Growth and development

By: Imavike

Principles of growth and development

Orderly and sequential as well as continuous and complex
Growth and development follow regular and predictable
trends
Growth and development are both differentiated and
integrated
Different aspects of growth and development occur at
different stages and at different rates, and can be modified
The pace of growth and development is specific for each
person

Factors influencing growth and

development
Genetic heredity --- chromosomes
Prenatal, individual and caregiver factors
Prenatal factors (maternal age, substance abuse,
inadequate prenatal care, inadequate maternal nutrition, etc)
Individual factors (congenital or genetic disorders, vision and
caring impairments, chronic illness, etc)
Caregiver factors (neglect and abuse, mental illness, mental
retardation, a severe learning disability, etc)

Environment (poverty and violence) and nutrition

Developmental
theories

Theory of Psychoanalytic development

by Sigmund Freud
Emphasize on the effect of instinctual
human drives on behavior
Freud identifying the underlying stimulus
for human behavior as sexuality, which he
called libido
Libido defined as general pleasure
seeking instincts rather than purely genital
gratification

Cont
Four major component of Freuds theory
are:
1. The unconscious mind
2. The id
3. The ego
4. The superego

The unconscious
mind
Contains memories, motives, fantasies
and fears that are not accessible to recall
but that directly affect behavior

The id
Is the part of the mind concerned with selfgratification by the easiest and quickest
available means
Defense mechanisms are a means of
unconscious coping to reduce stress in
the conscious mind when the ids impulse
cannot be satisfied

The ego
Is the conscious part of the mind that serve
as a mediator between the desires of the
id and the constraints of reality
Ego is formed by the person to make
effective contact with social and physical
needs
Through the ego, the id impulses are
satisfied

The
superego
Is the part of mind that represents ones
conscience and develops from the ego
during the first year of life, as the child
learns praise vs punishment for actions
The superego represents the internalization
of rules and values so that socially
acceptable behavior is practiced

Series of
developmental stages
by Freud
Oral stage (ages 0 to 18 months) --- mouth
Anal stage (ages 8 months to 4 years) --- anal
sphincter
Phallic stage (ages 3 to 7 years) --- gender
differences
Latency stage (ages 7 to 12 years) --- sex-role
identification with the parent of the same sex
Genital stage (ages 12 to 20 years) --- sexual
interest expressed in overt sexual relationship

Theory of cognitive
development
by Jean Piaget
Pieget believed that learning occur as a
result of the internal organization of an event,
forming a mental schema (plan) and serving
as a basis for further schemata as one grows
and develops
Assimilation is the process of integrating new
experiences into existing schemata
Accommodation is an alteration of existing
thought processes to manage more complex
information

Piagets theory
stages
Sensorimotor stage (birth to 24 months)
--- progression through a series of
developmental stages
Preoperational stage (ages 2 to 7 years)
--- the beginning use of symbols, through
increase language skills and pictures, to
represent the preschools world

Piagets theory
stages
Concrete operational stage (ages 7 to 11
years) --- manipulating concrete objects and
can classify articles according to two or more
characteristics. Logical thinking is develop
Formal operational stage (ages 11 years or
older) --- the use of abstract thinking and
deductive reasoning. The world is evaluating
by testing beliefs in an attempt to establish
values and meaning in life

Theories of psychosocial
development
by Erik Erikson
Based on Freuds work but was expanded
to include cultural and social influences in
addition to biologic processes
Four major organizing concepts:
1. Stages of development
2. Developmental goals or tasks
3. Psychosocial crises
4. The process of coping

Eriksons
psychosocial
development stages
Autonomy vs shame and doubt (toddler)
Learns from the environment and gain
independence through encouragement from
caregivers to feed, dress and toilet self.
If the caregivers are overprotective or too high
expectation, shame and doubt as well as
feelings of inadequacy might develop

Eriksons
psychosocial
development stages
Trust vs mistrust (infancy)
The infant learns to rely on caregivers to
meet basic needs of warmth, food and
comfort, forming trust to others. Mistrust is
the result of inconsistent, inadequate or
unsafe care

