2. Principles of Growth and
Development
• Growth – increase in size or quantity over
time
• Development – systematic and orderly
change organisms experience as they live
and either gain or lose abilities
3. Principles of Growth and
Development
• Growth is personal
• Growth comes from within
• Growth is gradual and orderly but uneven
• Growth has certain characteristics common at
particular stages
• Development precedes from the head downward
(cephalocaudal)
• Development precedes from the center outward
(proximodistal)
4. Principles of Growth and
Development
• Development depends on maturation and
learning
• Development precedes from concrete
(simple) to complex
• Growth and development is a continuous
process
• Growth and development precede from
generic to specific
• There are individual rates of growth and
development
7. • Heredity
– is the passing of traits to offspring
– the process by which an offspring cell or organism
acquires or become predisposed to the
characteristics of the parent cell or organism
– 23 pairs of chromosomes
8. • Maturation
– The emergence of personal and behavioral
characteristics through the growth process
Developmental milestones – set guidelines for
growth and maturation but vary individually
9. Nature vs Nurture
• NATURE
– refers to inherited characteristics and tendencies
that influence development
– genes and hereditary factors: physical
appearance, personality
• NURTURE
– refers to all the environmental variables that
impact who we are, including our early childhood
experiences, how we were raised, our social
relationships, and our surrounding culture.
11. Piaget’s Stages of Human
development
•The four stages of Piaget's theory of cognitive
development correspond with the age of the
child and include the following: sensorimotor,
preoperational, concrete operational, and
formal operational.
•The sensorimotor stage occurs from birth to
age 2 and is characterized by the idea that
infants "think" by manipulating the world
around them.
12. •The preoperational stage occurs from age 2 to
age 7 and is characterized by the idea that
children use symbols to represent their
discoveries.
•The concrete operational stage occurs from age
7 to age 11 and is characterized by the idea that
children's reasoning becomes focused and
logical.
•The formal operational stage occurs from age 11
to adulthood and is characterized by the idea
that children develop the ability to think in
abstract ways.
13. Attachment Theory
•John Bowlby conceived of four stages of
attachment that begin during infancy. These
are preattachment, attachment-in-the-
making, clear-cut attachment, and formation
of reciprocal relationships.
• Bowlby and Mary Ainsworth both studied
attachment in children, and formulated both
the stages and different types of attachment.
14. • Ainsworth identified four types of
attachment that a child could possibly
demonstrate: secure, avoidant,
resistant/ambivalent, and disorganized.
15. Freud’s Psychosexual Theory of
Development
•Freud believed that personality consisted of
three interworking parts - the id, the ego, and
the superego.
•The five stages of his psychosexual
development theory include the oral, anal,
phallic, latency, and genital stages.
16. •According to the theory, each stage of
psychosexual development must be met
successfully or children will grow to have
problems in adulthood.
17. Erikson’s Psychosicoal Theory of
Development
•During each of the eight development stages, two
conflicting ideas must be resolved successfully in order
for the person to become a confident, contributing
member of society.
•The eight stages of development include: trust vs.
mistrust, autonomy vs. shame/doubt, initiative vs. guilt,
industry vs. inferiority, identity vs. role confusion,
intimacy vs. isolation, generativity vs. stagnation, and
integrity vs. despair.
18. •Erikson also expanded upon Freud's stages
by discussing the cultural implications of
development; certain cultures may need to
resolve the stages in different ways based
upon their cultural and survival needs.
19.
20. Kohlberg’s Stages of Moral
Development
•Moral dilemmas are stories that present
conflicting ideas about two moral values. There
is usually not a concrete or "right" answer
because it is based on the individual person's
perceptions.
•Kohlberg defined three levels of moral
development, each with two stages.The levels
are known as preconventional, conventional and
postconventional.
21. •During the preconventional level, a child's sense
of morality is controlled externally. Children
accept and believe the rules of authority figures,
such as parents and teachers, and they judge
an action based on its consequence.
During the postconventional level, the child’s
sense of of morality is tied to personal and
societal relationships. Children continue to
accept the rules of authority figures, but it is due
to the belief that this is what is necessary to
ensure positive relationships and societal order.
22. •During the postconventional level, a child's sense
of morality is defined in terms of more abstract
principles and values. Generally, the chosen
principles are abstract rather than concrete, and
they focus on ideas such as equality or dignity
and respect.
26. • Embryonic Stage
– Third week after conception
– Embryo: mass of cells
– until 8th week of pregnancy
27. • Fetal Stage
– Longest stage
– Rapid growth and development
– Hearbeat grows stronger
– Sexual characteristics become prominent
– Fetus become heavier
– Preparation of life after birth
28.
29. Environmental impacts on pre-
natal development
• Drug use – thalidomide drugs causes
deformities on the fetus
• Alcohol use – Fetal Alcohol Syndrome
• Tobacco exposure – low birth weight, SIDS,
developmental problems
30. Maternal factors
• Maternal age – too young or too old are high
risk pregnancies
• Socio-economic status – affects nutrition, pre-
natal and post-natal care
• Emotional status
• Maternal illness – HIV, German measles
31. Infancy and Childhood
• Newborn
– different senses and reflexes begin to develop
– Rooting reflex: turning of head towards the
direction of the check; indicate hunger
– Sucking and swallowing reflex: newborns will suck
anything that touches their lips; breastfeeding
– Gag reflex – closing of throat and pushing of
tongue to expel; throat clearing
32. - Moro reflex – ‘startle reflex’; feeling of falling or
when the infant is startled
- Babinski reflex – ‘plantar reflex’; curling and
fanning of the toes
33. • Palmar reflex – ‘grasping reflex’
• Walking reflex – ‘stepping reflex’
• Tonic neck reflex – head is at the direction of
the arm/hand
34. Childhood
Age Physical and
Language
Emotional Social
Birth to 1
month
Feedings Emotional
Distress
Asocial
Dependent on
caregiver
2-3 months Color perception
Cooing sounds
Lifts head
Distress Smiles at faces
Visual fixation
4-6 months Babbling sounds
Rolls over
Enjoys cuddling Recognizes
strangers
7-9 months Sits with support Emotional
attachment to
mother
Peek-a-boo
Separation anxiety
35. Age Physical and
Language
Emotional Social
10-12 months Says a few words
Stands
Creeps
Crawls
Fear of strangers
Curiosity
exploration
Responds to own name
Wave bye bye
Plays pat-a-cake
1-1 ½ years Walks
Makes line on paper
Upset when separated from
mother
Fears bath
Feeds self
Obeys commands
1 ½ - 2 years Run, kicks
Bowel control
Vocabulary 200 words
Temper tantrums Does opposite of what is
told
2-3 years Rides a bike
Says phrases or
sentences
Negativistic Resist parental demands
3-4 years Stands on one leg
Draws a circle
Self-sufficient
Genital manipulation
Oedipus complex
Electra complex
Likes to share
Imaginary friend
Identify to same sex parent
4-5 years Talks clearly
Dresses self
Copies triangle and
square
Feels pride and accomplishment
Responsibility and guilt
Prefers to play with other
children
Competitive
Prefers gender appropriate
activities
