NCM 107 Growth and Development PDF

 OBJECTIVES  Describe the stages of growth and development.  Review the factors affecting growth and development.  Outline the methods for growth measurements and standard screening tools for developmental assessment.  Explain how inter-professional collaboration and communication...

 OBJECTIVES  Describe the stages of growth and development.  Review the factors affecting growth and development.  Outline the methods for growth measurements and standard screening tools for developmental assessment.  Explain how inter-professional collaboration and communication can improve patient outcomes when assessing a patient's physical development. “Growth is the only evidence of life.” – John Henry Newman  Growth and development are constant in our life. Remember the height and weight chart in the hospital, which is done every time once the child is born?  From the time a child is born, the physician needs to keep track of the baby’s height and weight, motor skills and vocabulary.  Definition of Growth and Development  The GROWTH in a human body represents the increase in size and weight.  DEVELOPMENT in a human being refers to physiological, psychosocial and cognitive changes occurring over one’s life span due to growth, maturation and learning and assumes that orderly and specific situations lead to new activities and behavior patterns.  MATURATION refers to changes that are due to genetic inheritance rather than life experiences, illness or injury. These changes allow children to function at increasingly higher and more sophisticated levels as they get older.  PRINCIPLES OF GROWTH AND DEVELOPMENT 1. DEVELOPMENTAL IS ORDERLY AND SEQUENTIAL This principle suggests that maturation follows a predictable and universal timetable. EX. Children learn to walk before they learn to run. 2. DEVELOPMENTAL IS DIRECTIONAL > Skill development proceeds along two different pathways: CEPHALOCAUDAL AND PROXIMODISTAL  CEPHALOCAUDAL – proceeds from the head downward. Therefore, areas closest to the brain or head develop first, followed by the trunk, then legs and feet. EX: Head control is followed by sitting, then crawling and then walking.  PROXIMODISTAL – development proceeds from the inside out. Controlled movements closest to the body’s center (trunk, arms) develop before controlled movements distant to the body (fingers). EX: Grasping changes from using the entire hand to just the fingers as infants get older. 3. DEVELOPMENT IS UNIQUE FOR EACH CHILD. >Every child has a unique timetable for physiological, psychosocial, cognitive and moral development. EX: Some children walk well at 11 months, others do not walk well until they are 14 months. 4. DEVELOPMENT IS INTERRELATED. Physiological, psychosocial, cognitive and moral aspects of development affect and are affected by one another. EX: CNS maturation is necessary for cognitive development. Children cannot be independent in toileting if they are not aware of the urge to void and cannot independently remove clothing. 5. DEVELOPMENT BECOMES INCREASINGLY DIFFERENTIATED. >This means responses become more specific and skillful as the child grows. Young infants respond to stimuli in a generalized way involving the entire body, whereas older children respond to specific stimuli in a more refined and specialized way. EX; Infants will react their entire body in pain by crying and withdrawing, whereas a child is able to localize the pain, can often identify its source and may only withdraw the extremity experiencing the pain. 6. DEVELOPMENT BECOMES INCREASINGLY INTEGRATED AND COMPLEX. This means, as new skills are gained, more complex tasks are learned. EX; Learning to drink from a cup initially requires eye-hand coordination, then grasping, and then hand-mouth coordination.  7. CHILDREN ARE COMPETENT. They possess qualities and abilities ensuring their survival and promoting their development. EXAMPLE; Newborns can cough, sneeze, suck, swallow, digest, breathe and elicit caretaking responses from adults. If they are hungry, they cry.  8. New Skills Predominate. – This occurs because of the strong drive to practice and perfect new abilities, especially early in life, when the child is not yet capable of coping well with several new skills simultaneously.  THEORIES OF HUMAN DEVELOPMENT  PSYCHOSEXUAL DEVELOPMENT – SIGMOND FREUD  PSYCHOSOCIAL DEVELOPMENT- ERIK ERICKSON  INTERPERSONAL DEVELOPMENT – HARRY STACK SULLIVAN  COGNITIVE DEVELOPMENT- JEAN PIAGET  MORAL DEVELOPMENT- LAWRENCE KOHLBERG PSYCHOSEXUAL DEVELOPMENT- FREUD PSYCHOSOCIAL DEVELOPMENT- ERICKSON Piaget's 4 Stages of Cognitive Development Jean Piaget's theory of cognitive development suggests that children move through four different stages of learning. