 y/o)  Middle Childhood >School Age ( 7 – 12 y/o) Late Childhood >Pre – adolescent (11 – 13 y/o) >Adolescent (12 – 13 y/o to 21)  PRINCIPLES OF GROWTH AND DEVELOPMENT Growth and development is a continuous process (WOMB TO TOMB PRINCIPLE) > begins from conception and ends with death >Not all parts of the body grows at the same time or at the same rate (ASSYCHRONOUS GROWTH) >Each child is unique >Growth and development occurs in a regular direction reflecting definite and predictable patterns or trends  Directional Terms Cephalocaudal/ Head to Tail >It occurs along bodies long axis in which control over head, mouth and eye movemens and precedes control over upper body torso and legs Proximo – Distal/ Centro – Distal > Progressing from center of the body to the extremities  Cephalocaudal development >refers to the general pattern of physical and motoric development followed from infancy into toddlerhood and even early childhood whereby development follows a head-to-toe progression.  Proximodistal development >occurs from the center or core of the body in an outward direction. It consists in the tendency for growth to start at the center of the body and work its way outward, toward the extremities. This is called the proximodistal pattern. Symmetrical/ Each side of the Body >Develop at the same direction at the same time and at the same rate Mass – Specific >Differentiation – SIMPLE TO COMPLEX; BROAD TO REFINED  Two Primary Factors Affecting Growth and Development Environment Heredity – Quality of Nutrition – Race – Socio Economic – Sex Status – Health – Intelligence – Ordinal Position in – Nationality the family – Parent – Child Relationship Approaches to Human Development Traditional Perspective Life-span Approach Traditional Perspective Believes that individuals will show extensive change from birth to adolescence, little or no change in adulthood and decline in late old age.  Life-span Approaches Believes that even in adulthood, developmental change takes place as It does during childhood.  Characteristics of Life-span Perspective. Development is Lifelong. >It does not end in adulthood, No developmental stage dominates development  Characteristics of Life-span Perspective Development is Multidimensional. >Development consist of biological, cognitive and socio-emotional dimensions. Biological processes >involve changes in the individual’s physical nature. Children will experience hormonal changes when they reach the period of puberty, and cardiovascular decline as they approach late adulthood. Cognitive processes >Involve changes in the individual’s thought, intelligence, and language Socioemotional processes >Changes in the individual’s relationships with other  Characteristics of Life-span Perspective Development is Plastic >Development is possible throughout the lifespan.  Characteristics of Life-span Perspective Development is multiContextual >Individuals are changing beings in a changing world.  Characteristics of Life-span Perspective Development involves Growth, Maintenance and Regulations. >Growth, Maintenance and regulation are 3 goals of human development. The goals of individuals vary among the developmental stages. Principles of Child Development and Learning that Inform Practice 1. All areas of development and learning are important 2.Learning and development follow sequence 3. Development and learning process at varying rates 4. Development and learning result from an interaction of maturation and experience.  5. Early experiences have profound effects on development and learning.  6. Development proceeds toward greater complexity, self- regulation and symbolic or representational capacity. 7. Children develop best when they have secure relationship 8. Development and learning occur in and are influenced by multiple social and cultural contexts. 9. Children learn in a variety of ways. 10. Play is an important vehicle for developing self- regulation and promoting language, cognition and social competence. 11. Development and learning advance when children are challenged. 12. Children’s experiences shape their motivation and approaches to learning.  Aspects of Human Development  Physical development - refers to changes in the bodily structures and functions of different body parts. Cognitive development - refers to intellectual development; it deals with abilities, such as processing information that includes thinking, imagination, memorizing, learning, reasoning, decision making.  