Eriksons
psychosocial
development stages
Initiative vs guilt (preschool)
Confidence gained as a toddler allows the
preschooler to take the initiative in learning --seeks out new experiences and explores the
how and why of activities
If the child experiences restricted --- guilt
results and the child hesitates to attempt
more challenging skills in motor or language
development

Eriksons
psychosocial
development stages
Industry vs inferiority (school-aged children)
Focusing on the end result of achievement
Gains pleasure from finishing projects and
receiving recognition for accomplishments
If the child not accepted by peers or cannot
meet parental expectations, a feeling of
inferiority and lack of self-worth might
develop

Eriksons
psychosocial
development stages
Identity vs role confusion (adolescence)
Hormonal changes produce secondary sex
characteristics and mood swings
Trying on roles and even rebellion are
considered normal behaviors as the
adolescent acquires a sense of self and
deciding what direction will be taken in life
Role confusion occurs when the adolescent is
unable to establish identity and a sense of
direction

Eriksons
psychosocial
development stages
Intimacy vs isolation (young adulthood)
Young adulthood's tasks are to unite selfidentity with identities of friends and to make
commitments to others
Fear of such commitments results in isolation
and loneliness

Eriksons
psychosocial
development stages
Generativity vs stagnation (middle adulthood)

The middle adult years are a time of concern

for the next generation as well as
involvement w/ family, friends, and
community. They have a desire to make a
contribution to the world
If the tasks not met, stagnation results, and the
person becomes self-absorbed and
obsessed w/ her or his own needs or
regresses to an earlier level of coping

Eriksons
psychosocial
development stages
Ego integrity vs despair (later adulthood)

As one enters the older years, reminiscence

about life events provides a sense of
fulfillment and purpose.
If one believes that ones life has been a
series of failures or missed directions, a
sense of despair might prevail

Theories of psychosocial
development
by Robert J Havighurst
Believed that living & growing are based
on learning, and that a person must
continuously learn to adjust to changing
societal condition.
The developmental tasks arise from
maturation, personal motives and values
that determine occupational and family
choices, and civic responsibility.

Theories of psychosocial
development
by Robert J Havighurst
The developmental tasks include:
INFANCY & EARLY CHILDHOOD
-

Achieving physiologic stability

Learning to eat solid foods
Learning to walk & talk
Forming simple concepts of social and physical reality
Learning to relate emotionally to parents, siblings & other people
Learning to control the elimination of body wastes
Learning to distinguish between right & wrong
Learning sex differences & sexual modesty

Theories of psychosocial
development
by Robert J Havighurst
MIDDLE CHILDHOOD
- Learning physical skills necessary for games
- Learning to get along with age-mates
- Developing fundamental skills in reading,
writing and math
- Developing a conscience, morality and a
scale of values
- Achieving personal independence

Theories of psychosocial
development
by Robert J Havighurst
ADOLESCENCE
- Accepting ones body and using it effectively
- Achieving a masculine or feminine gender role
- Achieving emotional independence from parents &
other adults
- Preparing for a career
- Preparing for marriage & family life
- Desiring & achieving socially responsible behavior
- Acquiring an ethical system as a guide to behavior

Theories of psychosocial
development
by Robert J Havighurst

YOUNG ADULTHOOD
Selecting a mate
Learning to live with a marriage partner
Starting a family & rearing children
Managing a home
Getting started in an occupation
Taking on civic responsibility
Finding a congenial social group

Theories of psychosocial
development
by Robert J Havighurst
MIDDLE ADULTHOOD

- Accepting & adjusting to physical changes

- Attaining & maintaining a satisfactory
occupational performance
- Assisting children to become responsible
adults
- Relating to ones spouse as a person
- Adjusting to aging parents
- Achieving adult social & civic responsibility

Theories of psychosocial
development
by Robert J Havighurst
LATER MATURITY
Adjusting to decreasing physical strength & health
Adjusting to retirement & reduced income
Adjusting to death of a spouse
Establishing an explicit affiliation with ones age
group
- Adjusting & adapting social roles in a flexible way
- Establishing satisfactory physical living
arrangements
-

Theories of moral
development
by Lawrence Kohlberg
That a persons moral development is influenced
by cultural effects on ones perceptions of justice
in interpersonal relationships.
The concept of morality emerges as a subset of
a persons beliefs or values and governs choices
made throughout life
Rules and regulations established by society are
eventually challenged and evaluated as a
person either accepts societal rules into his or
her own internal set of values or rejects them.

