Foundation of growth and development

1.

FOUNDATION OF GROWTH AND
DEVELOPMENT

2.

3.

Growth and Development
Def: It is the sum of the numerous changes
that take place during the life time of an
individual, a dynamic process that
encompasses several interrelated
dimensions.
Development is predictable
Children develop uniquely
Physical growth begins at the moment of
conception; cognitive, behavioral do not
develop until after birth

4.

Definitions:
Growth
• an increase in number and size of cells
,synthesis of new protein results in increase in
size and wt.
• a gradual change and expansion, advancement
from lower to more advance stages of
complexity and expanding in an individual's
capacities through growth, maturation and
Development learning

5.

Cont……….
Maturation
• an increase in competence and adaptability,
aging, describes a qualitative changes,
function at higher level.
• process by which early cells and structures
are systematically modified and altered to
achieve specific physical and chemical
Defirrentation
properties, the trend of mass to specific.

6.

Stages of growth and
development

7.

1. Prenatal period
Germinal: conception to 2 wks.
Embryonic: 2-8 wks.
- Fetal: 8- 40 wks. (Birth).
Infancy period: birth to 12 months.
Neonatal: birth -27or 28 days.
Infancy: 1-12 months
First 3 Months of prenatal life: Most important
for physical growth & differentiation of specific
organs.
First Year: Most important for psychological
development

8.

2.Early childhood
Toddler: 1-3
years.
Preschool: 3-6
years.
3. Middle childhood
School age: 6-12
yrs
4. Later childhood
Prepubertal: 10-13
years.
Adolescence: 1318.

9.

Patterns of Growth and
Development
1.Sequential
trends
2.Developmental
pace
• In all dimensions of G & D there is
predictable sequence with each child
normally passing through every
stage. E.g. children crawl before they
creep.
• there is a fixed, precise order to
development, periods of accelerated
and decelerated growth both total
body and subsystems. E.g. rapid
growth before and after birth and
slow at middle childhood

10.

Patterns of Growth and Development

11.

Cont…………….
3. Directional
trends:
proceeding from
• Differentiation:
Simple to complex,
general to specific
• Proximodistal: near
to far
• Head to toe
(cephalocaudal)

12.

Simple to complex

13.

Biologic growth and
development
As children grow, their
external dimensions
change which
accompanied by
alteration in structure and
function of internal
organs and tissues such
as:
General type: body as
a whole
Neural type: brain,
spinal cord…
Lymphoid type:
thymus, lymph
nodes….

14.

1. General type
External proportions:
The cephalocaudal trend of
development (evident in total
body growth)
Throughout development
various tissues in the body
undergo changes in growth
composition and structure some
times are continuous (bone
growth) or dentition or changing
in specific stages ( secondary sex
characteristics).
Physical measurements:
Weight
Linear
growth
or
height
Bone
age and
skeletal
growth

15.

External proportions

16.

2. Neurologic
maturation
The nervous system grows more rapidly before
birth.
Two periods of rapid brain cell growth occur
during fetal life:
At 15-20 weeks of gestation: increase in number of
neurons and at 30 weeks. increase is number extends
up 1 year of age.
No new nerve cells appear after the sixth
month of fetal life.
Postnatal growth consists of increasing the
amount of cytoplasm around the nuclei of
existing cells and increasing complex movement
and behavior.

17.

3. Lymphoid tissues
Lymphoid tissues are small in relation to
total body size, but they are well developed
at birth.
They reach adult dimensions by 6 years of
age.
They reach a maximum development that
is approximately twice their adult size at
10-12years.
A rapid decline to stable adult dimensions
is by the end of adolescence

18.

Factors that Influence Development
Heredity
Enviromental
hazards
Interpersonal
relationships
Nutrition
Socioeconomic
level
Neuroendocrine
factors

19.

1. Heredity :
There is a high correlation
between parents and child
with regard to traits such
as height ,weight and rate
of the growth ,shape and
body build.
Dimension of personality,
like temperament
,responsiveness and
tendency towered shyness
are believed to be inherited
2. Neuroendocrine factors
Growth hormone, thyroid
hormone, and androgens:
all affect growth in some
fashion .
3. Nutrition
Dietary factors regulate
growth in all stages of
development
(Proteins)

20.

4. Interpersonal relationships:
it plays a critical role emotional, intellectual and personality development
Mothering person : is more essential during the infancy is the single most
influential person to meet the infant basic needs of food and warmth
,provides stimulation for the child to facilitate his or her expanding
capacities .the child trust the world and feel secure.
Parents helping child to assume sex-role identification, by providing sexappropriate sex model
Siblings are children's first peers and the way in which they learn to relate to
each
other affects later interaction with the peers out side the family group.
When the child fails to have quality interpersonal relationships with
mothering person , he or she experience emotional depreciation. The most
prominent feature of emotional development in the infancy is
developmental delays. (FTT)
Masked deprivation is a example of emotional deprivation among infants
reared in institutions in which there is a distorted parent –child
relationship, or disordered home environment
Growth delays in those children are believed by a psychologically induced
endocrine imbalance that interferes with growth.