Language development - refers to changes in the use of speech Social development - refers to changes in forming relationships/interaction with others. Emotional development - refers to changes in feelings; causes, and expressions of emotions/feelings. Moral development - refers to changes in reasoning about "Right" or "Wrong”. Gender development - refers to changes in understanding the roles played by males and females Developmental theories  Theory of Psychoanalytic development by Sigmund Freud Emphasize on the effect of instinctual human drives on behavior Freud identifying the underlying stimulus for human behavior as sexuality, which he called libido Libido defined as general pleasure seeking instincts rather than purely genital gratification SIGMUND FREUD’S PSYCHOSEXUAL THEORY 1856 – 1939 An Austrian Neurologist Founder of Psychoanalysis 1st to introduce Personality Development Four major component of Freud’s theory are: 1. The unconscious mind 2. The id 3. The ego 4. The superego The unconscious mind >Contains memories, motives, fantasies and fears that are not accessible to recall but that directly affect behavior  The id >Is the part of the mind concerned with self-gratification by the easiest and quickest available means >Defense mechanisms are a means of unconscious coping to reduce stress in the conscious mind when the id’s impulse cannot be satisfied The ego >Is the conscious part of the mind that serve as a mediator between the desires of the id and the constraints of reality >Ego is formed by the person to make effective contact with social and physical needs Through the ego, the id impulses are satisfied The superego >Is the part of mind that represents one’s conscience and develops from the ego during the first year of life, as the child learns praise vs punishment for actions >The superego represents the internalization of rules and values so that socially acceptable behavior is practiced  Series of developmental stages by Freud Oral stage (ages 0 to 18 months) --- mouth Anal stage (ages 8 months to 4 years) --- anal sphincter Phallic stage (ages 3 to 7 years) --- gender differences Series of developmental stages by Freud Latency stage (ages 7 to 12 years) --- sex-role identification with the parent of the same sex Genital stage (ages 12 to 20 years) --- sexual interest expressed in overt sexual relationship ERIK ERICKSON’S STAGES OF PSYCHOSOCIAL THEORY Former student of Freud Stresses the importance of culture and society to the development of one’s personality “environment”  Based on Freud’s work but was expanded to include cultural and social influences in addition to biologic processes Four major organizing concepts: 1. Stages of development 2. Developmental goals or tasks 3. Psychosocial crises 4. The process of coping  Erikson’s psychosocial development stages Trust vs. Mistrust >0 – 18 months >TRUST is the foundation of all psychosocial tasks >Theme: Give and Receive >Trust is developed via Satisfying needs of infants on time Care must be consistent and adequate Give experiences that will add security Hugs, kisses, touch, eye to eye contact, soft music  Erikson’s psychosocial development stages Autonomy vs. Shame & Doubt >18 mos. to 3 years >Theme: independence and self – government >Give opportunity for decision making, offer choices >Encourage the child to make decision rather than judge >Parents has a moral obligations to set limits  Erikson’s psychosocial development stages Initiative vs. Guilt – 4 – 6 years old – Learns how to do BASIC things – Give opportunity exploring new places and events – Right time for amusement park and zoos – Activity recommended: modeling clay and finger painting Enhances creativity and imagination and facilitates fine motor development  Erikson’s psychosocial development stages Industry vs. Inferiority – 7 – 12 years old – Learns how to do things well Task:Give appropriate short assignments and projects – Unfinished project will develop inferiority  Erikson’s psychosocial development stages Identity vs. Role Confusion >12 – 18 or 20 years old – Learns who he is or what kind of person he will become by adjusting to new body image and seeking EMANCIPATION/ freedom from parents  Erikson’s psychosocial development stages Intimacy vs. Isolation – 18 – 25 or 30 years old – Career focus – Looking for a lifetime partner  Erikson’s psychosocial development stages Generativity vs. Stagnation >30 – 45 years old >The middle adult years are a time of concern for the next generation as well as involvement w/ family, friends, and community. They have a desire to make a contribution to the world >If the tasks not met, stagnation results, and the person becomes self-absorbed and obsessed w/ her or his own needs or regresses to an earlier level of coping  Erikson’s psychosocial development stages Ego Integrity vs. Despair >45 years old and above >As one enters the older years, reminiscence about life events provides a sense of fulfillment and purpose. >If one believes that one’s life has been a series of failures or missed directions, a sense of despair might prevail JEAN PIAGET’S STAGES OF COGNITIVE DEVELOPMENT – Reasoning powers – Swiss Psychologist Genetic Epistemologist Theory of cognitive development by