Growth and development

CHAPTER 3:

Infancy and ChildhoodGrowth and Development:

Emotional Development

Patterns of Growth and Development

Physical Growth and Development

Cognitive Development

Social Development

(birth to 2 years)

1st part of life

Dependent on othersvery quiet and

sleep a lot

very active look and act

differently

needs

feelings

(2-14 YEARS)

tantru

ms

hyperactive

indepe

nde

nt

playful

fetus develop in the mother’s body according to a relatively fixed time schedule

FETAL BEHAVIOR refers to turning and kicking depending upon the growth stages of fetus.

A premature baby is one who is born too early, before 37 weeks. Premature babies may have more health problems and may need to stay in the hospital longer than babies born later. They also may have long-term health problems that can affect their whole lives.

Premature Baby(7 to 8 months)

Psychology, 4/e by Saul Kassin ©2004 Prentice Hall

• Two infants born at the same time may be very different. Not all children go through the sequence at the same rate.

Many kinds of behavior follows an orderly sequence:

AT BIRTH, infants cannot control their body movements.

FIRST MONTHS, infants see objects 10 inches away from face

FOUR MONTHS, controls muscles and nervous systems, sits, holds head, and can roll from their side to stomach.

FIVE MONTHS, most babies can roll over.

SIX MONTHS, visions is more fully developed

• An infant can only perform any motor activity when he is ready for it.

1. Appearance at birthO Head- about ¼ of its entire body lengthO A heavy growth of soft hair often covers the bodyO FACE- broad and short because of lack of teeth and

undeveloped jawsO ARMS & LEGS-small in relation to the head the abdominal

region of the trunk is large & bulging while the shoulders are narrow.

O HANDS & FEET- smallO MUSCLES-soft and uncontrolled; muscles of the arms and

hands are more developed, than those of the legs and neckO BONES- soft and flexibleO FLESH- Elastic white skin is soft and elastic.O GROWTH OF BODY PARTS

Oa

PHYSICAL GROWTH &DEVELOPMENT

CHILD YOUTH RESEARCH CENTER conducted longitudinal study among 250 Filipino children

EXAMINATION: Monthly-1st year of life Quarterly- 2nd year Semi- Annually- here- after Follow up evaluation growth-during the first three months was

conducted at home after. (All follow up evaluation was made at the center.)

SUBJECT:

MALE FEMALEWeight 3.05 kg (approximately 6.7

lbs.)2.94 kg. (Approximately 6.5 lbs.) at birth

One hundred seven subjects who reached 6th YEAR (60 males and 47 females of life

4 MONTHS : weight is doubledONE YEAR: TripledTHIRD YEAR: Quadrupled5 YEARS: 1 year weightWeight gain is greatest during the first six months of life with the males generally heavier than females.

MALE BABY FEMALE BABYAve.

Length48.85 cm 48.14 cm.

ONE YEAR: lengthens by 50 percent of his birth lengthTWO YEARS: Infant grows by 75 percent of his length at birthFOUR YEARS he doubles his birth lengthFirst TWO YEARS males are significantly longer than the femalePRE SCHOOL PERIOD males superiority in length measurement becomes negligible and

reverses. The Females actually have longer mean length than the males.

FIRST YEAR gains about 11 cm. which is about one-third of the head circumference at birthFIVE YEARS head circumference increases by about one-third of the head circumference at

birth.


IN MOST LINEAR MEASUREMENT:1ST SIX YEARS OF LIFE: most males have longer have longer measurement than the females except in symphisis/pubis length/height, crown_rump or sitting height and hip width where females have an upper hand from 3-6 years.

FROM BIRTH-TWO YEARS there is rapid growth8-11 YEARS period of slow growth up to the time of puberty, or sexual maturing.CHILDHOOD STAGE girls grow faster than boys because of their earlier puberal development.PRE-SCHOOL AGE both height and weight, the female shows a faster growth rate, so we find

boys shorter and lighter than the females of the same age at this period.