Theories of moral
development
by Lawrence Kohlberg
Preconventional level

Based on external control as the child learns

to conform to rules imposed by authority
figures
Stage 1: punishment & obedience
orientation
Stage 2: instrumental relativist orientation

Theories of moral
development
by Lawrence Kohlberg
Conventional level

Involves identifying with significant others

and conforming to their expectations.
Stage 3: good boy-good girl orientation
Stage 4: law and order orientation

Theories of moral
development
by Lawrence Kohlberg
Postconventional level
Involves moral judgment that is rational and
internalized into ones standards or values
Stage 5: social contract and utilitarian orientation.
Correct behavior is defined in terms of societys
laws.
Stage 6: universal ethical principle orientation.
Represents the persons concern for equality for
all human beings, guided by personal values
and standard, regardless of those set by society
or laws.

Theories of faith
development
by James Fowler
Faith is a persons way of seeing him or
herself in relation to others against a
background of shared meaning and
purpose. Therefore, it is not necessarily
religious, but it comprises the reason one
finds life worth living.

Theories of faith
development
by James Fowler
Stage 1: intuitive-projective faith
Most typical of 3-7 years old child
Children imitate religious gesture and
behaviors of others, primarily their
parents.
Imagination in this stage leads to long-lived
images and feelings that they must
question and reintegrate in later stages.

Theories of faith
development
by James Fowler
Stage 2: mythical-literal faith
Predominates in the school-aged child,
who is having more social interaction
Stories represent religious and moral
beliefs, and the child accepts the
existence of a God

Theories of faith
development
by James Fowler
Stage 3: synthetic-conventional faith
Adolescents
The basis of identity becomes more
complex
The person has the emerging ideology but
has not closely examined it until now
The person begins to question life-guiding
values or religious practices in an attempt
to stabilize his or her own identity

Theories of faith
development
by James Fowler
Stage 4: individuative-reflective faith
Older adolescents and young adults because they
become responsible for their own commitments,
beliefs and attitudes
Stage 5: conjunctive faith
Integrades other viewpoints about faith into ones
understanding of truth
One is able to see the nature of the reality of ones
own beliefs
One observes the divisions of faith development
among people

Theories of faith
development
by James Fowler
Stage 6: universalizing faith
Characterized by total trust in the
principle of actively being-in-relation
to others in whom we invest
commitment, belief, love, risk and
hope, and in the existence of the future,
regardless of what religious or image
of faith is involved

CONCEPTION
THROUGH YOUNG
ADULT

Neonate
Birth to 28 days

Physiologic
development
Reflexes
Body temperature responds quickly to the
environmental temperature
Senses

Infants
1 month to 1 year

Physiologic
development

Brain grows to about half the adult size

Body temperature stabilizes
Motor abilities develop
Eyes begin to focus and fixate

Cognitive
development
Sensori motor stage as describe by Piaget
Language development (use of syllable
repetition

Psychosocial
development
In the oral stage (Freud)---- having a
strong sucking needs
Develop trust (Erickson) ---- Fasilitate by
changing diaper
Meets developmental tasks ----- learning
to take solid food, walk and talk

Toddler
1 to 3 years

Physiologic
development

Brain growth, growth of muscle

Use fingers to pick up small objects
Uses a spoon
Bladder control

Cognitive
development
Piagets last two stages of sensorimotor
development---- beginning to understand
object permanence, following commands
and anticipating events

