Principles of Growth and Development PDF

PRINCIPLES OF GROWTH AND DEVELOPMENT Juvy G. Reyes MAN, RN CU 13 – GROWTH AND DEVELOPMENT LEARNING OUTCOMES: 1. Describe principles of growth and development and developmental stages according to major theorists. 2. Identify National Health Goals r...

PRINCIPLES OF GROWTH AND DEVELOPMENT Juvy G. Reyes MAN, RN CU 13 – GROWTH AND DEVELOPMENT LEARNING OUTCOMES: 1. Describe principles of growth and development and developmental stages according to major theorists. 2. Identify National Health Goals related to growth and development that nurses can help the nation achieve. 3. Identify areas of nursing care related to growth and development that could benefit from additional nursing research or application of evidence- based practice.  Principles of Growth and Development All children pass through predictable stages of growth and development as they mature.  Health care visits and consultations provide opportunities to assess present growth and development of children’s.  it gives nurses and health practitioners a chance to supply anticipatory guidance on most of the concerns of parents regarding their children.  PRINCIPLES OF GROWTH AND DEVELOPMENT  Growth – is a quantitative increase in physical measurement and can be measured in pounds, kilograms, inches, centimeters (weight, height, dentition, bone size).  Children grow taller and heavier as they get older and maturing involves growth in their ability to perform skills, to think, to relate to people, and to trust or have confidence in themselves.  PRINCIPLES OF GROWTH AND DEVELOPMENT  Development – increase in skill or the ability to function ( qualitative change), can be measured by observing a child’s ability to perform specific tasks e. g Child picks up small objects such as raisins by recording the parent’s description of a child’s progress  Maturation – an increase in competence and adaptability a. Change in the complexity of a structure and begins to function. b. To function at a higher level  DEVELOPMENTAL STAGES ACCORDING TO MAJOR THEORISTS. 1. Psychosexual development – a specific type of development that refers to developing instincts or sensual pleasure (Freud Theory) 2. Psychosocial development – refers to Erikson’s stages of personality development. 3. Moral development – is the ability to know right from wrong and to apply these to real-life situations. (Kohlberg Theory) DEVELOPMENTAL STAGES ACCORDING TO MAJOR THEORISTS. 4. Cognitive development – the ability to learn or understand from experience, to acquire and retain knowledge, to respond to a new situation, and to solve problems. (Piaget’s theory) Principles of Growth and Development  PRINCIPLES OF GROWTH AND DEVELOPMENT 1. Growth and development are continuous process from conception until death. infant triples in birth weight and increases in height by 50% during the first year of life 2. Growth and development proceed in an orderly sequence. children sit before they crawl, crawl before they stand, stand before they walk, walk before they run  PRINCIPLES OF GROWTH AND DEVELOPMENT 3. Different children pass through the predictable stage at different rates. some children begins walking at 9 months, whereas others starts at 14 months  PRINCIPLES OF GROWTH AND DEVELOPMENT 4. All body systems do not develop at the same rate.  Neurologic tissues develop during fist year of life, while genital tissues grows little until puberty 5. Development is cephalocaudal. motor development started from the head, then to the trunk region, and last to the feet PRINCIPLES OF GROWTH AND DEVELOPMENT 6. Development proceeds from proximal to distal body parts. (Near to far) Physical development proceeds from the center of the body outward to the extremities. PRINCIPLES OF GROWTH AND DEVELOPMENT 7. Development proceeds from gross to refined skills. control distal body parts such as fingers, and able to perform fine motor skills 3 year old - color best with a large crayon, and 12 year old can write with a fine pen PRINCIPLES OF GROWTH AND DEVELOPMENT 8. There is an optimum time for initiation of experiences or learning. children can not learn tasks until their nervous system is mature enough to allow the particular learning  PRINCIPLES OF GROWTH AND DEVELOPMENT 9. Neonatal reflexes must be lost before development can proceed. 