Human Growth and Development PDF

JAN TRISHA I. SABAITON, RSW Growth The physical increase in some quantity over time Includes changes in terms of height, weight, body proportions and general physical appearance Change in size, in proportion, disappearance of old features and acquisition of new ones Growth It is measurable p...

JAN TRISHA I. SABAITON, RSW Growth The physical increase in some quantity over time Includes changes in terms of height, weight, body proportions and general physical appearance Change in size, in proportion, disappearance of old features and acquisition of new ones Growth It is measurable physical changes that occur throughout a person’s life. It is multiplication of cells commencing from fertilization to physical maturity. It can be measured in Kg, pounds, meters, inches. Development Qualitative changes in the organism as whole Continuous process through which physical, emotional, and intellectual changes occur. A measure of functional or physiological maturation of the nervous system. It signifies accomplishment of mental, emotional and social abilities. It refers to the changes in intellectual, mental and emotional skills that occur over time. Development - Is a continuous and gradual process (Skinner) - Concerned with growth as well as those changes in behavior which results from environmental situations (Crow and Crow, 1965) - A process of change in growth and capability over time due to function of both maturation and interaction with the environment Comparison of Growth & Development GROWTH DEVELOPMENT Refers to physiological changes Refers to overall changes in the individual. It involves changes in an orderly and coherent type towards the goal of maturity Changes in the quantitative respect Changes in the quality along with the quantitative aspect Does not continue throughout life Continues throughout life Stops after maturation Progressive Occurs due to the multiplication of cells Occurs due to both maturation and interaction with the environment Comparison of Growth & Development GROWTH DEVELOPMENT One of the part of the developmental process Wider and comprehensive term Describe the changes in particular aspects of Describes the changes in the organism as a the body and behavior of the organism whole The changes produced by growth are subjects Brings qualitative changes which are difficult to of measurements. They may be quantified and measure directly. They are assessed through observable in nature keen observation of behavior in different situations May or may not bring development Possible without growth Historical Views of Childhood Original sin view Tabula rasa view Innate goodness view Original Sin View Advocate during the middle ages Children were perceived being born as evil beings Goal of child rearing was to provide salvation, to remove sin from child’s life Tabula Rasa View Proposed by English philosopher John Locke Argued that children are not innately ad but like a “blank tablet” He believed that childhood experiences are important in determining adult characteristics Advised parents to spend time with children and to help in contributing in the society. Innate Goodness View Swiss-born French philosopher Jean-Jacques Rousseau Stressed that children are inherently good They should be permitted to grow naturally, with little parental monitoring or constraint. children are born “noble savages” who develop according to their own positive natural tendencies if not corrupted by society Early developmentalists thought of change as resulting from either forces outside (nurture) person or forces inside (nature) the person.  NATURE VS NURTURE NATURE NURTURE Example: The concept of inborn biases is Other inborn biases may vary from one based on the notion that children are born individual to another. with the tendencies to respond in certain ways. Example: Some infants are relatively easy to soothe when they are distressed, while Some inborn biases shared by virtually all others are more difficult to manage. children (spoken language, crying, smiling, etc.) Inborn patterns are coded in genes, created by variations in the prenatal environment or the combination of both. NATURE Genes predetermine who we are and our characteristics are inherited We have inborn biological characteristics that are hereditary from our birth-parents at the point of conception Intelligence, personality Change is not possible We are the way we are and there is little that we can do about it NURTURE Our environment, experiences, and the way we are brought up influence our development Complex forces of the physical and social world that influence our biological make-up and psychological experiences before and after birth Evidence can be found in patterns of family behavior Whether members are introverted or extroverted Demonstration of affection  FOUR MAIN TYPES OF HUMAN DEVELOPMENT  Physical – Body growth that includes height and weight changes.  Mental – Intellectual development, problem solving  Emotional – Refers to feelings and includes dealing with love, hate, joy, fear, excitement, and other similar feelings.  