FIRST 2 OR 3 MONTHS OF LIFE AND AT PUBERTY.Rapid growth causes a child to consume his energy that makes him easily fatigued, moody and irritable.the child who is not getting enough nourishment for his growth needs, becomes tired and irritable and shows little interest in schoolwork and play and makes poor social adjustment.Rapid growth is also accompanied awkwardness in movements.

The pubic symphysis or symphysis pubis is the midline cartilaginous joint (secondary cartilaginous) uniting the superior rami of the left and right pubic bones. It is located anterior to the urinary bladder and superior to the external genitalia; for females it is above the vulva and for males it is above the penis.


END OF FIRST YEAR Average Filipino infant has eight teeth.Four lower incissors and four upper incissors

AGE 0F 18 MONTHS the child has 12 primary teeth, the incissors and the first molarsEND OF SECOND YEAR the child has 16 primary teeth-the complete set of incissors, first molars

and guspids.

(Age range= 20-20 years) started in 1976 based in 1976 based on 1975 survey.Norms and measurement for 37 different body parts of Filipino Children and Youth

These norms were established using 22,499 children from 10 demographic regions.

Early Childhood (4-7) improvements in the height and the weight of the childhoodpopulation.

Adolescence(11-18) improvements are as much as 3 to over cms.Improvements are more marked among males, than females.Increase in height is more pronounced than increase in weight

2-3 and 8-10 yrs.old didn’t change significantly.2 yrs. Old are even lighter than their counterpart 10 yrs. Ago

Jean Piaget Swiss psychologist undertook several studies on human development. Heidentified the different stages and described specific characteristics of each stage.

Cognitive development involves changes in cognitive process and abilities. In Piaget's view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations.


The Sensorimotor Stage: (birth-2 years) the child seeks satisfaction from the things he senses and touches and learns these objects by manipulations so that object remains “the same object” with changes in

location and point of view.The Preoperational Stage:

(4-7 YEARS) At this stage, kids learn through pretend play but still struggle with logic and taking the point of view of other people. They also often struggle with understanding the ideal of constancy.

For example, a researcher might take a lump of clay, divide it into two equal pieces, and then give a

child the option of choosing two pieces of clay to play with. One piece of clay is rolled into a compact ball while the other is smashed into a flat pancake shape

The Concrete Operational Stage: (7-11 YEARS) Kids at this point of development begin to think more logically, but their thinking can also be very rigid. They tend to struggle with abstract and hypothetical concepts. At this point, children also become less egocentric and begin to think about how other people might think and feel. Kids in the concrete operational stage also begin to understand that their thoughts are unique to them and that not everyone else necessarily shares their thoughts, feelings, and opinions.

The Formal Operational Stage: (11-15 YEARS) increase in logic, the ability to use deductive reasoning, and an understanding of abstract ideas. At this point, people become capable of seeing multiple potential solutions to problems and think more scientifically about the world around them.

1. The child’s mind is perceptually oriented. He makes judgement of how things look to him.He goes

beyond his perception to perform displacements upon the data mind that conservation appears.

Conservation is possessed by the child when he is able to tell the quantity remains the same if it has not

been changed despite changes in perceivable features.Perception-

having or showing an ability to understand or notice something easily or quickly. (observant)

Variable- able or more likely to change or be changed. Not always the same.

2. The child centers on one variable only (centration) and usually it is the variable that standsout visually. Lacks The ability to coordinate variables. (Ex. Blocks collapse)

3. The child does not see that every logical operation is reversible. Ex.( clay rolled into different shapes).

4. Child is not able to take the view of others.

Stendler (cited in Goldman, Storke and Burke, 1971) summarized the major aspect of the child’s thought at this period.

PRE-OPERATIONAL PERIOD (2-7) is characterized by the primarily intuitive functioning ofthe child’s mind at this stage.

Tayag, Camagun and Segovia (1966) Investigates the development of children’s ideas of conservation of quantity.