10. A great deal of skill and behavior is learned by practice. FACTORS AFFECTING GROWTH AND DEVELOPMENT  FACTORS AFFECTING GROWTH AND DEVELOPMENT: 1. Genetic Inheritance 2. Environment a. Socioeconomic Level b. Parent – Child Relationship c. Ordinal position in the family d. Health e. Nutrition FACTORS AFFECTING GROWTH AND DEVELOPMENT: 1. Genetic Inheritance – genes that will lead to an illness, influences how much a child will grow. a. Physical characteristics ( eye color, height, learning style) b. Gender Girls – born lighter ( by an once or two) and shorter ( by an inch or 2) Boys – tend to keep height and weight advantage until prepuberty  FACTORS AFFECTING GROWTH AND DEVELOPMENT: 1. Genetic Inheritance c. Health – inherits a genetically transmitted disease d. Intelligence e. Temperament FACTORS AFFECTING GROWTH AND DEVELOPMENT: 1. Genetic Inheritance e. Temperament Categories of Temperament: 1. Easy Child - have a predictable rhythmicity, easy to approach and adapt to new situations readily. 2. Difficult Child – irregular in habits, negative mood quality, and withdraw rather than approach new situation. 3. Slow-to- Warm-up child – fairly inactive, respond only mildly and adapt slowly  TEMPERAMENT REACTION PATTERN – NINE CHARACTERISTICS ON HOW CHILDREN REACT TO STIMULATIONS. 1. Activity level 6. Distractibility 2. Rhythmicity 7. Attention Span and Persistence 3. Approach 8. Threshold of Response 4. Adaptability 9. Mood Quality 5. Intensity of Reactions  TEMPERAMENT REACTION PATTERN: Reaction: 1. Activity level – level of activity among children differs widely right from birth. some to be constantly on the go and rarely quiet some move little, stay where they are placed and take in their environment in a quieter way TEMPERAMENT REACTION PATTERN: Reaction Pattern: 2. Rhythmicity - a child who has rhythmicity manifest a regular rhythm in physiologic functions. Some children are predictable and easy to care Others have typically more difficult to care  TEMPERAMENT REACTION PATTERN: Reaction Pattern: 3. Approach – refers to a child’s response on initial contact with a new stimulus. they smile and talk to strangers other children demonstrate withdrawal rather than approach TEMPERAMENT REACTION PATTERN: Reaction Pattern 4. Adaptability – is the ability to change one’s reaction to stimuli over time.  TEMPERAMENT REACTION PATTERN: Reaction Pattern 5. Intensity of Reactions – a child who has an intensity of reaction meets new situations with their whole being.  Temperament Reaction Pattern: Reaction Pattern 6. Distractibility – children who are easily distracted or who can easily shift their attention to a new situation are easily to care for.  Temperament Reaction Pattern: Reaction Pattern 7. Attention Span and Persistence – is the ability to remain interested in a project or activity for an average length of time.  Temperament Reaction Pattern: 8. Threshold of Response – is the intensity level of stimulation necessary to evoke a reaction. low threshold need to meet little frustration before they react high threshold need intense frustration before they become upset Temperament Reaction Pattern: Reaction Pattern 9. Mood quality – a child who is always happy and laughing is said to have a positive mood quality. FACTORS AFFECTING GROWTH AND DEVELOPMENT: FACTORS AFFECTING GROWTH AND DEVELOPMENT: 1. Genetic Inheritance 2. Environment a. Socio-economic Level children born into families of low socioeconomic means may suffer from lack of good health and nutrition. FACTORS AFFECTING GROWTH AND DEVELOPMENT: 1. Genetic Inheritance 2. Environment: a. Socio-economic Level b. Parent – Child Relationship children who are loved and received attention from their parents thrive better than those who are not. FACTORS AFFECTING GROWTH AND DEVELOPMENT: 2. Environment: a. Socio-economic Level b. Parent – Child Relationship c. Ordinal position in the family – the position of a child in the family and the size of the family have some bearing on a child’s growth and development. FACTORS AFFECTING GROWTH AND DEVELOPMENT: 2. Environment: d. Health diseases from environmental sources can influence on child growth and development. e. Nutrition Poor maternal nutrition limit the growth and intelligence of a child THEORIES OF CHILD DEVELOPMENT  THEORIES OF CHILD DEVELOPMENT Theory A systematic statement of principles that provides a framework for explaining a phenomenon. Developmental theories provides road maps for explaining human development. Developmental Task – a skill or a growth responsibility arising at a particular time in an individual’s life, the achievement of which will provide a foundation for the accomplishment of future tasks. DEVELOPMENTAL THEORIES 1. Sigmund Freud’s Psychoanalytic Theory 2. Erik Erikson’s Theory of Psychosocial Development 3. Jean Piaget’s Cognitive Development 4. Lawrence Kohlberg’s Moral Development  FREUD’S PSYCHOANALYTIC THEORY Sigmund Freud – is an Austrian neurologist and the founder of psychoanalysis, offered the first real theory of personality development. He described child development as being a series of psychosexual stages in which a child’s sexual gratification becomes focused on a particular body part. (1856 - 1939) FREUD’S