Biophysical Development PDF

Areas of developmental theories  Biophysical development Biophysical development refers to the physical and biological aspects of human development, encompassing the growth, maturation, and changes that occur in the body over the lifespan. This includes both structural changes (such...

Areas of developmental theories  Biophysical development Biophysical development refers to the physical and biological aspects of human development, encompassing the growth, maturation, and changes that occur in the body over the lifespan. This includes both structural changes (such as growth in height, weight, and muscle mass) and functional changes (such as changes in sensory perception, motor skills, and physiological processes). Biophysical development is influenced by genetic factors, environmental factors, and interactions between the two.  Prenatal Development: Biophysical development begins with prenatal development, which encompasses the period from conception to birth. During this time, the developing organism undergoes rapid growth and differentiation, with the formation of major organ systems and the development of basic physiological functions. Prenatal development is particularly sensitive to environmental influences, and exposures to substances, toxins, or stressors during this time can have lasting effects on health and development.  Infancy and Early Childhood: Biophysical development continues during infancy and early childhood, marked by significant growth in body size and changes in motor skills, sensory abilities, and cognitive development. Infants and young children experience rapid physical growth, including increases in height, weight, and muscle strength. Motor milestones, such as sitting, crawling, walking, and fine motor skills (like grasping and manipulation), are achieved during this period  Middle Childhood and Adolescence: During middle childhood and adolescence, biophysical development is characterized by continued growth and maturation, as well as the onset of puberty and the development of secondary sexual characteristics. Adolescents experience significant physical changes, including growth spurts, changes in body composition, and sexual maturation. Cognitive abilities, motor skills, and sensory functions continue to develop and become more refined during this period.  Adulthood: Biophysical development continues throughout adulthood, although the rate of growth slows down and eventually stabilizes. Adults experience changes in body composition, such as decreases in muscle mass and bone density, as well as changes in sensory acuity and motor function. Aging is associated with physiological changes, such as declines in cardiovascular function, changes in hormone levels, and alterations in immune function.  Older Adulthood and Aging: In older adulthood, biophysical development is characterized by the aging process, which involves progressive declines in physical function, sensory abilities, and overall health. Older adults may experience changes such as decreased mobility, sensory impairments (such as vision and hearing loss), and increased susceptibility to chronic health conditions. However, individual differences in biophysical aging are influenced by factors such as genetics, lifestyle, and environmental factors.  Biophysical development is intertwined with other aspects of development, such as cognitive, social, and emotional development, and plays a crucial role in shaping individuals' overall health and well-being across the lifespan. Understanding biophysical development is essential for promoting optimal health and addressing health-related challenges at different stages of life.  Gesell’s theory of child development  Arnold Gesell (father of child development) The child’s personality is a product of slow gradual growth His nervous system matures by stages and natural sequences. He sits before he stands; he bubbles before he talks; he fabricates before he tells the truth; he draws a circle before he draws a square; he is selfish before he is altruistic; he is dependent on others before he achieves dependence on self. All his abilities, including his morals, are subject to laws of growth. The task of child care is not to force him into a predetermined pattern but to guide his growth  Gesell (1880 – 1961) Born on 21st June 1880 and died on 29th May 1961 in Alma, Wisconsin and was the eldest of five children His interest in children was established as he watched his younger siblings learn and grow After high school, he briefly taught high school and went to the university of Wisconsin where he studied and received his bachelor’s degree in philosophy in 1903 He went to teach elementary school and was a high school principal He continued his education at Clark university and received his Ph. D in 1906 He got professorship at the L.A. State normal school and married Beatrice Chandler  He developed an interest in studying children with disabilities He was an assistant professor at Yale, where he developed the clinic of child development and received his M.D. in 1915 He developed the maturational theory of child development His theory focuses on physical and mental development. He believed developmental patterns are determined by child’s heredity  Gesell’s maturation theory The child’s growth or development is influenced by two major forces First the child is a product of his/ her environment. But more fundamentally, Gesell believed that the child’s development is directed from within, by the action of the genes. This process he referred to as maturation According to Gesell’s theory of maturation, the best thing a parent can do is to be sensitive and patient since they cannot affect development and only offer guidance  Assumptions of maturational theory Development has a biological basis Good and bad years alternate Body types (endomorph, ectomorph and mesomorph) are correlated with personality development- somatotype theory by William Sheldon. He assigned personality traits to body type e.g. endomorphs were considered to be extroverted, cheerful, relaxed and lazy; mesomorphs- extroverted, active and competitive; ectomorphs- introverted, intelligent, quiet and retrained According to this theory, children are expected to show certain behaviours according to a maturational timetable  Parents can only create guidance Parents can only be (parents should Parents must not sensitive and patient with a child’s neither impose strict control nor rush a child through any particular stage development allow excessive freedom)  Gesell’s work Gesell was initially interested in developmental disabilities and he spent several years researching childhood mental disabilities including those related to down syndrome and cerebral palsy. He however realized that childhood mental disabilities could not be fully understood without knowledge of normal development He shifted his focus of study to normal behavior especially the mental growth of babies He developed a method to precisely record and measure behavior in a strictly controlled environment  Gesell’s dome He also pioneered the use of motion- picture cameras to study the development of normal infants and young children The dome was designed with one- way mirrors to observe children The one- way mirror allowed for children to be observed in natural play situations without being disturbed, thus providing behavioural measures free from the effects of interference by researchers He recorded about 12, 000 children of various ages and levels of development This study became the foundation for his theories of child development  Based on his studies, he concluded that all children pass through certain maturational stages- developmental milestones- in essentially the same manner. Children progress through these stages naturally over time and independently of learning  Gesell’s contribution to physical development theory He was one of the first psychologists to systematically describe children physical, social and emotional achievements through study of human development from birth through adolescence His study of child development focused on 4 areas: cognitive, motor, language, and social development He used his observation of children to identify the typical age at which specific skills are acquired He devised a physical development theory, for example that identified the sequence for motor skill development and identified the age at which each skill is typically mastered Cognitive Language Motor social Hand- eye Ability to Favours one hand Interaction with coordination understand over the other other children and adults Number Sentence Fine motor skills Self- regulation familiarity structure Short- term Semantics Coordination and Self- help memory balance Visual and spatial Can verbally General motor perception express oneself skills Attention span Vocabulary Pre- mathematical skills  Significance of Gesell’s theory The maturation theory is the current basis for most assessment of child development today Information derived from these tests can be used to determine if a child is ready for school. It can also be used to identify developmental delays in children His theory also aided researchers’ understanding of the factors that affect child development; maturation is affected by both genetics and environmental factors  Criticisms of gesell’s theory He used only white, middle- class parents and children for his subjects, thus decreasing the validity of his study He was also accused of ignoring individual and cultural differences in growth patterns