Date post: | 02-Jun-2018 |
Category: |
Documents |
Upload: | kittycat-realize |
View: | 241 times |
Download: | 0 times |
of 49
8/10/2019 Lecture Day1
1/49
PRINCIPLES OF GROWTH AND
DEVELOPMENT
8/10/2019 Lecture Day1
2/49
8/10/2019 Lecture Day1
3/49
GROWTH
used to denote a
quantitative change
an increase in physical
appearance.
Increase in physical size
and weight of the body
8/10/2019 Lecture Day1
4/49
Growth can be measured in terms
of:
Nutritional anthropometry (Weight, Height,
Head Circumference, Chest Circumference)
Assessment of tissue growth (muscle mass,
skin fold thickness)
Bone age (Radiological Assessment of
Epiphysis)
Dental Age
Biochemical and Histological Means
8/10/2019 Lecture Day1
5/49
8/10/2019 Lecture Day1
6/49
PRINCIPLES OF GROWTH ANDDEVELOPMENT
8/10/2019 Lecture Day1
7/49
PRINCIPLE NUMBER 1:
GROWTH AND
DEVELOPMENT ARECONTINUOUSPROCESSES FROM
CONCEPTION UNTILDEATH
8/10/2019 Lecture Day1
8/49
PRINCIPLE NUMBER 2:
GROWTH AND
DEVELOPMENTPROCEED IN AN
ORDERLYSEQUENCE
8/10/2019 Lecture Day1
9/49
Example:
Growth in height occurs in only one sequence
from smaller to larger
Development proceeds in predictable order
Crawl creep walk
Babbles words sentences
Scribble write
8/10/2019 Lecture Day1
10/49
PRINCIPLE NUMBER 3:
DIFFERENT
CHILDREN PASSTHROUGH THEPREDICTABLE STAGES
AT DIFFERENT RATES
8/10/2019 Lecture Day1
11/49
All stages of development have a range oftime rather than a certain point at which they
are usually accomplished.
8/10/2019 Lecture Day1
12/49
PRINCIPLE NUMBER 4:
ALL BODY SYSTEMS
DO NOT DEVELOP ATTHE SAME RATE
8/10/2019 Lecture Day1
13/49
Certain body tissues mature more rapidly than
others
Early childhood:
rapid growth of neurologic tissue
Rapid growth of lymphoid tissues
Puberty: rapid growth during puberty
8/10/2019 Lecture Day1
14/49
PRINCIPLE NUMBER 5:
8/10/2019 Lecture Day1
15/49
Midline to peripheral development
Example:
Newborn: little use of the arms or hands
34 mos: enough arm control to support the
upper body weight on the forearms; can scoop up
objects
10 mos: can coordinate arm and thumb and indexfingerspincerlike grasp; child is able to pick
small objects
8/10/2019 Lecture Day1
16/49
Development proceeds from head to tail
(head to lower extremities)
Newborn: lift head when in prone position
2 mos: lift head and chest off the bed
4 mos: lift head, chest, and part of the abdomen
5 mos: infant can turn over
9 mos: control the legs; crawl
1 year: stand and walk
8/10/2019 Lecture Day1
17/49
8/10/2019 Lecture Day1
18/49
PRINCIPLE NUMBER 7:
DEVELOPMENT PROCEEDSFROM GROSS TO REFINED
SKILLS
8/10/2019 Lecture Day1
19/49
Parallels proximal to distal development
As the child is able to control distal body parts,
he or she is able to perform fine motor skills
A baby can see large objects first before he
sees small ones.
8/10/2019 Lecture Day1
20/49
PRINCIPLE NUMBER 8:
8/10/2019 Lecture Day1
21/49
A child cannot learn tasks until his or her
nervous system is mature enough to allow
that particular learning, however, children
who are not given the opportunity to learndevelopmental tasks at the appropriate or
target times for that task may have more
difficulty than the usual child learning the tasklater on.
8/10/2019 Lecture Day1
22/49
PRINCIPLE NUMBER 9:
8/10/2019 Lecture Day1
23/49
Neonatal reflexes are replaced by purposeful
movements
Examples:
Infant cannot grasp with skill until the grasp reflex
has faded
Infant cannot stand steadily until the walking
reflex has faded
8/10/2019 Lecture Day1
24/49
PRINCIPLE NUMBER 10:
8/10/2019 Lecture Day1
25/49
Infants practice over and over taking a
first step before they accomplish thissecurely.
8/10/2019 Lecture Day1
26/49
WHY IS THERE A
NEED TOMONITOR
GROWTH AND
DEVELOPMENT?
8/10/2019 Lecture Day1
27/49
TO FIND/DISCOVER DEVIATIONS AS
SOON AS POSSIBLE AND TO BRINGPOSSIBLE REMEDIES
8/10/2019 Lecture Day1
28/49
FACTORS INFLUENCING GROWTHAND DEVELOPMENT
8/10/2019 Lecture Day1
29/49
2 MAJOR FACTORS AFFECTING
GRWOTH AND DEVELOPMENT
1.GENETIC INHERITANCE
2.
ENVIRONMENTAL
INFLUENCES
8/10/2019 Lecture Day1
30/49
GENETIC INHERITANCE
1. gender
2. health
3. Intelligence
4. temperament
8/10/2019 Lecture Day1
31/49
Gender
Certain gender-related characteristicsinflucence normal growth and development
Example
on the average, girls are born lighter and shorterthan boys.