Social – refers to interactions and relationships with other people. Principles of Growth and Development Development is a continuous development Development follows a pattern Developments proceeds from general to specific responses The rate of development is not uniform throughout life Most of the traits are correlated in the process of development Principles of Growth and Development Developmental is predictable There is wide individual difference in development Development is the product of the interaction between the organism and his environment Development is cumulative Development is application oriented LIFE STAGES Growth and development begins at birth and ends at death During an entire lifetime, individuals have needs that must be met Periods of Human Development Prenatal: conception – birth Infancy: birth to toddler Early childhood: toddler to beginning of school Middle/late childhood: beginning of school through beginning of puberty Adolescence: puberty to adulthood Life Stages Infancy: birth to 0-2 year Early childhood: 2-6 years Late childhood: 6-12 years Adolescence: 12-20 years Early adulthood: 20-40 years Middle adulthood: 40-65 years Late adulthood: 65 years and up Infants and Toddlers (Age 0-3) Healthy growth and development Physical – grows at a rapid rate, especially brain size Mental – learns through senses, exploring, playing, communicates by crying, babbling, then “baby talk”, simple sentences Socio-emotional – seeks to build trust in others, dependent, beginning to develop a sense of self Infants and Toddlers (Age 0-3) Key heath care issues Communication – provide security, physical closeness, promote healthy child parent bonds Health – keep immunizations/ checkups on schedule; provide proper nutrition, sleep, skin care, oral health, routine screenings Safety – ensure a safe environment for exploring, playing, sleeping Infants and Toddlers (Age 0-3) Examples of age-specific care for infants and toddlers Involve child and parent(s) in care during feeding, diapering, and bathing Provide safe toys and opportunities to play Encourage child to communicate – smile, talk softly to him or her Help parent(s) learn about proper child care Infancy Age: birth to 2-year-old Dramatic and rapid changes Physical development– roll over, crawl, walk, grasp objects Mental development—respond to cold, hunger, and pain by crying. Begin to recognize surroundings and become aware of surroundings and people Infancy Emotional development – show anger, distrust, happiness, excitement, etc. Social development – self-centeredness concept of the newborn to recognition of others in their environment ◦ Infants are dependent on others for all needs IMPLICATION OF INFANCY STAGE Children should be given opportunity to develop good habits through constant practice, repetition and conditioning like self feeding, toilet training, dressing etc They should be able to manipulate objects by allowing them to touch, play, break and construct to experience and develop ideas of form, shape, size and color. The home and family environment should be conducive for full development Parents love and affection necessary for emotional stability The children's questions must be properly attended to Speech training and simple stories should be told so the child is given opportunity to listen, imitate to facilitate his power of expression Unhealthy behavior should be avoided and ignored Should not impose or pressurize in doing intellectual tasks Young Children (Age 4-6) Healthy growth and development Physical – grows at a slower rate; improving motor skills; dresses self, toilet trained Mental – begins to use symbol, improving memory, vivid imagination, fears, likes stories Socio-emotional – identifies with parent(s), becomes more independent; sensitive to others’ feelings Young Children (Age 4-6) Key heath care issues Communication – give praise, rewards, clear rules Health – keep immunizations/checkups on schedule, promote healthy habits (good nutrition, personal hygiene, etc.) Safety – promote safety habits (use bike helmets, safety belts, etc.) Young Children (Age 4-6) Examples of age-specific care for young children Involve parent(s) and child in care – let child make some food choices Use toys and games to teach child and reduce fear Encourage child to ask questions, play with others, and talk about feelings Help parent(s) teach child safety rules Early Childhood Age: 3-6 years old Physical development – growth slower than in infancy. Muscle coordination allows the child to run, climb, move freely. Can write, draw, use a fork and knife Mental development – verbal growth progresses, short attention span, at end of stage ask questions, recognize letters, and some words Early Childhood Emotional development – develop self-awareness and recognize the effect they have on other people and things. Children feel impatience and frustration as they try to do things beyond their abilities. This led to temper tantrums (the terrible two’s) Social development – at beginning of stage very self-centered one year old to sociable six year old. Strong attachment to parents. Needs are food, shelter, protection, love and security. Older Children (Age 7-12) Healthy growth and development Physical – grows slowly until a “spurt” at puberty Mental – understand cause and effect, can read, write, do math, active, eager learner Socio-emotional – develops greater sense of self, focuses on school activities, negotiates for greater independence Older Children (Age 7-12) Key heath care issues Communication – help child to feel competent Health – keep immunizations/checkups on schedule, promote healthy habits (good nutrition, personal hygiene, etc.) Safety – promote safety habits (use bike helmets, safety belts, etc.) Older Children (Age 7-12) Examples of age-specific care for older children Allow child to make some care decisions (in which arm do you want vaccination?) Build self-esteem—ask child to help you do a task, recognize his or her achievements, and so on Guide child in making healthy, safe lifestyle choices Help parent(s) talk with child about peer pressure, sexuality, alcohol, tobacco, and other drugs Late Childhood Age: 6-12 years old Physical development– slow but steady. Muscle coordination is well developed and children can engage in physical activity that require complex motor-sensory coordination Mental development – developing quickly and much of the child’s life centers around school. Reading and writing skills are learned, understand abstract concepts like honesty, loyalty, values and morals Late Childhood Emotional development -- the child achieves greater independence and a more distinct personality. Fears are replaced by the ability to cope. Social development – changes from activities by themselves to more group oriented. They are more ready to accept the opinions of others and learn to conform to rules, and standards of behavior. Needs are the same as infancy and early childhood along with the need for reassurance, parental approval, and peer acceptance. IMPLICATIONS OF CHILDHOOD STAGE The school, home, community environment should provide opportunity for physical development like running, climbing, jumping etc Since the child is sensitive and curious their questions should be addressed correctly with factual information Teachers, parents must help develop good habits, values, outlook, attitude, interest and guide them in the right direction To motivate the inquisitiveness of children different child centered methods of teaching like project method dramatization, learning by doing etc should be used Co-curricular activities such as debates, discussions, seminars should be organized to encourage group activities Fine arts to satisfy emotions and instinct Self discipline should be cultivated Adolescent (Age 13-18) critical time as children develop the ability to understand abstract ideas, such as higher math concepts, and develop moral philosophies, including rights and privileges, and move toward a more mature sense of themselves and their purpose. Adolescent (Age 13-18) Healthy Growth and Development Physical—grows in spurts; matures physically; able to reproduce Mental—becomes an abstract thinker (goes beyond simple solutions, can consider many options, etc.); chooses own values Social–Emotional—develops own identity; builds close relationships; tries to balance peer group with family interests; concerned about appearances, challenges authority Adolescent (Age 13-18) Key Health Care Issues Communication—provide acceptance, privacy; build teamwork, respect Health—encourage regular checkups; promote sexual responsibility; advise against substance abuse; update immunizations Safety—discourage risk-taking (promote safe driving, violence prevention, etc.) Adolescent (Age 13-18) Examples of age-specific care for adolescents: Treat more as an adult than child—avoid authoritarian approaches Show respect—be considerate of how treatment may affect relationships Guide teen in making positive lifestyle choices (i.e., correctmisinformation from teen’s peers) Encourage open communication between parent(s), teen, and peers Adolescence Age: 12-20 years old Physical development – growth spurts, muscle coordination slows. Development of sexual organs and secondary sexual characteristics (puberty). Secretion of sex hormones leads to the onset of menstruation in girls and the production of sperm and semen in boys. Body shape and form changes. Adolescence Mental development – most foundations have been set. Development primarily involves an increase in knowledge and sharpening of skills. Learn to make decisions and accept responsibility for actions. Emotional development – emotional development is often stormy and in conflict. Adolescents try to establish their identities and independence. They respond more and more to peer group influences. Adolescence Social development – spending less time with family and more time with peer groups. They attempt to develop self-identity and independence and seek security from their peers. Toward the end of this stage they develop a more mature attitude and develop patterns of behavior that they associate with adult behavior. ◦ Need for reassurance, support and understanding. Problems that develop in this stage can be traced to conflict and feelings of inadequacy and insecurity.