Jean Piaget Pieget believed that learning occur as a result of the internal organization of an event, forming a mental schema (plan) and serving as a basis for further schemata as one grows and develops Assimilation is the process of integrating new experiences into existing schemata Accommodation is an alteration of existing thought processes to manage more complex information  Piaget’s theory stages Sensorimotor stage (birth to 24 months) --- progression through a series of developmental stages Preoperational stage (ages 2 to 7 years) --- the beginning use of symbols, through increase language skills and pictures, to represent the preschool’s world  Piaget’s theory stages Concrete operational stage (ages 7 to 11 years) --- manipulating concrete objects and can classify articles according to two or more characteristics. Logical thinking is develop  Piaget’s theory stages Formal operational stage (ages 11 years or older) --- the use of abstract thinking and deductive reasoning. The world is evaluating by testing beliefs in an attempt to establish values and meaning in life  Theories of psychosocial development by Robert J Havighurst Believed that living & growing are based on learning, and that a person must continuously learn to adjust to changing societal condition. The developmental tasks arise from maturation, personal motives and values that determine occupational and family choices, and civic responsibility  Theories of psychosocial development by Robert J Havighurst The developmental tasks include: INFANCY & EARLY CHILDHOOD (0-5 years old) - Learning to eat solid foods - Learning to walk & talk - Forming simple concepts of social and physical reality - Learning to relate emotionally to parents, siblings & other people - Learning to control the elimination of body wastes - Learning to distinguish between right & wrong - Learning sex differences & sexual modesty  Theories of psychosocial development by Robert J Havighurst MIDDLE CHILDHOOD (6-12 years old) - Learning physical skills necessary for games - Learning to get along with age-mates - Developing fundamental skills in reading, writing and math - Developing a conscience, morality and a scale of values - Achieving personal independence  Theories of psychosocial development by Robert J Havighurst ADOLESCENCE (13-18 years old ) - Accepting one’s body and using it effectively - Achieving a masculine or feminine gender role - Achieving emotional independence from parents & other adults - Preparing for a career - Preparing for marriage & family life - Desiring & achieving socially responsible behavior - Acquiring an ethical system as a guide to behavior  Theories of psychosocial development by Robert J Havighurst early ADULTHOOD (19-29 years old) - Selecting a mate - Learning to live with a marriage partner - Starting a family & rearing children - Managing a home - Getting started in an occupation - Taking on civic responsibility - Finding a congenial social group Theories of psychosocial development by Robert J Havighurst MIDDLE ADULTHOOD (30-60 years old) - Accepting & adjusting to physical changes - Attaining & maintaining a satisfactory occupational performance - Assisting children to become responsible adults - Relating to one’s spouse as a person - Adjusting to aging parents - Achieving adult social & civic responsibility  Theories of psychosocial development by Robert J Havighurst LATER MATURITY (61 AND ABOVE) - Adjusting to decreasing physical strength & health - Adjusting to retirement & reduced income - Adjusting to death of a spouse - Establishing an explicit affiliation with one’s age group - Adjusting & adapting social roles in a flexible way - Establishing satisfactory physical living arrangements KOHLBERG’S THEORY OF MORAL DEVELOPMENT Recognized the theory of moral development as considered to closely approximate cognitive stages of development Stages of Moral Development – Infancy – Premoral – Amoral – Pre-religious  Theories of moral development by Lawrence Kohlberg That a person’s moral development is influenced by cultural effects on one’s perceptions of justice in interpersonal relationships. The concept of morality emerges as a subset of a person’s beliefs or values and governs choices made throughout life  Theories of moral development by Lawrence Kohlberg Preconventional level >Based on external control as the child learns to conform to rules imposed by authority figures Stage 1: concerned with punishment & reward Stage 2:concerned with ones interest or advantage  Theories of moral development by Lawrence Kohlberg Conventional level >Involves identifying with significant others and conforming to their expectations. Stage 3: ‘concerned with peer or group acceptance Stage 4:concerned with legalistic orientation  Theories of moral development by Lawrence Kohlberg Postconventional level >Involves moral judgment that is rational and internalized into one’s standards or values Stage 5: social contract and utilitarian orientation. Correct behavior is defined in terms of society’s laws. Stage 6: universal ethical principle orientation. Represents the person’s concern for equality for all human beings, guided by personal values and standard, regardless of those set by society or laws.  