Psychosocial
development
Freuds theory ---- anal stage ( focus on
the pleasure of sphincter contraction and
relaxation). Toilet training as the major
focus
Ericksons theory ---- stage of autonomy
vs shame and doubt
Autonomy is developing from independence
in feeding, walking, dressing and toileting,
as well as the ability to express wishes

Psychosocial
development
Havighursts theory ---- learning to control
to control the elimination of urine and
feses, begins to learn sex differences,
learn language and distinguish right from
wrong

Preschooler
3 to 6 years

Physiologic
development
Less chubby and becomes leaner
Abilities : throwing, printing letters and
numbers, copying figures

Cognitive
development
Piagets preoperational stage of
development-----demonstrate the following
transitional: egocentrism because of the
increase socialization, play is more related
to real life events (rather than fantasy)

Psychosocial
development
Freuds theory: phallic stage, with the biologic
focus primarily genital
A desire for the opposite-sex parents
Ericksons theory---stage of initiative vs quilt
Havighursts theory --- to learn sex differences
and modesty, to describe social and physical
reality through concept formation and language
development, to get ready to read and to learn
to distinguish right from wrong

Moral and
spiritual
development
Kohlbergs preconventional phaseof moral
reasoning --- obeying rules to avoid
punishment or receive a reward
Provide a base for spiritual development
as described by Fowler---concepts such
as heaven, hell and holy spirits are
incomprehensible

School-aged child
6 to 12 years

Physiologic
development
The brain reaches 90%-95% of adult size
By 12 years old, the nervous system is
almost completely matured, resulting in
coordinated body movement
Sexual organs grow but are dormant until
late in this period
All permanent teeth are present

Cognitive
development
At Piagets concrete operational stage of
development, organizing facts about the
environment to use for problem solving

Psychosocial
development
Freuds theory ---- latency stage (privacy
and understanding ones body are
important at this age
Ericksons theory ---- industry vs inferiority
(Focused on learning useful skills and
thereby developing positive self-esteem. A
sense of identity begins to emerge and
values are integrated. The emphasis is on
doing, succeeding and accomplishing

Psychosocial
development
Havighursts theory ---- learning physical
game skills, developing concepts
necessary for everyday living, achieving
personal independence

Moral
development
Conventional phase
Behavior is based on familial and peer
group beliefs and conformity to the norm
is common

Spiritual
development
In Fowlers theory, school-aged children
view religious faith as a relationship that
involves reciprocal fairness.

Adolescence (12 to 20)and

Young adult (20 to 30)

Physiologic
development
The feet, hands, and long bones grow rapidly,
accompanied by an increase in muscle mass
(especially in boys)
Primary and secondary sexual development occurs,
with maturity of the genetalia
Puberty (the time when the ability to reproduce begins)
begins at 9 to 13 years of age
Sebaceous and axillary sweat glands become active
Full adult size is reached.

Cognitive
development
Piagets theory:
ADOLESCENCE is the stage when the
cognitive development of formal operation
is developed. Long term goals can be set
as the concept of time, its passage, and
the future become real. Egocentrism is
returned, daydreaming is common

Cognitive
development
Piagets theory:
YOUNG ADULT are more creative in
though, are objective and realistic, and are
less self-centered

Psychosocial
development
Freuds theory: genital stage --- libido reemerges
in a mature, adult form, and the individual is
capable of full sexual function.
Ericksons theory: the adolescence try out
different roles, personal choices, and beliefs in
the stage called identity vs role confusion.
The young adult, in the intimacy-vs-isolation stage,
needs to complete tasks such us achieving
independence from parents, establishing
intimate relationship and choosing an
occupation or career.

Psychosocial
development
Havighursts theory: more mature relationships
with both boys and girls of the same age are
achieved, a masculine or feminine social role is
developed

Moral
development
The child enters adolescence with a lawand-order orientation and might never
progress beyond that point
Young adult who have mastered previous
levels of moral development reach the
conventional level and are concerned with
maintaining expectations

Spiritual
development
Adolescents and young adults can think in
the abstract and might question beliefs
and practices that no longer serve to
stabilize their identity or purpose.
Often, adolescents and young adults
temporarily abandon traditional religious
practices.