MODULE 1

CONCEPTS OF GROWTH AND DEVELOPMENT

ELVIS R. QUITALIG, RN

Learning Concepts After completing the module:

You will be able to differentiate between the terms growth and development Principles of Growth and Development List factors that influence growth and development. Describe the stages of development according to various theorists Discipline and Punishment.

GROWTH AND DEVELOPMENT

-Dynamic

processes. -Independent. - Interrelated processes.

GROWTH
PHYSICAL Change

and

increase of size. Measured quantitatively Indicators which include Height, weight, bone size and dentition. The pattern of physiologic growth is similar for all people.

DEVELOPMENT
Increase

in the complexity of function and skill progression. Capacity and skill of a person to adapt the environment BEHAVIORAL aspect of GROWTH.

PRINCIPLES OF GROWTH AND DEVELOPMENT

Continuous, orderly, sequential process influenced by MATURATIONAL, ENVIRONMENTAL, and GENETIC FACTORS. All humans follow the same pattern of growth and development. The sequence of each stage is predictable, although the time of onset, the length of the stage, and the effects of each stage vary with the person.

Learning can either HELP or HINDER the maturational process, depending on what is learned. Each developmental stage has its own characteristics. Occur in cephalocaudal direction. Occur in proximodistal direction. Development proceeds from simple to complex, or from single to integrated acts

Development becomes increasingly differentiated. It begins with generalized response and progresses to a skilled specific response. Certain stages of growth and development are more critical than others.

Factors Influence Growth and Development

GENETIC-

gender, physical Characteristics and temperament.

ENVIRONMENTAL

factorsfamily, religion, climate, culture, school, community, and nutrition.

Stages of Growth and Development

STAGE AGE SIGNIFICANT CHARACTERISTIC S IMPLICATIONS Neonatal Birth to Behavior is largely 28 days reflexive and develops to more purposeful behavior 1 month to 1 year Physical growth is rapid. Experiences first relationship; starts to distinguish the world through his senses Assist parents to identify and meet unmet needs.

Infancy

Control the infants environment so that physical and psychologic needs are met. Provide calm routine, infants schedule, encourage parent to participate in care, stimulations

Toddlerhood 1 to 3 years Training period

Motor development permits increased physical autonomy. Psychosocial skills increase. Attachment to mother and regular caregivers is strong, begins independence and exploration; learns to say NO; puts everything in mouth; shows food likes and dislikes; frightened of loud noises and absence of primary caregiver, can understand simple honest explanation; may or may not share, TOILET train by age 3

Safety and risktaking strategies must be balanced to permit growth.

Tell familiar stories again and again; DO NOT LIE; Child does not know Fact from Fiction ; Familiarize those objects that are part of his care; toilet train as the family wishes without punishment but with POSITIVE REINFORCEMENT, pull toys,balls.

Preschool

3 to 6 years

Love Triangle

Their world is expanding. New experiences and the preschoolers social role are tried during play. Physical growth is slower. Girls mature more quickly; discovers sharing of friends and parents; affection and jealousy apparent; imitation; attempts to please; assumes some of his own personal care; assists with simple household chores; vivid imagination leads to stories; likes to use familiar objects over and over; approval of family important; older children like to take active part in care

Provide opportunities for play and social activity.

Activities with hands and crayons, simple puzzles, simple ball games, and tag; always give simple reasons for activities.

School Age 6 to 12 years Middle Chilldhood

Preadolescent period ( 1012 years old). Peer group increasingly influences behavior, PEER ACCEPTANCE. Physical, cognitive, and social development increases and communication skills improve.; easily embarrassed; asserts independence and friendships; secretive and argues with adults; sexual curiosity

Allow time and energy for the school-age child to pursue hobbies and school activities. Recognize and support childs achievement. REASONS for actions important give time frame for schedule; provide SCIENTIFIC play jigsaw puzzles table games, board games, electronic and video games, music, puppet, sewing and crafts, model building

ADOLESCENCE

12-20 Rapid change physically YEARS and emotionally; sexual old development; mood changes; relationship very sensitive; need for privacy; peer relationships important; INDEPENDENCE very important; Enjoys reading, use of telephone, music; may reject familiar objects or foods; exerts his opinions, may reject suggestions from parents or caregivers but accept them from strangers; idol worship is common; concern for appearance and virility. SELF- concept changes with biologic development, VAUES are tested. STRESS increases, especially in face of conflicts

Respect need for privacy, sexual concerns; explain all actions logically, honestly, encourage child to express his desires and interests. ASSIST adolescents to develop COPING behaviors. Help adolescents develop strategies for resolving conflicts

Young Adulthood

2040 year s

A personal lifestyle develops. Person establishes a relationship with a significant other and a commitment to something.

Accept adults chosen lifestyle and assist with necessary adjustments relating to HEALTH. Recognize the persons commitments. Support change as necessary for Health.
Assist planning for anticipated changes in life, recognizing risk factors related to health, focus on strengths rather than weaknesses. Keep physically and socially active and to maintain peer group interactions.

Middle Adulthood

40Lifestyle changes due to 65 other changes; for years example children leave home, occupational goals change.

OLDER 65Adaptation to retirement ADULTHOOD 74 and changing physical Young-old years abilities is often necessary. Chronic illness may develop.