SUBJECT:89 children aged 5-8 years drawn from the Philippine Normal College Child Study Center, the Laboratory Elementary School and from outside the school setting.

TWO TESTS:

1. Conservation of continuous quantity which made use of colored liquid.

2. Conservation of discontinuous quantity which made use of colored beads. BOTH TESTS HAD THREE FEATURES:

Conservation of water when they are poured from a big vessel into a half-sized vessels of the same shape.Conservation of water or beads when they are poured from a big vessel into two equal-sized vessels of different shape.Conservation of water/beads when they are poured from a big vessels of different sizes and shapes.

WHAT HAS BEEN FOUND?

Ability to understand conservation of quantity whether continuous or discontinuous increases with age.

Children aged 5 and 6 years are confused at the idea of conservation. Understanding of continuous quantity precedes conservation of discontinuous

quantity, the first beginning at age 7 and the second at age 8. 5 and 6 years old children are non conservers. Boys were found to understand conservation of continuous quantity earlier than

girls.

• Tried to determine the developmental characteristics and levels of functioning of mental processes of a group of Filipino children during the concrete operation period as revealed by the performance on seven conservative tasks.

SUBJECT:Make use of 5 to 12 year old children, instead of only 7-11 years ( period of concrete

operation) since the age level for concrete operation has not yet been determined among Filipino Children.

O The ability to conserve marks the transition from the preoperational stage to the concrete operational stage of cognitive development.


Results:

Task used to test conservation

5-8 YEARS Subject were still non conservers

9-10 YEARS concepts of conservation of substance were attained

8-9 YEARS concept of water line is achieved

5 YEARS number concept seemed to have been developed among the subjects but the

conservation of area seemed to have been difficult to attain

E. OROJANA (1979) Administered one cognitive role taking task and two perceptual role taking task and two perceptual role taking task to determine its relationship among 5-12 Filipino Urban Children.

PERCEPTUAL ROLE-TAKING TASK is a person’s ability to predict the other person’s visual perspective by pointing to a photograph which corresponds to the view that the latter sees from another place.

COGNITIVE ROLE-TAKING TASK is a person’s thought by telling the story which he thinks the other person would tell about a given set of pictures.

Chandler & Greenspan (1972); Chandler (1974) Neale (1966)Considered the tasks to be essential in a child’s social development and

people known to be developmentally deficient in these tasks appropriate social maturity.STUDY REVEALED:

Perceptual Role taking precedes cognitive role-taking age. I.Q. and SES were found to be significantly related to perceptual Role-taking

with the older, the more intelligent and the higher SES Ss. Cognitive role-taking was affected only by age and intelligence Sex was not found to be related to the performance of the children on both

tasks.

OREJANA’S STUDY Require children’s ability to take another persons role.Role Playing can be used as a technique for many group activities especially

among older and more intelligent children.CONSUELLO CALLANG (1978)

Investigated the effect of SESAME STREET on the reading readiness,vocabulary and number concept development among 4-6 years old children.

Sesame Street was born in the late 1960s during a time when the importance of early childhood experiences began gaining more traction. Since our founding, Sesame Street has revolutionized early learning by using media to make educational opportunities

accessible, helping children grow smarter, stronger and kinder.

FINDINGS:Sesame street produces significant improvements in the readiness and vocabulary and of the Ss but did not produce significant effects on number readiness.Readiness for numbers already possessed by the Filipino Kindergarten children as shown by the earlier studies (Pengson, 1966; Tayag, 1967)on number readiness.

Kearney and Levine .the introduction of Sesame Street led to a positive impact on performance

throughout elementary school. In particular, children with greater exposure to the show were more likely to be academically on track.

Piaget’s Cognitive theory considered the evolution of notion of left and right as an index of Intellectual development.

What is left and right discrimination problem?is a thought process that results in confusion when processing or

communicating anything that has an “either/or” relationship.

Zenaida de Leon 1978 investigated the developmental relations between the use of reference systems and children’s discrimination of left and right.