Boys tend to keep this height and weight
advantage until puberty, at which time girls surge
ahead because they begin their puberty growth
spurt 6 months to one year earlier than boys.
By the end of puberty, boys again tend to be taller
and heavier than girls.
8/10/2019 Lecture Day1
32/49
Health
A child who inherits a genetically transmitted
disease may not grow as rapidly or develop as
fully as the healthy child, depending on the
type of illness and the therapy or careavailable for the disease.
8/10/2019 Lecture Day1
33/49
Intelligence
Children with high intelligence do not
generally grow faster than other children, but
they tend to advance faster in skills.
Occasionally, a child of high intelligence will
fall behind in physical skills because he or she
spends time with books or mental games
rather than with games that develop motorskills and so does not receive practice in these
areas.
8/10/2019 Lecture Day1
34/49
Temperament:
The usual pattern of an individual or an
individuals characteristic manner of thinking,
behaving, or reacting to stimuli is a genetic
factor that also influences growth anddevelopment.
Some children adapt quickly to new situations
and others adapt slowly, and some reactintensely and some passively.
8/10/2019 Lecture Day1
35/49
Reaction Patterns (characteristics
of temperament)
A. LEVEL OF ACTIVITY
Level of activity among children differs widely
B. RHYTHMICITY
A child who has rhythmicity manifests a regular
rhythm in physiologic functions
C. APPROACH
Refers to a childs response on initial contact with
a new stimulus
8/10/2019 Lecture Day1
36/49
D. ADAPTIBILITY
The ability to change ones reaction to stimuli
over time
E. INTENSITY OF REACTION
how intense is the reaction of the child to a
situation
F. DISTRACTIBILITY Shifting of attention to a new situation
8/10/2019 Lecture Day1
37/49
G. ATTENTION SPAN AND PERSISTENCE
Attention span: ability to remain interested ina
project or activity.
Varies among infants
Degree of persistence also varies
H. THRESHOLD OF RESPONSE
The intensity level of stimulation that is
necessary to evoke action
I. MOOD QUALITY
8/10/2019 Lecture Day1
38/49
CATEGORIES OF TEMPERAMENT
A. EASY CHILD
Easy to care for
Have predictable rhythmicity, approach and
adapt to a new situation readily, have a mild tomoderate intensity of reaction, and have an
overall positive mood quality.
8/10/2019 Lecture Day1
39/49
B. DIFFICULT CHILD
Irregular in habits, have a negative mood quality,
withdraw rather than approach new situations
C. SLOW-TO-WARM-UP CHILD
Fairly inactive
Respond only mildly and adapt slowly to new
situations, and have a general negative mood
8/10/2019 Lecture Day1
40/49
ENVIRONMENTAL INFLUENCES
1. Socioeconomic level
2. Parent-Child relationship
3. Ordinal Position in the family
4. Health
5. Nutrition
8/10/2019 Lecture Day1
41/49
Socioeconomic Level
Children born in families with low
socioeconomic levels may not receive
adequate health supervision or good nutrition
which are important in their normal growthand development.
8/10/2019 Lecture Day1
42/49
Parent-child Relationship
Children who are loved thrive better than
those who are not.
Quality is better than quantity
Loss of a parent-child relationship of
whatever cause can interfere with the childs
desire to eat, improve and advance.
8/10/2019 Lecture Day1
43/49
8/10/2019 Lecture Day1
44/49
Ordinal Position in the Family
An only child or the oldest child generally
excels in language development because
conversations are mainly with adults but may
not excel in other skills such as toilet trainingat an early age
8/10/2019 Lecture Day1
45/49
Health
Diseases that come from environmental
sources can have a strong influence on growth
and development as genetically inherited
diseases.
8/10/2019 Lecture Day1
46/49
Developmental Task
A skill or a growth responsibility arising at a
particular time in an individuals life
Achievement will provide a foundation for theaccomplishment of future tasks
Th M j D l t l T k
8/10/2019 Lecture Day1
47/49
The Major Developmental Tasks
for Childhood
1. Infancy and early childhood (birth to 6 years)
a) Learning to walk.
b) Learning to take solid foods.
c) Learning to talk.
d) Learning to control the elimination of body wastes
e) Learning sex differences and sexual modesty.
f) Achieving physiological stability.
g) Forming simple concepts of physical reality
h) Learning to relate oneself emotionally to parents,
siblings and other people
8/10/2019 Lecture Day1
48/49
2. Middle Childhood (6 to 12 years)
a) Learning physical skills necessary for ordinary games
b) Building wholesome attitudes toward oneself as agrowing organism.
c) Learning to get along with age mates.
d) Learning an appropriate masculine or feminine rolee) Developing fundamental skills in reading, writing and
calculating
f) Developing concepts necessary for everyday living
g) Developing conscience, morality and a scale of values.
h) Achieving personal independence
i) Developing attitudes towards social groups /
institutions
8/10/2019 Lecture Day1
49/49
Developmental Periods
STAGE AGE PERIOD
Prenatal Period Conception -280 days
Infancy Birth -10-14 daysBabyhood 2 wks2 yrs
Childhood 2 yrs - puberty
Adolescence 11 -21 yrs