Nurture includes all the extrinsic fo r c e s , i n fl u e n c e s and conditions which affect the l i fe , nature, behaviour,

the growth. development and maturation of l i v i n g organism (Douglass and Holland).

Hence., we can say that nurture means all that is fo u n d around the individual. The zygote is surrounded by

a jelly like substance known as cytoplasm'. The cytoplasm is an intracellular nurture which influences the

development. Though th e l i fe begins with single cell, in the p ro c e s s of c e ll division s e v e ra l new cells are

fo r m e d and a new inte rnal nurt ur e comes into existence.

Growth and Maturation

Growth

In psychology, t h o ugh , g ro wt h and m at ura t i on are a l i tt l e d iff eren t. Growth is the physical p ro c e s s of

development, p a rticularly the p ro c e s s of b e c o m i n g p h y s i c a ll y l a r ger. It is q u a n t i fi a b l e . meaning that it can

be m e a sured , and it is m o st l y i n fl u e n c e d by genetics. Fo r ex ampl e , the y ear that she was 1 1 , Keisha got

t all er by two i nc h es . This is an ex amp le of g ro wt h because it involves her g e tt in g p h y sic a ll y t a ll er and is

q u a n t i fi a b l e (two in c hes ).

Maturation

Maturation is the proc ess by which we c h ange, gro w, and develop t hro u g h o ut l i fe . Developmental

psychologists loo k at many different t yp es of m atu ra ti o n t hro ug h out the li fes pa n. The t yp es of m a t u ra t i o n

that we ' ll fo cus on in this l e sson are p h ysi c al ma tu ra t i on and c ogni t ive matu ra tion .

Learning

Learning is the process of understanding,

Furthermore, it cana l s o be an exploration, discovery, refinement, and extension of the learner's meaning

of knowledge. Overall, learning occurs when an individual's behavior or knowledge changes.

Relation between Maturation and learning

Definitions of Maturation and Learning:

• Learning is a proce ss that res ults in a b e h avi oral c ha nge in the ind i vidua l.

• Maturation is a pro c e ss where the i n di v id ual lea rns to react to sit u at i ons in an a ppropriate manner.

Processes:

• L e a rn in g is th rough practice and e xperience.

• Maturation is through i n di v i dua l g rowth and develo p m e n t.

External S t i m u li :

• L e a rn i n g is a res p onse to e xternal st i muli that resu l t in in di vid ual change .

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 • Maturation does not need external stimuli.

M a t u r a t i o n a n d Learning:

• Maturation i n fl u e n c e s the process of learning. If an individual has not achieved the necessary ev e

maturity, a particular learning behavior cannot be expected.

I m p l i c a t i o n s for teachers to dev el o p holistic u n d e r s t a n d i n g of the l e a rn e r

Every i n d i v i d u a l molded with unique heredity and different environment. S o , i n d i v i d u a l difference

are greatly showing among the individuals. Hence as a teacher you should understand the individu-g

differences of the pupil, accordingly methodology, approaches and styles should be modified by satisfying

all the students. Then only we can understand the students holistically.

Continuity and D i s c o n t i n u i ty in Development of a learner ~

continuous or discontinuous. Developmental psychologists who support the continuity view suggest that �

development i s a continuous process that is gradual, cumulative and ongoing changes throughout the life �

span, with behaviour in the earlier stages of development p ro v i d i n g the basis of s k i ll s and abilities required �

for the next stages . . For example, a child learns to crawl, and then to stand and then to walk. They are

gradually learning how to walk. It's just like hiking up the mountain path: a slow, steady ascent that leads �

to the top.

On the other hand, some people see development as consisting of different stages. They believe '-­

development involves distinct and separate stages with different kinds of behaviour occurring in each 1,1

stage. This suggests that the development of certain abilities in each stage, such as specific emotions or

�
ways of thinking, have a definite starting and ending point. However, there is no exact time at which an

ability suddenly appears or disappears. The discontinuity view of development believes that people pass i

through stages of l i fe that are qualitatively different from each other. For example, children go from only "

being able to think in very literal terms to being able to think abstractly. They have moved into the 'abstract I!!

thinking' phase of their lives. As you can imagine, discontinuous development is like walking up the stairs:
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a series of stages, or steps, that get you to the top of the mountain. Both continuous and d i s c o n t i n u o u s ;

developments are essential for overall development of a learner.

Growth and Maturation in development of a learner

In psychology, though, growth and maturation are a little different. Growth is the physical process

of development, particularly the process of becoming physically larger. It is quantifiable, meaning that it 1

can be measured, and it is mostly influenced by genetics. For example, the year that she was 1 1 , Keisha got

taller by two inches. This is an example of growth because it involves her getting physically taller and is

quantifiable (two inches).

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 On the other hand. m a t u r a t i o n i s the physical, i n t e l l e c t u a l , or e m o t i o n a l process of development.

Maturation i s o ft e n not q u a n t i fi a b l e . and it too is mostly influenced by g e n e t i c s . For example. as Keisha

became o l d e r. her b ra i n d e v e l o p e d in a way that meant she was able to h a n d l e more c o m p l e x tasks than she

could before.

Notice that, while growth is physical, maturation is physical, i n t e l l e c t u a l. or e m o t i o n a l. Often,

m a t u ra t i o n involves two or even all three. E.g. Kamaraj's brain physically developing allowed him to

intellectually understand complex matters better. In fact the emotional component of empathy is

sometimes affected by physical and intellectual maturity. As a person's b ra i n p h y s i c a ll y d e v e l o p s . they are

able to understand intellectually what others are going through and how they m i g h t feel. and that allows

them to emotionally feel empathy for others. Hence, growth and maturation play a major in the

development of a learner.