growth and development.ppt

this is help to know about the growth and development of children and development stages.

1. GROWTH AND DEVELOPMENT
PREPARED BY
HETAL PATEL

2. GROWTH AND
DEVELOPMENT

5. Developmental Tasks
•Theoristssuggestthatasonematuresfrom
infancytooldage,personspassthrough
severalstages. Duringeachstage
developmentaltasksmustbeaccomplishedin
ordertomatureinahealthyway.
Developmentaltasksaresocial,emotional,
andpsychologicalgrowthexperiences.

6. DEFINITION
•GROWTH
The term growth denotes a
net increase in the size, or
mass of the tissue. It is largely
attributed to multiplication of
cells and increase in the
intracellular substance.

7. ACCORDING TO HURLOCK
•GROWTH is change in size, in
proportion, disappearance of
old features and acquisition of
new ones

8. According to Crow and Crow (1962)
•Growth refers to structural and
physiological changes

9. DEVELOPMENT
•Development specify maturation of functions.
It is related to the maturation and myelination
of the nervous system and indicates
acquisition of a variety of skills for optimal
functioning of the individual

10. According to Hurlock(1959)
•Development means a
progressive series of changes
that occur in an orderly
predictable pattern as a result
of maturation and experience.

11. According to J.E. Anderson(1950)
•Development is concerned
with growth as well as those
changes in behavior which
results from environmental
situations.

12. According to Liebert, Poulosand
Marmor(1979)
•Development refers to a
process of change in growth
and capability over time, as
function of both maturation
and interaction with the
environment

13. Growth & Development
•Occurs in an orderly pattern simple to
complex.
•Is continuous from infancy to adult
•Affects all body parts
•Rate varies from person to person
•Is a total process that affects people,
physically, mentally, emotionally, spiritually.

14. DIFFERENCE BETWEEN GROWTH AND
DEVELOPMENT
GROWTH DEVELOPMENT
The term is used in
purely physical sense. It
generally refers to increase
in size, length.
Changes in the
quantitative aspects come
into the domain of
Growth.
Development implies
overall change in shape,
form or structure resulting
in improved working or
functioning.
Changes in the quality or
character rather than the
quantitative aspects comes
in this domain.

15. GROWTH DEVELOPMENT
It is a part of
developmental process.
Development in its
quantitative aspect is
termed as growth.
Growth does not
continue throughout life.
It stops when maturity
has been attained.
It is a comprehensive
and wider term and refers
to overall changes in the
individual.
Development is a wider
and comprehensive term
and refers to overall
changes in the individual.
It continues throughout
life and is progressive.

16. GROWTH DEVELOPMENT
Growth involves body
changes.
The changes produced
by growth are the subject
of measurement. They
may be quantified.
Development involves
changes of an orderly,
coherent type tending
towards the goal of
maturity.
Development implies
improvement in
functioning and behavior
and hence bring
qualitative changes which
are difficult to be
measured directly.

17. GROWTH DEVELOPMENT
Growth is cellular .
It takes place due to
the multiplication of
cells.
Growth may or
may not bring
development.
Development is
organizational. It is
organization of all
the parts which
growth and
differentiation have
produced.
Development is
also possible without
growth.

18. PRINCIPLES OF GROWTH AND
DEVELOPMENT
•Development is a
continous process
from conception
to maturity

19. •Development depends on the maturation and
myelination of nervous system.
•The sequence of the development is the same
for all children, but the rate of development
varies from child to child

20. •Certain primitive reflexes anticipate
corresponding voluntary movement
and have to be lost before the
voluntary movement develops

21. •Development
follows a
direction and
uniform
pattern

22. •Generalized mass activity given way
to specific individual response
•Principle of hierarchical integration
•Development lacks uniformity of
rate

23. •Development proceeds from general to
specific responses

24. •Principle of independence of systems
•Most traits of development are
correlated
•Development is cumulative
•Development is a result of interaction of
Maturation and Learning
•Development is a product of contribution
of Heredity and Environment

26. FACTORS AFFECTING GROWTH AND
DEVELOPMENT
•FETAL GROWTH
Genetic potential
Sex
Fetal hormones
Fetal growth factors
Placental factors
Maternal factors