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.1 Piaget's stages are: Sensorimotor stage: Birth to 2 years Preoperational stage: Ages 2 to 7 Concrete operational stage: Ages 7 to 11 Formal operational stage: Ages 12 and up  Piaget believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information.  The Sensorimotor Stage of Cognitive Development  Duringthis earliest stage of cognitive development, infants and toddlers acquire knowledge through sensory experiences and manipulating objects. A child's entire experience at the earliest period of this stage occurs through basic reflexes, senses, and motor responses.  Birth to 2 Years  Major characteristics and developmental changes during this stage:  Know the world through movements and sensations  Learn about the world through basic actions such as sucking, grasping, looking, and listening  Learn that things continue to exist even when they cannot be seen (object permanence)  Realize that they are separate beings from the people and objects around them  Realize that their actions can cause things to happen in the world around them  Piaget believed that developing object permanence or object constancy, the understanding that objects continue to exist even when they cannot be seen, was an important element at this point of development.  By learning that objects are separate and distinct entities and that they have an existence of their own outside of individual perception, children are then able to begin to attach names and words to objects.  The Preoperational Stage of Cognitive Development  The foundations of language development may have been laid during the previous stage, but the emergence of language is one of the major hallmarks of the preoperational stage of development  2 to 7 Years  Major characteristics and developmental changes during this stage:  Begin to think symbolically and learn to use words and pictures to represent objects  Tend to be egocentric and struggle to see things from the perspective of others  Getting better with language and thinking, but still tend to think in very concrete terms  At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the idea of constancy.  Children become much more skilled at pretend play during this stage of development, yet they continue to think very concretely about the world around them.  The Concrete Operational Stage of Cognitive Development  While children are still very concrete and literal in their thinking at this point in development, they become much more adapt at using logic.2 The egocentrism of the previous stage begins to disappear as kids become better at thinking about how other people might view a situation.  7 to 11 Years  Major characteristics and developmental changes during this stage:  Begin to think logically about concrete events  Begin to understand the concept of conservation; that the amount of liquid in a short, wide cup is equal to that in a tall, skinny glass, for example  Thinking becomes more logical and organized, but still very concrete  Begin using inductive logic, or reasoning from specific information to a general principle  While thinking becomes much more logical during the concrete operational state, it can also be very rigid. Kids at this point in development tend to struggle with abstract and hypothetical concepts.  During this stage, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.  The Formal Operational Stage of Cognitive Development  Age 12 and Up  Major characteristics and developmental changes during this time:  Begins to think abstractly and reason about hypothetical problems  Begins to think more about moral, philosophical, ethical, social, and political issues that require theoretical and abstract reasoning  Begins to use deductive logic, or reasoning from a general principle to specific information  The ability to thinking about abstract ideas and situations is the key hallmark of the formal operational stage of cognitive development. The ability to systematically plan for the future and reason about hypothetical situations are also critical abilities that emerge during this stage. INTERPERSONAL DEVELOPMENT- HARRY STACK SULLIVAN MORAL DEVELOPMENT- LAWRENCE KOHLBERG  MATERNAL AND CHILD There was once a class, whose dreams are young and wild. Their eyes full of doubts and whys Complexity shadows the truth and lies. But despite the loads and pains Sleepless nights and troubled days These vibrant students of mine Survived the challenges of maternal and child. Roads ahead will be more difficult and bold Remember there is always a hand to hold My reply maybe late for a while My prayers will always be there to guide. Your journey in this course has come to an end But still more case studies to defend And one day when I all see your smiles May you remember once upon a time There was MAAM LEE at your side. CONGRATULATIONS, AND MAY GOD ALWAYS BE WITH YOU.