Theories of faith development by James Fowler Faith is a person’s way of seeing him or herself in relation to others against a background of shared meaning and purpose. Therefore, it is not necessarily religious, but it comprises the reason one finds life worth living. PRESTAGE: UNDIFFERENTIATED FAITH During the prestage, trust, courage, hope, and love compete with threats of abandonment and inconsistencies in the infant's environment. The strength of faith in this stage is based on the infant's relationship with the primary caregiver.  Theories of faith development by James Fowler Stage 1: intuitive-projective faith >Most typical of 3-7 years old child Children imitate religious gesture and behaviors of others, primarily their parents. >Imagination in this stage leads to long-lived images and feelings that they must question and reintegrate in later stages.  Theories of faith development by James Fowler Stage 2: mythical-literal faith >Predominates in the school-aged child, who is having more social interaction >Stories represent religious and moral beliefs, and the child accepts the existence of a God  Theories of faith development by James Fowler Stage 3: synthetic-conventional faith >Adolescents >The basis of identity becomes more complex >The person has the emerging ideology but has not closely examined it until now >The person begins to question life-guiding values or religious practices in an attempt to stabilize his or her own identity  Theories of faith development by James Fowler Stage 4: individuative-reflective faith Older adolescents and young adults because they become responsible for their own commitments, beliefs and attitudes Stage 5: conjunctive faith Integrades other viewpoints about faith into one’s understanding of truth One is able to see the nature of the reality of one’s own beliefs One observes the divisions of faith development among people  Theories of faith development by James Fowler Stage 6: universalizing faith Characterized by total trust in the principle of actively “being-in-relation” to others in whom we invest commitment, belief, love, risk and hope, and in the existence of the future, regardless of what religious or image of faith is involved  DEVELOPMENTAL MILESTONES Major marker of growth and development Determines developmental delays CONCEPTION THROUGH YOUNG ADULT  Neonate Birth to 28 days Physiologic development Reflexes Body temperature responds quickly to the environmental temperature Senses Complete head lag Largely reflex visual fixation for human face Hands fisted with thumbs in Cries without tears because lacrimal glands are not fully developed  Infants 1 month to 1 year Physiologic development Brain grows to about half the adult size Body temperature stabilizes Motor abilities develop Eyes begin to focus and fixate  1 month >Dance reflex disappears >Looks at mobile; follows midline >Alert to sound, regards face  2 months – Holds head up when in prone – Social smile, cries with tears, cooing sound – Closure of posterior fontanel (2-3 months) – Head lag when pulled to sitting position – No longer clinches fist tightly – Follows object past midline – Recognizes parents  3 months – Holds head and chest up when in prone – Holds hands open at rest – Hand regard, follows object past midline – Grasp and tonic neck reflexes are fading – Reaches for familiar people or object – Anticipates feeding  4 months > Head control complete >Turns front to back; needs space to turn >Laughs aloud; Babbling sound >Babinski Reflex disappears  5 months – Turn both ways (roll over) – Teething rings, handles rattle well – Moro reflex disappears (5 – 6 months) – Enjoys looking around environment  6 months – Reaches out in the anticipation of being picked- up – Sits with support – Puts feet in mouth in supine position – Eruption of first temporary teeth ( Lower 2 central incisors) – Vowel sounds “ah, eh” – Uses palmar grasp; handless bottle well – Recognizes strangers  7 months >Transfer objects from hand to hand (6 – 7 months) >Likes objects that are good sized for transferring 8 months – Creeps or crawls; need space for creeping – Neat pincer grasp reflex, probes with forefinger Finger feeds, combine 2 syllables “mama & dada 9 months – Pulls self to stand – Understand the word no – Respond to name – Peek – a – boo, pat a cake, since they can clap 10 months >Cruising, stand with assistance >Walking while holding to his crib’s handle >One word other than mama and dada  