PSYCHOANALYTIC THEORY Freud theory is based on his observations on mentally disturbed adults He described adult behavior as the result of instinctual drive that have a primarily sexual nature (libido) From the person and the conflicts that develop between these instincts with three system of personality ( Id, ego and superego)  THREE SYSTEM OF PERSONALITY 1. Id – operates according to pleasure principle a. Id - acts immediately in an impulsive, irrational way, plays no attention to the consequences of its actions, b. Present at birth that includes: Genetic inheritance Reflexes Capacity to respond Instincts Basic drives, needs, and wishes that motivate an individual THREE SYSTEM OF PERSONALITY 2. Ego – reality testing and problem solving Begins to think things, observe reality and decide what is rational and realistic.  Distinguishes between things in the mind and things in the external world. 3. SUPEREGO – PART OF SOCIALIZATION THAT DEVELOPS DURING THE PHALLIC STAGE (3 - 6 Y/O) Ego is modified into superego, child developed conscience or sense of right or wrong. Superego strives for perfection rather than pleasures and represent ideal rather than real SIGMUND FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE INFANT (1MONTH – 1YR) Oral Stage - child explores the world by using mouth, especially tongue, and suck for enjoyment or relief of tension as well as for nourishment Provide oral stimulation and achieved satisfaction (pacifiers, do not discourage thumb sucking) Breastfeeding may provide more stimulation than formula feeding FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE INFANT (1MONTH – 1YR) Oral Stage Nursing Implication: 1. Provide oral stimulation by giving pacifiers, do not discourage thumb sucking. 2. Breastfeeding may provide more stimulation because it requires the infant to expend more energy  FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE TODDLER (1–3 Y/O) Anal Stage – children’s interest focus on the anal region as they begin toilet training and learns to control urination and defecation Children find pleasure in both the retention of feces and defecation. This anal interest is part of toddlers’ self- discovery, a way of exerting independence  FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE TODDLER (1–3 Y/O) Anal Stage Nursing Implication: 1. Help children achieve bowel and bladder control 2. If at all possible continue bowel and bladder training while child is hospitalized. FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE PRESCHOOLER (3 – 5 Y/O) Phallic Stage - child learns sexual identity through awareness of genital area Masturbation is common during this phase, may show exhibitionism, suggesting they hope this will lead to increased knowledge of the two sexes. Nursing Implication: a. Accept child’s sexual interest, (fondling his or her own genitals, as a normal area of exploration) b. Help parents answer child’s question about birth or sexual differences. FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE PRESCHOOLER (3 – 5 Y/O) Oedipus and Electra Complex Oedipus complex – refers to the strong emotional attachment a preschool boy demonstrates toward his mother Electra complex – is the attachment of a preschool girl to her father FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE SCHOOL-AGE (6 – 12 Y/O) Latent Stage – child’s personality development appears to be non active or dormant. a time in which children’s libido appears to be diverted into concrete thinking. Nursing Implications: Help the child to have positive experiences so his or her self- esteem continues to grow and the child prepares for the conflicts of adolescence.  FREUD’S STAGES OF CHILDHOOD PSYCHOSEXUAL STAGE ADOLESCENT (13 – 21 Y/O) Genital Stage Adolescent develops sexual maturity and learns to establish satisfactory relationships with opposite sex. Nursing Implication: a. Provide appropriate opportunities for the child to relate with opposite sex. b. Allow child to verbalize feelings about new relationships. ERIK ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT Erik Erikson (1902-1996) - developed his own theory of psychosocial development. Stresses the importance of culture and society in development of the personality. Person’s social view of is more important than instinctual drives in determining behavior and looked at actions that lead to mental health  ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT He describes eight developmental stages covering the entire life span At each stage, there is a conflict between two opposing forces The resolution of each conflict, or accomplishment of the developmental task of that stage, allows the individual to go on to the next phase of development. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE INFANT (1 MO. – 1 Y/O) Trust vs Mistrust Trust - infants whose needs are met, discomforts are quickly removed, cuddled, played with, and talked to, come to view the world as a safe place and people as helpful and dependable. Mistrust - when their care is inconsistent, inadequate, or rejecting, infants become fearful and suspicious of the world and of people ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE INFANT (1 MO. – 1 Y/O) Trust vs Mistrust – “learning confidence” or “learning to love” Nursing Implications: a. Provide a primary caregiver. b. Provide experiences that add to security (soft sounds and touch). c. Provide visual stimulation for active child involvement. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE TODDLER AUTONOMY VS SHAME AND DOUBT Autonomy – (1-3 y/o) Children take pride in new accomplishments and want to do everything independently If parents recognize toddlers need to do what they are capable of doing, then children develop sense of autonomy. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE TODDLER (1–3 Y/O) Shame and doubt When caregivers are impatient and do everything for them, this enforces a sense of shame and doubt. If children are never allowed to do things they want to do, they will eventually doubt their ability to do them  ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE PRESCHOOLER Initiative vs Guilt (3 – 5 y/o) Learning initiative - learning how to do things. Children can initiate motor activities of various sorts on their own When children are given much freedom and opportunity to initiate motor play their sense of initiative is reinforced ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE PRESCHOOLER (3 – 5 Y/O) Initiative vs Guilt Nursing Implication: a. Provide opportunities for exploring new places or activities. b. Allow play to include activities involving water, clay, or finger paint.  ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE SCHOOL - AGE (6 – 12 Y/O) Industry vs Inferiority discovered that learning is an adventure, grasped the idea that doing things is more important and more rewarding than watching things being done. When they are encouraged in their efforts to do practical tasks and are praised and rewarded for the finished results, their sense of industry grows. Parents who do not show appreciation for their children’s efforts may cause them to develop a sense of inferiority rather than pride and accomplishment. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE SCHOOL - AGE (6 – 12 Y/O) Industry vs Inferiority children attempt to master their new developmental task independently Provide opportunities by allowing child to assemble and complete a short project so that child feels rewarded for accomplishment. When they are encouraged in their efforts to do practical tasks and are praised and rewarded for the finished results, their sense of industry grows. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE ADOLESCENT (13 – 21 Y/O) Identity vs Role confusion Sense of identity to decide who they are and what kind of person they will be. If adolescents cannot do so, they are left with role confusion unsure of what kind of person they are and are uncertain what they can do or what kind of person they can become. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE ADOLESCENT (13 – 21 Y/O) Identity vs Role confusion a. Provide opportunity for an adolescent to discuss feelings about events important to him/her. b. Offer support and praise for decision making. Some adolescents seek a negative identity: Body piercing and tattooing can help establish identity as they are outward expressions of who adolescents think they are.  ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE YOUNG ADULT (21– 30 Y/O) Intimacy vs Isolation Intimacy - the ability to relate well with other people, opposite sex and own sex to form a long lasting friendships.. Successful completion of this stage can lead to comfortable relationships. Risk of being rejected or hurt when offering love or friendships develops sense of isolation ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE MIDDLE – AGED ADULT (40 – 65 Y/O) Generativity vs Stagnation a. They become politically active, work to solve environmental problems. b. Contribution to society and doing things to benefit future generation. People with a sense of generativity are self-confident and better able to juggle their various lives People without this sense become stagnated or self- absorbed. ERIKSON’S PSYCHOSOCIAL THEORY DEVELOPMENTAL STAGE OLDER ADULT (65 Y/O AND ABOVE) Integrity vs Despair a. An adult with integrity feels good about the life choices he/she has made. b. One with feeling of despair wishes life would begin over again, so things could turn out differently. FINALS