the theories of growth and development.ppt

UNIT II
THE HEALTHY
CHILD
PRESENTED BY:
PROF.DR. MUHSINATH. A. R

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INTRODUCTION:
Growth and development are closely
interrelated that it is virtually not
possible to separate one another.
The period of growth and
development extends throughout the
life cycle; however, the period in
which the principal changes takes
place from the conception to the end
period of adolescence.

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Stages of Growth and Development
• Infancy
– Neonate
•Birth to 1
month
– Infancy
•1 month to 1
year
• Early Childhood
– Toddler
•1-3 years
– Preschool
•3-6 years
• Middle Childhood
– School age
– 6 to 12 years
• Late Childhood
– Adolescent
– 13 years to
approximately 18
years

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Meaning of growth and
development:
Growth is a measure of physical
maturation, signifies an increase in
size of the body and its various
organs.
Development is a measure of
functional or physiological
maturation.

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Definitions of growth and
development:
Definition of growth:
Growth refers to an increase in
physical size of the whole or any of its
parts and can be measured in inches or
centimeters and in pounds or kilograms.
Growth is considered as a triad
comprising of proliferation,
differentiation and hyperplasia and
hypertrophy of the cells.

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Definition of Development:
Development is defined as the
functional maturation, that is the
acquisition of skills.
Development is referred as the
progressive increase in skills and
capacities to function.
Development signifies
accomplishment of mental, emotional
and social abilities.

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Principles of growth
Growth is an orderly process,
occurring in systematic fashion.
Rates and patterns of growth are
specific to certain parts of the body.
Wide individual differences exist in
growth rates.
Growth and development are
influences by a multiple factors.

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Principles Continued…
Growth is a personal matter.
Growth comes within.
Growth is gradual and orderly but
uneven.
Growth has certain characteristics
common and particular stages.

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Principles of development
Development involves change.
Early development is more critical than
later development.
Development is the product of
maturation and learning.
Developmental pattern is predictable.
Developmental pattern has predictable
characteristics.
There are individual differences in
development.

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There are periods in the
developmental pattern.
There are social expectations for
every developmental period.
Every area of development has
potential hazards.
Happiness varies at different periods
in development.

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Development proceeds from the simple
to the complex and from the general to
the specific.
Development occurs in a cephalocaudal
and a proximodistal progression.
There are critical periods for growth
and development.
Rates in development vary.
Development continues throughout the
individual's life span.

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Growth Pattern...
• The child’s pattern of growth is
in a head-to-toe direction, or
cephalocaudal, and in an
inward to outward pattern
called proximodistal.

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Factors affecting
growth and development:
Heredity
Sex
Racial and national characteristics -
a) race b) nationality
Environment- a) prenatal
environment b) postnatal
environment

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b) Postnatal environment-
i) external environment
ii) internal environment
i) External Environment- 1. Cultural
influences 2. Socio economic status of the
family 3. Nutrition 4. Climate and seasons
5. Deviations from positive health
6. Exercise 7. Ordinal position in the family
ii) Internal Environment: 1. Intelligence
2. Hormones 3. Emotions

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Intellectual development by Jean
Piaget.
Moral development by Jean Piaget
and Lawrence Kohlberg
Emotional development by Erik.
H. Erikson
Development of sexuality by
Sigmund Freud
Spiritual development by James.
W. Fowler

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Intellectual theory by jean
piaget:

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Piaget’s Theory Concerning Intellectual
Or Cognitive Development:
 According to Piaget, maturation
and growth have certain signposts.
Although the newborn baby perceives the
world in a fragmented manner, as a
vague mass, the child gradually develops
an integration or coordination of the
various sensory inputs from touch, taste,
smell, sight and sound into an organized
and objective understanding of reality.

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 To the young child, the object constancy comes
slowly, but it is a milestone in development
when it does appear.
 The ability to use symbols to represent reality is
another important stage in development.
 The use of symbols leads the child to develop the
language which in turn produces greater
symbolism leading to further mental
development.

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• Another idea important to Piaget’s
theory is egocentrism. For advanced
cognitive functioning to occur, children
must move through various stages of
differentiating themselves from objects
around them to learning to separate
their own thoughts from those of others.

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 According to Piaget, four major stages of
development correspond in a rough way to the
stages of emotional development.
 The sensorimotor stage 0-2 yrs : children are
primarily concerned with learning about the
physical objects
 The preoperational stage (2-7yrs): children are
preoccupied with the symbols in language,
dreams and fantasy

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 The concrete stage (7-11yrs): children
move into the abstract world, mastering
numbers and relationships and how to
reason about them
 The formal operational stage ( 11- 15 yrs):
children tackle purely logical thoughts,
thinking about their own thinking as
well as that of others.

