19 Principles of Growth and Development

GROWTH AND DEVELOPMENT
GROWTH – quantitative; size measurable; weight =

BEST INDEX of growth
DEVELOPMENT –qualitative; increasing capacity to

function at a more advanced level
-DENVER II-measures gross motor, fine motor,
language & personal-social devt fr NB-6 yrs
STAGES of Growth & Development
1. PRENATAL PERIOD- conception to birth
2. INFANCY- birth to 1 year
Newborn/Neonatal-birth to 28 month
Infancy- 1 to 12 months
3. CHILDHOOD- 1 to 12 years
Toddler- 1 to 3 years
Preschool- 3 to 6 years
School age- 6 to 10 yrs
Puberty- 10 to 12 years
4. ADOLESCENCE- 13 to 21 years
Early Adolescence- 13 to 17 years
Late Adolescence- 18 to 21 years
RATES OF GROWTH
A.Infancy: MOSTRAPIDperiodof growth
BW doubles at6 mos
BWtriples at12 mos
B.Toddler: SLOW, PLATEAU
TRUNKgrowsFASTERthanothertissues
*Heightat2yois50%of adultheight
RATES OF GROWTH
C.Preschooler: SLOW,uniform
TRUNKgrowsfasterthanothertissues; legsalsogrowfast
D.Schooler: SLOW,uniform
LIMBSgrowmostrapidly;
BONESgrowfasterthanmusclesand ligamentstendencyto
fractures
RATES OF GROWTH
E.Adolescence:
RAPIDgrowth, inSPURTboth inHT&WT

Girls: 2yearsahead ingrowthspurt
Growthspurtslastfor3years.
Age9, boysandgirlsarethesameinsize;at12,girlsare
biggerthantheboys
Principles of Growth &
Development
 G & D are continuous processes from conception
until death.
 G & D proceed in an orderly sequence.
 Different children pass through predictable stages
at different rates.
 All body systems do not develop at the same rate.
Principles of Growth & Development
 Development is cephalocaudal.
 Development proceeds from proximal to distal
body parts.
 Development proceeds from gross to refined skills.
 There is an optimum time for initiation of
experiences or learning
Principles of Growth &
Development
 Neonatal reflexes must be lost before development
can proceed
 A great deal of skill & behavior is learned by
practice.
Factors Influencing Growth &
Development
 GENETICS- gender, health, IQ
 TEMPERAMENT-easy, difficult, slow-to-warm-up
 ENVIRONMENT- socioeconomic status, parent-
child relationship, ordinal position
 NUTRITION
SIGNIFICANT PERSONS
A. INFANCY- MOM
B. TODDLER- PARENTS
C. PRESCHOOLER-FAMILY
D. SCHOOLER (teacher, peers same sex,
neighbors, classmates)
HEROWORSHIPPED
SIGNIFICANT PERSONS
E. ADOLESCENCE
 PEERS
 Models of leadership
 Sexual models
 Partners of same and OPPOSITE SEX
 Adults other than parents are
IDOLIZED.
FEARS OF CHILDREN
A. INFANCY: Fear of STRANGERS

 Startsat 6 monthswhen infantrecognizes the
parents; PEAKS at 7-8 months
FEARS OF CHILDREN
B. TODDLER: Fearof SEPARATION
Stagesof separationanxiety:
1. Protest
2. Despair– Depression,
Regression
3. Denial/Detachment
FEARS OF CHILDREN
C. PRESCHOOLER
 CASTRATION/ MUTILATION
 ILLOGICAL fears: GHOST, INANIMATE
OBJECTS,
 DARK: universal fear of children.
FEARS OF CHILDREN
D. SCHOOLER:
Fear of DISPLACEMENT/ REPLACEMENT, disease and

