module 1 concept of growth and development
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MODULE 1CONCEPTS OF GROWTH
AND DEVELOPMENT
ELVIS R. QUITALIG, RN
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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.
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GROWTH AND
DEVELOPMENT
-Dynamic processes.-Independent.
- Interrelated processes.
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GROWTH
PHYSICAL Change andincrease of size.
Measured quantitatively
Indicators which includeHeight, weight, bone size and
dentition.The pattern of physiologic
growth is similar for all people.
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DEVELOPMENT
Increase in the complexity of
function and skill
progression.Capacity and skill of a person
to adapt the environmentBEHAVIORAL aspect of
GROWTH.
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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 ispredictable, although the time of onset,
the length of the stage, and the effects of
each stage vary with the person.
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Learning can either HELP or HINDERthe maturational process, depending onwhat is learned.
Each developmental stage has its owncharacteristics.
Occur in cephalocaudal direction.
Occur in proximodistal direction.
Development proceeds from simple tocomplex, or from single to integratedacts
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Development becomes increasinglydifferentiated. It begins with
generalized response and progresses
to a skilled specific response. Certain stages of growth and
development are more critical than
others.
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Factors Influence Growth and
Development
GENETIC- gender, physicalCharacteristics and temperament.
ENVIRONMENTAL factors-
family, religion, climate, culture,school, community, and nutrition.
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Stages of Growth and
DevelopmentSTAGE AGE SIGNIFICANT
CHARACTERISTIC
S
IMPLICATIONS
Neonatal Birth to
28 days
Behavior is largely
reflexive and
develops to morepurposeful behavior
Assist parents to identify and
meet unmet needs.
Infancy 1
month
to 1
year
Physical growth is
rapid.
Experiences first
relationship; startsto distinguish the
world through his
senses
Control the infant’s
environment so that physical
and psychologic needs are
met.
Provide calm routine, infant’s
schedule, encourage parent to
participate in care, stimulations
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Toddlerhood
Training
period
1 to 3
years 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 risk-
taking 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.
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Preschool
Love
Triangle
3 to 6
years
Their world is expanding.
New experiences and the
preschooler’s 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.
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School Age
Middle
Chilldhood
6 to 12
years
Preadolescent period ( 10-
12 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 child’s
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
O SC C
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ADOLESCENCE 12-20
YEARS
old
Rapid change physically
and emotionally; sexual
development; mood
changes; relationship very
sensitive; need for
privacy; peer relationshipsimportant;
INDEPENDENCE very
important; Enjoys reading,
use of telephone, music;
may reject familiar objects
or foods; exerts hisopinions, may reject
suggestions from parents
or caregivers but accept
them from strangers; idol
worship is common;
concern for appearanceand 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 childto express his
desires and
interests.
ASSIST
adolescents to
develop COPINGbehaviors. Help
adolescents
develop strategies
for resolving
conflicts
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Young
Adulthood
20-
40
year
s
A personal lifestyle
develops. Person
establishes a
relationship with asignificant other and a
commitment to
something.
Accept adult’s chosen
lifestyle and assist with
necessary adjustments
relating to HEALTH.Recognize the person’s
commitments. Support
change as necessary
for Health.
Middle
Adulthood
40-
65
years
Lifestyle changes due to
other changes; for
example children leave
home, occupational goals
change.
Assist planning for
anticipated changes in
life, recognizing risk
factors related to health,
focus on strengths rather
than weaknesses.
OLDERADULTHOOD
Young-old
65-74
years
Adaptation to retirementand changing physical
abilities is often
necessary. Chronic illness
may develop.
Keep physically andsocially active and to
maintain peer group
interactions.
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Middle- old 65-74 years Adaptation to decline in
speed of movement,
reaction time, and
increasing dependence
on others may benecessary.
Assist clients to
cope with loss
(example:
hearing, sensory
abilities andeyesight, 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 withmaintaining as
much
independence as
possible.
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Growth and Developmental
Theories
Growth and development FIVE MAJORCOMPONENTS:
Physiologic
Psychosocial
Cognitive
Moral
Spiritual
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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 arisesat or about a certain period in the life of an individual, he successful achievementof which leads to happiness and successwith later tasks; while leads to
unhappiness, social disapproval, anddifficulty with later tasks.
Provides us to evaluate a PERSON’SGENERAL ACCOMPLISHMENTS
He identifies three sources of developmental
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He identifies three sources of developmentaltasks (Havighurst, 1972)
* Tasks that arise from physical maturation. For
example, learning to walk, talk, and behaveacceptably with the opposite sex duringadolescence; adjusting to menopause duringmiddle age
*Tasks that from personal sources. For example,those that emerge from the maturing personalityand take the form of personal values andaspirations, 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.
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II. PSYCHOSOCIAL THEORIES
Freud’s Five Stages of
Development
Erikson’s Eight Stages of Development
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Freud’s Five stages of
Development Oral ( Birth to 1 ½ year) mouth –
Feeding produces pleasure and senseof comfort and safety. Feeding shouldbe pleasurable and provided whenrequired.
Anal ( 1 ½ to 3 years) Anus andBladder- Controlling and expelling
feces provide pleasure and sense of control. TOILET training should bepleasurable experience.
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Phallic (4-6 years) Genitals- The childidentifies with the parent of theopposite sex and later takes on a loverelationship outside the family.ENCOURAGE IDENTITY.
Latency ( 6-puberty) Physical andintellectual activities- Encourage child
with physical and intellectual pursuits.Encourage sports and other activitieswith same sex peers
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Genital ( Puberty and after) Full sexualmaturity and function and
development of skills needed to cope
with the environment - Encourageseparation from parents, Achievement
of independence and decision making.
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Erik Erikson’s 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
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Late childhood ( 3-5 years)INITIATIVE vs. GUILT: Learning the
degree to which assertiveness and
purpose influence the environment,beginning ability to evaluate one’s own
behavior; Lack of self- confidence,
Pessimism, fear of wrongdoing,Overcontrol and overrestriction of own
activity
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School Age ( 6-12 years) INDUSTRYvs. INFERIORITY: Beginning to
CREATE, DEVELOP and
MANIPULATE, Developing sense of COMPETENCE and
PERSEVERANCE; Loss of HOPE,
sense of being mediocre, withdrawalfrom school and peers.
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Adolescence (12-20 years) IDENTITY vs.
ROLE CONFUSION: Coherent sense of self, Plans to actualize one’s 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 andrelationships; Impersonal relationships,
Avoidance of relationship, career, or
lifestyle commitments
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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 one’s own
life, Acceptance of death; Sense of loss, contempt for others
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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 wellKNOWN or NOT well known.
Discipline can BE ACCEPTED or
JUST followed for FEAR of PUNISHMENT.
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PUNISHMENT- is a HARSH act givenas a result of an OFFENSE or
wrongdoing, as when a rule or
discipline is broken.
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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 ____________. Doyou understand?”
Encourage and praise childrenwhenever possible.
Use positive suggestions- avoidsaying “DON’T”. Rather, say,“PLEASE_________. Thank you.”
Explain the limits that are set upon the
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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 youunderstand?”
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.
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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.