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Moral development by jean piaget
and Lawrence kohlberg

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The Theories of Piaget and
Kohlberg Concerning Moral
Development:
According to Piaget, moral development
parallels mental development and consists
of two stages: respect for rules and a sense
of justice.

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First stage: (3 to 11 yrs of age)
Morality Of Restraints.
- rules are considered sacred
because they are laid down by the
parents or other adults in authority.
- punishment for infraction of the
rules is either compensatory or vengeful.

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Second stage: (12 years onwards)
Morality Of Reciprocity Or Cooperation.
- because the adolescent can think
abstractly and is becoming highly sensitive
to other persons, rules can be changed if
this action is advantageous to all.
- a child’s concept of justice develops,
personality also develops. The child and
adolescent learn that other people have
feelings and that a cooperative effort will
achieve optimal results.

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Kohlberg postulates six stages of
potential moral development organized
within three levels.
i) pre conventional morality.
ii) conventional morality.
iii) post conventional morality.

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Level I: Pre conventional morality:-
(Egocentricity)
Children make moral judgments
only on the basis of what will bring
them a reward(right act) or
punishment(a wrong act). This level is
divided into three stages.

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• Stage 0:- the good is what I like
and want.(0-2yrs) infants and
young toddlers are egocentric,
liking or loving that which helps
them and disliking or hating
which hurts them.

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 Stage 1:- Punishment Obedience
Orientation (2 – 3 Yrs). The older toddlers
and young preschool children believe that
if they are not punished, their acts are
right; if they punished, their acts are
wrong. Children therefore act to avoid
displeasing those who are in power. This is
the stage when mothers repeatedly say “no
no”

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• Stage 2:- Instrumental Hedonism
And Concrete Reciprocity(4-7yrs):-
children focus on the pleasure
motive. They consider those actions
right that meet their own needs or
those of others. They carry out rules
to satisfy themselves or because of
what others might do if they did not
carry them out.

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Level II: Conventional Morality:
Correct behavior is that which those in
authority will approve and accept; if behavior is
not acceptable, children feel guilty.
At this level, there are two stages.
 Stage 3:- Orientation To Interpersonal Relations
Of Mutuality(7-9yrs)
children of early school age are becoming
socially sensitive and want to gain the approval
of others. If their actions will help them gain the
approval of others, they are right; if disturbed
relationships results, they feels their actions are
wrong. Justice means reciprocity or equality
between individuals.

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 Stage 4:- Maintainance Of Social Order
Fixed Rules And Authority (10-12yrs):-
the idea of right to these school age
children assumes a metaphysical perhaps
a religious tone. Children want to do what
is right and what they consider to be their
duty. They obey rules for their own sake.
Children see justice as reciprocity between
individuals and the social system.

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LEVEL III: Post Conventional
Morality: (adolescence and
adulthood)
Adolescence make choices
on the basis of principles that have
been thought about, accepted and
internalized. Whatever actions
conform to these principles are
considered right in spite of the
praise or blame of others. This level
also have two stages.

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 Stage 5A:- social contract, utilitarian law making
perspective.
 Stage 5B:- higher law and conscience orientation.
Adolescents place culturally appropriate
values on attitudes and actions that benefit
society and tat lead to cooperation and the good
of all. They are concerned that good laws be
created that will maximize the individual’s
welfare. They think in something without paying
for it, and if they belong to a group they work
towards its goals.
 Stage 6:- Universal ethical principle orientation:-
this is the level of highest moral value, is the
period in which individuals can motivate and
evaluate themselves. They have reached the level
of self actualization.

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The theory of Erikson
concerning emotional
development

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According to Erikson, a
psychologist or psychoanalyst,
emotional development is a
continuous process. In each stage of a
child’s emotional development, a
central problem exists for which a
solution should be found. Solving
problem at the child’s particular
stage of development lays the basis
for progress to the next stage.

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Birth to one year (infant):-
SENSE OF TRUST
Infants learn to trust the adults, usually the
parents who care for them and are sensitive to
their needs. A negative outcome of the period of
infancy is a sense of mistrust.
One year to 3 years (toddler):-
SENSE OF AUTONOMY
Infants develop clinging, dependant
creatures into human beings with mind and wills
of their own.

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If children succeed in the development tasks of this
stage in their maturing process, they will have a
degree of self control caused not by fear but by
feelings of self esteem. If they don’t succeed, they
will doubt their own worth and that of others will
have a sense of shyness, doubt and shame.
3 to 6 years ( the preschool child):-
SENSE OF INITIATIVE
children in this age want to learn what they
can do for themselves. They have active
imaginations, imitating adult behavior and
wanting to share in adult activities.