11 months – Stands alone – Walk with assistance – Drink from cup, cooperates in dressing – Says two words other than mama and dada – Pots & pans, pull toys and nursery rhymes – Imitates actions, comes when called – Follows one – step command and gesture – Uses mature pincer graps, throws objects  Toddler 1 to 3 years Physiologic development Brain growth, growth of muscle Use fingers to pick up small objects Uses a spoon Bladder control Preschooler 3 to 6 years Physiologic development >Less chubby and becomes leaner >Abilities : throwing, printing letters and numbers, copying figures  Preschooler Cognitive development >Piaget’s preoperational stage of development----- demonstrate the following transitional: ↓ egocentrism because of the increase socialization, play is more related to real life events (rather than fantasy)  Preschooler Psychosocial development Freud’s theory: phallic stage, with the biologic focus primarily genital A desire for the opposite-sex parents Erickson’s theory---stage of initiative vs quilt Havighurst’s theory --- to learn sex differences and modesty, to describe social and physical reality through concept formation and language development, to get ready to read and to learn to distinguish right from wrong  Preschooler Moral and spiritual development Kohlberg’s preconventional phaseof moral reasoning --- obeying rules to avoid punishment or receive a reward Provide a base for spiritual development as described by Fowler---concepts such as heaven, hell and holy spirits are incomprehensible School-aged child 6 to 12 years  School-aged child Physiologic development The brain reaches 90%-95% of adult size By 12 years old, the nervous system is almost completely matured, resulting in coordinated body movement Sexual organs grow but are dormant until late in this period All permanent teeth are present  School-aged child Cognitive development >At Piaget’s concrete operational stage of development, organizing facts about the environment to use for problem solving  School-aged child Psychosocial development Freud’s theory ---- latency stage (privacy and understanding one’s body are important at this age Erickson’s theory ---- industry vs inferiority (Focused on learning useful skills and thereby developing positive self-esteem. A sense of identity begins to emerge and values are integrated. The emphasis is on doing, succeeding and accomplishing  School-aged child Psychosocial development Havighurst’s theory >learning physical game skills, developing concepts necessary for everyday living, achieving personal independence  School-aged child Moral development >Conventional phase >Behavior is based on familial and peer group beliefs and conformity to the norm is common  School-aged child Spiritual development >In Fowler’s theory, school-aged children view religious faith as a relationship that involves reciprocal fairness. Adolescence (12 to 20)and Young adult (20 to 30)  Adolescence Physiologic development The feet, hands, and long bones grow rapidly, accompanied by an increase in muscle mass (especially in boys) Primary and secondary sexual development occurs, with maturity of the genetalia Puberty (the time when the ability to reproduce begins) begins at 9 to 13 years of age Sebaceous and axillary sweat glands become active Full adult size is reached.  Adolescence Cognitive development Piaget’s theory: ADOLESCENCE is the stage when the cognitive development of formal operation is developed. Long term goals can be set as the concept of time, its passage, and the future become real. Egocentrism is returned, daydreaming is common  Adolescence Psychosocial development Freud’s theory: genital stage --- libido reemerges in a mature, adult form, and the individual is capable of full sexual function. Erickson’s theory: the adolescence try out different roles, personal choices, and beliefs in the stage called identity vs role confusion. The young adult, in the intimacy-vs-isolation stage, needs to complete tasks such us achieving independence from parents, establishing intimate relationship and choosing an occupation or career.  Adolescence Psychosocial development Havighurst’s theory: more mature relationships with both boys and girls of the same age are achieved, a masculine or feminine social role is developed  Adolescence Moral development The child enters adolescence with a law-and- order orientation and might never progress beyond that point Young adult who have mastered previous levels of moral development reach the conventional level and are concerned with maintaining expectations  Adolescence Spiritual development Adolescents and young adults can think in the abstract and might question beliefs and practices that no longer serve to stabilize their identity or purpose. Often, adolescents and young adults temporarily abandon traditional religious practices.