Middle- old

65-74 years

Adaptation to decline in speed of movement, reaction time, and increasing dependence on others may be necessary.

Assist clients to cope with loss (example: hearing, sensory abilities and eyesight, death of loved one). Provide necessary safety measures.

Old-old

85 and over

Increasing physical problems may develop.

Assist clients with self-care as required, and with maintaining as much independence as possible.

Growth and Developmental Theories

Growth and development FIVE MAJOR COMPONENTS: Physiologic Psychosocial Cognitive Moral Spiritual

I. DEVELOPMENTAL TASK THEORY by HAVIGHURST

Learning is a basic to life and that people continue to learn throughout life. Developmental task- a task which arises at or about a certain period in the life of an individual, he successful achievement of which leads to happiness and success with later tasks; while leads to unhappiness, social disapproval, and difficulty with later tasks. Provides us to evaluate a PERSONS GENERAL ACCOMPLISHMENTS

He identifies three sources of developmental tasks (Havighurst, 1972) * Tasks that arise from physical maturation. For example, learning to walk, talk, and behave acceptably with the opposite sex during adolescence; adjusting to menopause during middle age * Tasks that from personal sources. For example, those that emerge from the maturing personality and take the form of personal values and aspirations, such as learning the necessary skills for job success. * Tasks that have their source in the pressures of society. For example, learning to read or learning the role of a responsible citizen.

II. PSYCHOSOCIAL THEORIES

Freuds

Five Stages of Development Eriksons Eight Stages of Development

Freuds Five stages of Development

Oral ( Birth to 1 year) mouth Feeding produces pleasure and sense of comfort and safety. Feeding should be pleasurable and provided when required. Anal ( 1 to 3 years) Anus and Bladder- Controlling and expelling feces provide pleasure and sense of control. TOILET training should be pleasurable experience.

Phallic (4-6 years) Genitals- The child identifies with the parent of the opposite sex and later takes on a love relationship outside the family. ENCOURAGE IDENTITY. Latency ( 6-puberty) Physical and intellectual activities- Encourage child with physical and intellectual pursuits. Encourage sports and other activities with same sex peers

Genital ( Puberty and after) Full sexual maturity and function and development of skills needed to cope with the environment - Encourage separation from parents, Achievement of independence and decision making.

Erik Eriksons Stages of Development

Infancy ( Birth to 18 months) TRUST vs. MISTRUST: Learning to trust others; Mistrust, withdrawal, estrangement

Early childhood (18 months- 3 years) AUTONOMY vs. SHAME AND DOUBT: Self control without loss of self- esteem, ability to cooperate and to express oneself; Compulsive self- restraint or compliance, willfulness and defiance

Late childhood ( 3-5 years) INITIATIVE vs. GUILT: Learning the degree to which assertiveness and purpose influence the environment, beginning ability to evaluate ones own behavior; Lack of self- confidence, Pessimism, fear of wrongdoing, Overcontrol and overrestriction of own activity

School Age ( 6-12 years) INDUSTRY vs. INFERIORITY: Beginning to CREATE, DEVELOP and MANIPULATE, Developing sense of COMPETENCE and PERSEVERANCE; Loss of HOPE, sense of being mediocre, withdrawal from school and peers.

Adolescence (12-20 years) IDENTITY vs. ROLE CONFUSION: Coherent sense of self, Plans to actualize ones abilities; Feelings of confusion, indecisiveness, and possible ANTISOCIAL BEHAVIOR Young adulthood (18-25 years) INTIMACY vs. ISOLATION: Intimate relationship with another person, commitment to work and relationships; Impersonal relationships, Avoidance of relationship, career, or lifestyle commitments

Adulthood ( 25-65 years) GENERATIVITY vs. STAGNATION: creativity, productivity, concern for others; Self-indulgence, self-concern, lack of interests and commitments Maturity (65 years to death) INTEGRITY vs. DESPAIR: Acceptance of worth and uniqueness of ones own life, Acceptance of death; Sense of loss, contempt for others

DISCIPLINE AND PUNISHMENT

DISCIPLINE- is a SET of rules that govern conduct and actions, resulting in orderly behavior. It can be STRICT or LOOSE. Rules can be well KNOWN or NOT well known. Discipline can BE ACCEPTED or JUST followed for FEAR of PUNISHMENT.

PUNISHMENT- is a HARSH act given as a result of an OFFENSE or wrongdoing, as when a rule or discipline is broken.

As we work with the children, remember:

Treat each child as an individual. Discuss with the child the expectations related to his behavior or a particular task. I expect ____________. Do you understand? Encourage and praise children whenever possible. Use positive suggestions- avoid saying DONT. Rather, say, PLEASE_________. Thank you.

Explain the limits that are set upon the behavior before the child makes a mistake. You may play outside until it is dark. Then you are to come in. Do you understand? Make mealtime a pleasure. Prepare food the child enjoys. Encourage parents to take an active part in making decisions. Do not take sides in arguments. Suggest that people separate during an argument before harsh words are said or physical punishment takes place.

Do not be judgmental. Report changes in family members. Report changes in family activities. Report feelings or suggestions and the objective happenings that lead you to your suspicions. Report child abuse or neglect.

THANK YOU FOR LISTENING