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They want to experience of following their wills
to extreme limit. The positive maturing outcome
of this force within children is a sense of
initiative, delineated by conscience or superego,
which is developed from parental attitudes and
examples. The negative outcome is a personality
overwhelmed by guilt.
6 to 12 years(the school children):-
SENSE OF INDUSTRY
Children in this age has a strong sense of
duty. they want to engage in tasks in their social
work that they can carryout successfully and
they want their success to be recognized by adults
and by their peers.

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The danger of this period is the development of a
sense of inferiority if the parents or the school
expect a level of achievement that children are
unable to attain.
12years(beginning of adolescence):-
SENSE OF IDENTITY
It develops during adolescence. Adolescents want
to clarify who they are and what their roles in
society are to be. Success in this period brings self
esteem, an attitude toward the self that is essential
to the normal breaking away from dependency
upon their parents and to plan for their futures.
the danger is identity diffusion, for they face in
reality and in their dreams of the future a life full
of conflicting desires; possibilities and changes.

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Late adolescence:-
SENSE OF INTIMACY
After puberty, youths outgrow the “gang
age”, the age when they find it essential to
belong to a group of their own sex and age. In
adolescence, young people develop a sense of
intimacy with individuals of their own and
opposite sex and with themselves. Failure to
establish such intimacy results in psychological
isolation-keeping relations with others in a
formal basis that lacks warmth.

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Development of
sexuality by Sigmund Freud

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Sexuality refers to the total quality of a
human being from the time of birth, and not
just to the genitals and their functions.
Freud believed that sexual feelings do
not suddenly emerge during puberty and
adolescence. They are present from infancy,
and gradually change from one form or state
to another until adult sexual life. Stages of
sexuality includes oral, anal, phallic and
genital stages.

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The oral stage(infancy):-
During this period, the oral region or the
sensory area of mouth provides the greatest
sensual satisfaction for the infant.
The anal stage(toddler):-
the greatest amount of sensual satisfaction
for the toddler is obtained from the anal and
urethral areas.
The phallic stage(preschool period):-
the site of greatest sensual pleasure is the
genital region. The oedipal stage occurs in the
later part of the phallic period. During this stage
the child “loves” the parent of opposite sex as the
provider of sensual satisfaction. The parent of
same sex is considered to be a rival

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The latency stage(school age period):_
at the beginning of the latency stage the child has
resolved or is resolving the oedipal conflict.
During the latency period children form close
relationships with others of their own age and sex.
The pubescent stage and
adolescence(12 yrs to adulthood):-
during puberty, secondary sexual characteristics
appear in both sexes. The same psychosexual
conflicts that occurred during the oedipal period
are revived. If children resolve the conflicts, they
are free to enter into a heterosexual relationships
as adults.

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Fowler’s theory concerning the
development of faith
James. W. Fowler

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According to Fowler, faith is a human
universal that is expressed through beliefs,
rituals and symbols specific to religious
traditions. It is multi dimensional and a way of
learning about life. Faith is an ongoing process
in which individual’s form and reform their
way of seeing the world.

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Stage 1: Primal Faith (infancy):-
Pre-linguistic and pre-conceptual this
stage embodies the trust between the
parents and infants. Parents and child
form a mutual attachment and progress
through a period of give and take. The
primary care giver provides the infant
and young child with a variety of
experiences that encourage the
development of mutuality, trust, love and
dependence, progressing to autonomy.

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Stage 2: Intuitive Projective Faith
(early childhood):-
This stage is characterized by the
child forming long lasting images and
feelings. Imagination, perceptions and
feelings are the mechanisms by which the
child explores and learns about the world
at large. The cultural beliefs of the family
influence the child’s concepts of health and
sex.

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Stage 3: Mythic- Literal Faith
(childhood and beyond):-
Children’s beliefs derive from the
perspective of others. In addition, they are able to
differentiate their thinking from that of others.
Stories become the gateway to learning about life.
In valuing the stories, practices and beliefs of the
family and the community, the child reaches the
stage III of faith development.

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Stage 4: Synthetic- Conventional
Faith (Adolescent period and
beyond):-
in this stage the person’s experience extends
beyond the family to peers, teachers and other
members of society. As a result of cognitive
abilities, the individual is aware of the emotions,
personality patterns, ideas, thoughts and
experiences of self and others that is mutual
interpersonal perspective taking.

the theories of growth and development.ppt

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