27. POST NATAL PERIOD
•Sex
•IUGR
•Genetic factors
•Hormonal influences
•Nutrition
•Infections
•Chemical agents
•Traumatic

28. SOCIAL FACTORS:
•Socioeconomic level
•Poverty
•Natural resources
•Climate
•Emotional factors
•Cultural factors
•Parental education

29. LAWS OF GROWTH
•Growth and development in
children is a continuous and
orderly process
•Growth pattern of every
individual is unique
•Different patterns in the body
grow at different rates

30. DEVELOPMENTAL AGE PERIODS
•Infancy
–Neonate
•Birth to 1 month
–Infancy
•1 month to 1 year
•Early Childhood
–Toddler
•1-3 years
–Preschool
•3-6 years

31. •Middle Childhood
–School age
–6 to 12 years
•Late Childhood
•Adolescent
–13 years to approximately 18 years

32. SOMATIC GROWTH
•SKELETAL GROWTH
•BONE AGE ESTIMATION
•ERUPTION OF TEETHS

33. ERRUPTION OF TEETH

34. ERRUPTION OF PRIMARY TEETH
UPPER ARCH LOWER ARCH
CENTRAL
INCISORS
10 MONTHS 8 MONTHS
LATERAL INCISORS11 MONTHS 13 MONTHS
CANINE 19 MONTHS 2O MONTHS
FIRST MOLAR 16YEARS 16 YEARS
SECOND MOLAR 29 YEARS 27 YEARS

35. PERMANENT TEETH
Molar
6 to 7 years
Central and lateral incisors 6 to 8 years
Canines and premolars 9 to 12 years
Second molars 12 years
Third molars 18 years or later

36. CLASSIC STAGE THEORIES

37. FREUD’S PSYCHO SEXUAL THEORY
INFANCY ORAL
TODDLERHOOD ANAL
PRE SCHOOL PHALLIC
SCHOOL AGE LATENCY
ADOLESCENCE GENITAL

38. PSYCHO SOCIAL THEORY
INFANCY BASIC TRUST VS
MISTRUST
TODDLERHOOD AUTONOMY VS SHAME
AND DOUBT
PRE SCHOOL INITIATIVE VS GUILT
SCHOOL AGE INDUSTRY VS
INFERIORITY
ADOLESCENCE IDENTITY VS ROLE
DIFFUSION

39. TRUST VS MISTRUST
•INFANCY
•VIRTUE: HOPE

40. AUTONOMY VS SHAME AND DOUBT
•TODDLERS
•VIRTUE: WILL
•MAIN QUESTION : CAN I DO THINGS MYSELF
OR MUST I ALWAYS RELY ON OTHERS?

41. INITIATIVE VS GUILT
•PRE SCHOOLERS
•VIRTUE : PURPOSE
•MAIN QUESTION : AM I GOOD OR BAD?

42. INDUSTRY VS INFERIORITY
•CHILDHOOD
•VIRTUE: COMPETANCE
•QUESTION: AM I SUCCESSFUL OR
WORTHLESS?

43. IDENTITY VS ROLE CONFUSION
•ADOLESCENTS
•QUESTION: WHO AM I AND WHERE AM I
GOING?
•EGO QUALITY: FIDELITY

44. INTIMACY VS ISOLATION
•YOUNG ADULTS
•20-34YEARS
•QUESTION: AM I LOVED AND WANTED?
•VIRTUE : LOVE

45. GENERATIVITY VS STAGNATION
•MIDDLE ADULTHOOD
•VIRTUE: CARE
•QUESTION : WILL I PRODUCE SOMETHING OF
REAL VALUE?

46. PIAGET: 4 STAGES OF DEVELOPMENT
•Sensorimotor (0-2 years)
•Preoperations (2-7 years)
•Concrete Operations (7-12 years)
•Formal Operations (12 and up)

47. SENSORY MOTOR
•Understand the world
through senses and
motor actions
•Develop object
permanence at stage
end
•At 9 months, can
imitate