DEATH (permanent separation from loved ones)
FEARS OF CHILDREN
E. ADOLESCENCE :
 LOSING IDENTITY:acne,obesity, bodyodor
homosexuality;
 UNKNOWN,
 DISEASE &DEATH ( unfulfilleddreams: HAS
MOSTfearof death)
Theories of Development
 THEORY- systematic statement of principles that
provides a framework for explaining some
phenomenon
 DEVELOPMENTAL TASK- skill or 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.
Sigmund Freud
FREUD’S Psychoanalytic/Psychosexual Theory
 Adult behavior is a result of instinctual drives that have a
primarily sexual nature (LIBIDO) from within the person &
the conflicts that develop between these instincts :
 PSYCHOSEXUAL STAGES- sexual gratification is focused
on a body part
FREUD’S Psychoanalytic/Psychosexual Theory
 ID- pleasure principle, selfish, I WANT
 EGO- reality
 SUPEREGO- society, conscience, I
DON’T WANT
PSYCHOSEXUAL STAGES:
 ORAL PHASE (0 to 18 mos)
 ID or pleasure principle; MOUTH
 0-6 mos: oral passive (sucking, licking)
 7-18 mos: oral aggressive (teething)
PSYCHOSEXUAL STAGES
 ANAL PHASE (toddler 18mos-3yrs)
EGO, toilet training, independence
*children find pleasure in both retention and
defecation
 PHALLIC PHASE (3 to 6/preschool)
*stage of the SUPEREGO; masturbation is
common, exhibitionism
Oedipal Complex- son’s attachment to Mom,
jealousy towards father
Electra Complex- daughter’s attachment to Dad
PSYCHOSEXUAL STAGES
 LATENT PHASE (6 to 12 schoolers)
strict SUPEREGO
Libido is diverted into concrete thinking
 GENITAL PHASE (12- Adolescents)
develops sexual maturity and learns to
establish satisfactory relationships with others.
Erik Erikson’s Theory of
Psychosocial Development
 Stresses importance of culture & society in personality
development
 A person’s social view of himself is more important
than instinctual drives in determining behavior
Erik Erikson’s Theory of
Psychosocial Development
 It stresses the importance of culture & society in the
development of personality
 A person’s social view of himself is more important
than instinctual drives in determining behavior.
 At each stage, there is a conflict between 2 opposing
forces.
 The resolution of each conflict, or accomplishment
of the developmental task or that stage, allows the
individual to go on to the next phase of
development
Psychosocial Theory
 TRUST VS MISTRUST (Infancy)
-infants whose needs are met as they arise,
cuddled, played with, view the world as a safe place;
-if care is inconsistent, inadequate or rejecting, it
fosters a basic mistrust, they become more fearful
-consistent care to foster trust
Psychosocial Theory
 AUTONOMY VS SHAME OR DOUBT (Toddler)
-autonomy builds on new motor & mental
abilities;
- toddlers need to do what they are capable of
doing, at their own pace and time;
NEGATIVISTIC,STUBBORN
-if they are not allowed to do things they want
to do, they will doubt their ability and stop trying
-OFFER CHOICES, allow them to practice
skills
Psychosocial Theory
 INITIATIVE VS GUILT (Preschool)
-it is learning how to do things on their own and
not merely respond to or imitate the actions of others.
-Encourage opportunities for motor play, answer
questions (intellectual initiative), do not inhibit
fantasy or play activity.
-Those who do not develop initiative may later
have limited brainstorming and problem-solving skills,
waiting for clues or guidance from others before acting
-best time to take them to zoo, park to explore
Psychosocial Theory
 INDUSTRY VS. INFERIORITY (Schooler)
-The task is how to do things well;
-success or failure in school or community
settings have a lasting impact
-give tasks or assignments
Psychosocial Theory
 IDENTITY VS. ROLE CONFUSION (Adolescent)
-they must bring everything they have learned
about themselves and integrate these different
images into a whole that makes sense
 INTIMACY VS. ISOLATION (young adult)

-lasting friendships, relationship with opposite
sex
Psychosocial Theory
 GENERATIVITY VS STAGNATION (Middle-age)
-extend their concern from just themselves
and their families to the community and the world,
become politically active, work to solve
environmental problems, participate in far-reaching
communities or world-based problems; those
without generativity stagnate and become self-
absorbed with a narrow perspective and lack ability
to
Psychosocial Theory
 INTEGRITY VS DESPAIR (Older Adult)
-looking back
-those with integrity feel good about their life
choices; those with despair wish life would begin
again so things could turn out differently
Sensorimotor Stage
 INFANT 0 to 2 yrs - practical intelligence, at first through
their senses, using reflex behavior; later, they learn
people are entities separate from objects;
 primary refers to activities related to a child’s own body
while circulatory reaction shows repetition of behaviors
 -secondary refers to activities separate from a child’s body
(hitting a mobile, making it move);
 infant also learns permanence (peek-a-boo, search for
hidden objects, parent is the same regardless of outfit,
learn where their body stops and their bed, parent or toy
begin
 -final phase of infant year (coordination of secondary
reactions)- exhibit goal-directed behavior
Sensorimotor Stage
Stage of Age Nursing Implications
Development Span
Neonatal Reflex 1 mo Reflexive behavior
Primary Circular Reaction 1-4 mos Hand-mouth, ear-eye coordination, thumbsucking
Secondary Circular 4-8 mos Imitates, repeats, memory traces; mirror