21.

5. Socioeconomic level
6. Disease
At all ages ,children from
upper and middle class
families are taller than
comparative children of
families in the lower
socioeconomic levels ,the
factors that cause that are:
Hereditary disorders
-Nutrition deficiency
mainly protein.
-Large family size.
-Irregularity in eating
,sleeping ,and exercises.
(dwarfism)
Metabolic disorders (vit D
resistance rickets)
Endocrine disorders
Chronic illnesses like
congenital heart diseases
,cystic fibrosis

22.

7. Environmental hazards
Environmental dangers that lead to physical injuries
Harms resulting from chemical residue which may have
potential carcinogenicity, enzymatic effect
,food and air Radiations, water
contamination
Passive inhalation of smoking by infants

23.

8. Stress in childhood
Stress: is an imbalance between environmental
demands and a person's coping resources that
disrupts the equilibrium of the person.
All children experience stress.
The response to stressor can be behavioral,
psychologic, or physiologic.
It is impossible, unrealistic, and undesirable to
protect children from stress, but providing them
with interpersonal security helps they develop
coping strategies for dealing with stress.

24.

Parents can try to recognize signs of stress to
help children deal with stresses before they
become overwhelming.When a succession pf
stresses produces an excessive stress load,
children may experience a serious change in
health or behavior.
Caregivers must listen to children and let
them know that they are important.
Physical contact is comforting and reassuring to
children (holding, touching, or hugging).
Supportive interpersonal relationships are
essential to the psychologic well-being of
children.

25.

Coping: refer to a special class of individual
reaction to stressors that resolves, reduces,
or replaces the affect state classified as
stressful.
Coping strategies: the specific ways in
which children cope with stressors.

26.

Coping strategies in childhood
Any strategy that provides relaxation is effective in
reducing stress, and most children have their own natural
methods such as withdrawal, physical activity, reading,
listening to music, or taking a nap.
Stress reduction techniques:
They must be helped to recognize signs of tension in
themselves.
They must be taught any of a variety of appropriate
strategies_ special exercises, relaxation and breathing,
mental imagery, and numerous other simple activities.
Parents can anticipate possible stress-provoking events and
prepare children for coping by role playing scenarios or
“talking
it through” beforehand.
Problem- solving skill gives them the confidence to
know where and how to seek help when they need it.

27.

9. Influence of the mass media
There is no doubt that the media provide children with a
means for extending their knowledge about the world in which
they live and have contributed to narrowing the differences
between classes.

28.

1. Reading materials:
Books: Newspaper and magazines are the oldest
form of mass media. Reading matter used in the
schools has in the value system.
Fairy tales: they are now believed to prove an
excellent medium for explaining puzzling topics
such as death and inner feeling.
Comic books seem o have only a minor influence
on acquisition of beliefs, values, and behaviors.

29.

2. Movies: are not closely bound to reality and perhaps make a
contribution to children's value systems and provide
opportunities for desirable social learning.
It increases in violent behavior of young persons.
To children who are unable to distinguish between reality and
fantasy, this films play on their deepest fears and result in
bedtime fears, nightmeres, and fearful view I the world
Children as young as 4 years can recognize that cartoons are
make-believe, but children as old as age 6 continue to assume
that noncartoon features are at least roughly analogous to
social reality
Young children are especially vulnerable to misinterpreting
what they see and need guidance in choosing appropriate
programs.

30.

3.Television: is become one of the most significant
socializing agents in the lives of young children.
The content of programs and commercials
provides multiple sources for acquiring
information, modeling behaviors, and observing
value orientation.
It exposes children to a wider variety of topics and
events than they encounter in day –to- day life.
It always has time to talk to children and is a form
of access to the adult word.

31.

Television viewing has
a direct impact on
child
development and
behavior.
1. Several studies have found that violence on
television and the mass media in general
can have a negative influence on the
development of unhealthy behaviors and
violence in children

32.

There is now clear evidence documenting a
relationship between television viewing and
the use of alcohol or tobacco, violence and
aggressive behavior, the use of guns, and
early sexual activity.
Parents need to carefully monitor cable and
other pay-television programming, and
must be watchTV with children.

33.

TV has been shown to be a positive influence on
children's abilities to deal with a variety of social
issues such as honestly, helpfulness, educational
programming.
Important ideas to teach children aboutTV:
You are smarter than what you see on yourTV.
TV world is not real.
TV teaches that some people are more important
than others.
TV keeps doing the same thing over and over
again.
Somebody is always trying to make money with
TV.

34.

Video games /internet
Video games allow the player to be the aggressor,
making an ideal environment for a child to learn violent
behavior.
Parents should be adhered to the game ratings and limit
the amount of time spent plating games and watching
TV to less than 2 hours a day combined.
The internet and E-mailing have made correspondence
and information available to children from around the
world in minutes.
Filtered internet service providers are available that may
serve to protected children from objectionable sites.
One helpful strategy is to locate the computer in a public
area of the home such as the family room.