48. SENSORY MOTOR PHASE
•3 EVENTS
–SEPARATION
–OBJECT PERMANANCE
–SYMBOL OR MENTAL REPRESENTATION

49. SYMBOL OR MENTAL REPRESENTATION
•HAS 6 STAGES
–USE OF REFLEX (BIRTH –1 MONTH)
–PRIMARY CIRCULAR REACTION ( 1-4 MONTH)
–SECONDARY CIRCULAR REACTION ( 4-8 MONTH)
–COORDINATION OF SECONDARY SCHEMES
–TERTIARY CIRCULAR REACTION( 13-18 MONTHS)
–MENTAL COMBINATION (19-24 MONTHS)

50. PRE OPERATIVE
•Think about things not
present
•Fantasy play
•Thinking egocentric,
dominated by
perception

51. CONCRETE OPERATIONS
•Can manipulate
ideas
•Understand
reversibility
•Can do
conservation and
classification

52. FORMAL OPERATIONS
•Can do abstract &
hypothetical
reasoning
•Can reason
contrary to
experience
•MAY be found only
in people's areas of
expertise!

53. KOHLBERG’ THEORY
•3 LEVELS OF MORAL DEVELOPMENT
–PRE CONVENTIONAL MORALITY
–CONVENTIONAL MORALITY
–POST CONVENTIONAL MORALITY

54. PRE CONVENTIONAL MORALITY
•STAGE I
•CHILD IS OBEDIENCE
PUNISHMENT
ORIENTED
•STAGE II
•CHILD CONFIRM THE
SOCIAL EXPECTATION
TO GAIN REWARD

55. CONVENTIONAL MORALITY
•MORALITY OF CONVENTIONAL RULES AND
CONFIRMITY
•2 STAGES
–GOOD BOY MORALITY
–AVOID SOCIAL DISAPPROVAL

56. POST CONVENTIONAL MORALITY
•MORALITY OF SELF ACCEPTED PRINCIPLES
•2 STAGES
–MORALITY SHOULD BE MODIFIABLE
–SOCIAL STANDARDS AND INTERNALISED IDEAS TO
AVOID SELF CENSURE

57. KOHLBERG’S THEORY
TODDLER PRE CONVENTIONAL
PRE SCHOOL CONVENTIONAL
SCHOOL AGE CONVENTIONAL
ADOLESCENCE POST CONVENTIONAL

58. BEHAVIOURAL THEORY

59. THEORY OF INTERPERSONAL
DEVELOPMENT
•PROPOSED BY SULLIVAN
•FIRST INTERACTION WITH MOTHERS
•EXTENDS TO OTHER FAMILY MEMBERS BY THE
AGE OF 2 YRS
•EXTENDS TO NEIGHBOURS, PEERS AT SCHOOL
AND HORIZONTAL WIDENS

60. Normal Aging
•Integumentary System
–Skin, hair, nails, sweat
and oil glands
•Occurring changes
–Skin becomes
fragile,tears easily, loss
of fatty tissue
–hair thins and grays
–nails thicken and harden
–less oil and perspiration
produced

61. Integumentary system
•Results
–skin is less resistant to
injury
–skin bruises easily
–skin is drier
–skin is slow to heal
–body temperature
regulation is difficult
–decreased sensations
occur
•Nursing Assistant
responsibilities:
–use lotion and other skin
care products
–prevent pressure areas
and other injuries
–select appropriate
clothing

62. Musculo-Skeletal (bones and muscles)
•Changes
–bones become porous
and brittle
–muscles reduce in size
–joints and ligaments
become less flexible
•Results
–muscles lose strength
–fractures occur
–Range of Motion is
decreased
•NAR responsibilities
–encourage exercise and
good nutrition
–balance activity and rest

63. Digestive (Stomach and Intestines)
•Changes
–Slowing down of system
–decrease in taste
–saliva reduced
–teeth missing (poor
fitting denture)
•Results
–decrease in appetite
–difficulty chewing and
swallowing
–constipation
•NAR responsibilities:
–watch for choking
–encourage fluids, small
bites, and to eat slower

64. Circulatory (Heart -blood vessels)
•Changes
–heart does not pump as
effectively
–blood vessels become
less elastic
–heart disease is common
in elderly
•Results
–tires easily
–elevated blood pressure
–dizzy when changing
positions
•NAR responsibilities
–provide rest times
–encourage exercise
–change positions