Reaction
Coordination of 2ary 8-12 mos Plan activities, separation anxiety; nesting toys
reactions
Tertiary Circular Reaction 18-24 mos Experiments; object permanence; throw & retrieve
Invention of New Means 18-24 mos Transitional phase; uses memory & imitation; solve basic
problems; blocks
TODDLER (TERTIARY CIRCULAR REACTION &
INVENTION OF NEW MEANS & START OF
PREOPERATIVE PERIOD)
 tertiary circular reaction- use trial and error to
discover characteristics of objects and events
 -invention of new means- able to think through
actions or mentally project solutions to a problem
 -preoperational thought- relearn on a conceptual level
some lessons mastered as infants; using symbols to
represent objects; draw conclusions only from obvious
facts they see (Daddy is shaving therefore going to
work just like yesterday)
PRESCHOOLER
 -intuitive thought (substage of preoperational thought)-
tend to look at an object and see only 1 characteritic or
centering (banana is yellow, medicine is bitter) which
contributes to lack of CONSERVATION or REVERSIBILITY
as in pouring beads into differently-sized containers
wherein they conclude that there is a change in the amount
of beads
 -role fantasy (how children would like something to turn
out)
 -assimilation
 -magical thinking- personification of nonliving things
 -egocentrism- perceiving one’s thoughts are better or more
important than those of others
Preoperational Thought
 Thought becomes symbolic
 Egocentric
 Concept of time is NOW & distance is As far as
they can see
 Toys that require imagination: clay, finger paints
Concrete Operational Thought
 Systematic reasoning
 Uses memory to learn broad concepts
 Classifies/sorts ( color, seriation, multiplication)
 Reversibility-ability to retrace steps
 Conservation- constancy despite transformation
 Activity: collecting
 discover concrete solutions to everyday problems ad
recognize cause and effect relationships; as early as 7
yo
 -inductive reasoning- from specific to general (toy is
broken; toy is made of plastic; all plastic toys break
easily)
Formal Operational Thought
 capable of thinking in terms of possibility- what could
be (ABSTRACT THOUGHT)-rather than being limited
to what already is (CONCRETE THOUGHT)
 Understands deductive reasoning (from general to
specific)- plastic toys break easily; this toy is plastic; it
will break easily
Scientific reasoning to solve hypothetical questions
 Past, present & future
 Adult or mature thought
 Activity: talk time
Kohlberg’s Theory of Moral
Development
b
Development
 INFANT (PRERELIGIOUS STAGE)- approval or
scolding reaction of parents to certain behaviors
influence their actions
 TODDLER (PUNISHMENT-OBEDIENCE
ORIENTATION)
 -doing right is centered on “mother says so” rather
than spiritual motivation
 -a child is good because a parent says a child must be
good, not because it is right to be good.
Development
PRESCHOOLER(PRECONVENTIONAL)
 -Tend to do good out of self-interest
 -egocentrism makes a preschooler do things for others
only in return for things done for him (if you do this, I
will give you a toy)
 -they imitate what they see and need good role models
Development
SCHOOL-AGE CHILD (CONVENTIONAL
DEVELOPMENT)
 -young school-age (nice-girl, nice-boy stage)- engage
in actions that are nice or fair rather than right; e.g.
sharing is nice, stealing is not
 -late school-age- necessary to obey rules only when the
rules can be clearly enforced (police, principal)
Development
ADOLESCENT (POSTCONVENTIONAL
DEVELOPMENT)
 -using abstract thinking they are able to internalize
standards of conduct( do what they think is right
regardless of whether anyone is watching

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GROWTH AND DEVELOPMENT

GROWTH – quantitative; size measurable; weight =

DEVELOPMENT –qualitative; increasing capacity to

RAPIDgrowth, inSPURTboth inHT&WT

A. INFANCY: Fear of STRANGERS

Fear of DISPLACEMENT/ REPLACEMENT, disease and

 INTIMACY VS. ISOLATION (young adult)

Neonatal Reflex 1 mo Reflexive behavior

Primary Circular Reaction 1-4 mos Hand-mouth, ear-eye coordination, thumbsucking

Secondary Circular 4-8 mos Imitates, repeats, memory traces; mirror

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