65. Respiratory
•Changes
–decreased exchange of
oxygen and carbon
dioxide
–lungs lose elasticity
–cough reflex is weak
•Results
–deep breathing more
difficult
–susceptible to infections
–tires easily and SOB
•NAR Responsibilities
–pace activities
–prevent infections

66. Urinary ( Kidney -bladder)
•Changes
–kidney function reduced
–bladder elasticity
lessened
–females have stress
incontinence
–males have prostate
enlargement
•Results
–susceptible to UTI’s
–more urgent need to
void
–difficulty and
incontinence in voiding
•NAR responsibilities
–encourage fluids
–follow B&B program
–good peri care

67. Nervous System
•Changes
–nerve cells decrease in
number
–blood flow to brain is
decreased
–diseases may cause
abnormalities and
personality changes
•Results
–slower reaction to
stimuli
–forgetfulness
•NAR responsibilities
–Provide adequate time
to complete activities
–be alert to safety needs

68. Sensory (eyes and ears)
•Changes
–gradual slowing down of
all senses
–tears and earwax
reduced
•Results
–reduced vision and
hearing
–eyes dry, irritated
–impacted ear wax
–problems with glare
•NAR responsibilities
–speak clear, slowly
–face resident
–be alert to safety

69. Digestive (Stomach and Intestines)
•Changes
–Slowing down of system
–decrease in taste
–saliva reduced
–teeth missing (poor
fitting denture)
•Results
–decrease in appetite
–difficulty chewing and
swallowing
–constipation
•NAR responsibilities:
–watch for choking
–encourage fluids, small
bites, and to eat slower

70. REPRODUCTIVE SYSTEM
Changes:
Females: Menstrual cycles ceases, vaginal wall
become thinner and drier
Males: scrotum is less firm, prostate gland may
enlarge.
NAR responsibility: Clean Perineums, watch for
signs of infections.

71. Endocrine system (glands)
•Changes:
–Less insulin produced, may result in diabetes
–Weight gain/loss
–Increased feeling of nervousness
•Nar’s should report any behavior or physical
changes to nurse.

72. Needs of Family
•Definition of Family:
–Two or more people have chosen to live together
and share interest, roles, resources commitment
and love.
•Family emotions include, anxiety, fear,
sadness, anger, relief, confusion

73. ROLE of NAR
•Nursing assistants need to acknowledge family
members, have a non judgmental attitude, be
patient, be sensitive, quietly listen, include
family when appropriate in cares. BE
PLEASANT!!!

74. RESPECT CULTURAL DIVERSITY
•CLAS stands for culturally and linguistically
appropriate services.
•Developed in 2000 by the Dept of health and
human services.
•Clas focuses on health care organizations, and
also standards for how health care should be
delivered.

75. Personal guidelines
•Think about your personal belief system
•Examine how personal culture influences your
own behavior
•Don’t stereotype
•Ask patients about their culture
•Attend staff development activities and
develop cultural awareness.

76. Cultural influences
•Personal space
–Some cultures will not permit members of the
opposite sex to provide cares
–Some prefer distance during cares
•Gestures/ eye contact
–Gestures may have different meanings
–Eye contact may be offensive

77. Cultural Influences
•Pain:
–Some demonstrate pain by being very emotional
–Some view displays of pain as being weak
•Personal hygiene:
–Bathing may not be done routinely/ or may be
very frequent
–Women may not want body hair removed

78. Cultural influences
•Clothing:
–Men may cover their heads
–Women may cover their heads and only have face and
hands in view
•Health Practices:
–May want cultural remedies
–May want herbs, spices, teas or wraps
–Check to see if this interferes with treatment

79. Common Characteristics of Normal
Aging
•There are many myths
about aging. A myth
is an unproven idea or
belief such as “old
people can’t learn”.

80. Facts about Aging
•Aging is a natural process, begins at birth
•basic needs of the elderly are the same as
any age group
•Individuals age at different rates
•aging process is influenced by lifestyle,
nutrition, wellness, mental and emotional
health
•Most elderly live healthy, independent lives

81. •Most elderly have satisfying relationships with
family and friends
•Most elderly enjoy retirement
•Many elderly are involved in community and
volunteer work
•Many elderly have a deep sense of spirituality
and feeling of peace
•Aging does not occur at a certain age
Facts about Aging