SUBJECT: 200 randomly selected children ages 6-12 FINDINGS:

Filipino subjects is a year behind their Swiss counterpartsin right and left discrimination although both groups (Filiipino & Swiss) successfully discriminated left and right relations using their body parts.

Sex was not found to be related to the discrimination of left and right but I.Q. played a significant role.

Discrimination of left and right from the children’s point of view was attained at age 7, while low I.Q. group is at age 11.

Left and right discrimination from another person’s point of view was attained by the high IQ Ss at the age 8 while the low I.Q. group attained this at age 12.

CYRC Uses sixty eight parents and 80 childrens as subject.As SS- an interview of the parents and vocabulary test using the

vocabulary test portion of the WISC

FINDINGS:

1.Compared with the six year old-the seven year old acquires the ability to use language more efficiently.

2.they were critical, uses language more freely and adaptively, not only to establish rapport, but running comments on matter at hand.

3. Vocabulary wise.

74% of 7 YEARS ask spelling of new words in contrast to 59% at age 6. 7 YEAR OLD has a growing need for words to express his multifarious thoughts,

ideas, and feelings.

Social contacts with adults should be pleasant as this is the foundation of future social relationship.

PRE SCHOOL AGEcontacts with other children in play groups marks the beginning of a group

activity. This widens the experience and the beginning of cooperative behavior.

PRIMARY SCHOOL PERIOD

Develops group consciousness He begins to identify himself with groups of increasing size and complexity,seeks

the companionship of children of his own age. He becomes part of a peer group that, that is a group of individual who are

approximately his equal, size, age and status. From his participation in the activities of this group he learns to develop a new

feelings of adequacy and worth as well as of acceptance and belonging. He learns to get along with others, to share, take turns and to be cautious and to

assume responsibility. He gains self confidence and self reliance. Choice of friends is not influenced by social or economic status

The child has learned by this time something concerning the existence of prejudices and is frequently puzzled by them.

Ordinarily attitude of discrimination against other races, nationalities, creeds. And social classes are not characteristics of the period unless such attitudes are emphasized in the immediate environment, particularly time.

Age group is important than adults to primary child nevertheless he is still sensitive to adult criticism and vulnerable to ridicule and excessive teasing.

He does not know how to keep loss of prestige He is still in need of adult support and tendencies (Kelly,1965)A

BIRTH TO 6 YEARS 6 -12 YEARS Walks Take solid foods Talks Control the elimination of body wastes Learns sex differences and sexual

modesty Achieves physiological stability Forms simple concepts of social and

physical reality Relate one self emotionally to parents,

siblings and other people Distinguishes right and wrong

developing a conscience.

Learns physical skills necessary for ordinary games

Builds wholesome attitudes toward oneself as a growing organism.

Learns to get along with age mates Learns an appropriate masculine or

feminine self role Develops fundamental skills in reading,

writing and calculating. Develops concepts necessary for everyday

living. And scale of values. Develop conscience, morality and scale of

values. Achieves personal independence Develops attitude toward social groups and

institutions.

SECURITYFundamental aspect of emotional development during infancy which bears

direct relationship to future ability to adjust to live situations.o Parental loveo Affectiono Interest and understandingo Care

CHILDHOOD’S EMOTIONAL NEEDS

To be loved Valued met by parents, secondarily by the teachers, by the peer group. Approved

School experiences should be so planned as this affects child’s personality development.Fear and anxiety should be guarded as this brings about worry and timidity in children.Failure, ridicule, loss of prestige and feeling of inadequacy

Children tend to reflect the emotional status not only for their parents but also of their teachers.

Teachers anxiety adversely affect children causing them to become fearful and insecure.

Teachers who are relaxed and cheerful a preponderance of the children do not display emotional problems attributable.

Inconsistency in the behavior of parents and teachers is bound to be reflected in the emotional reactions of the child, and constitutes an important source for reactions in children of this age.

THE CHILD AND YOUTH RESEARCH CENTER (CYRC,1972)

Six year old children show explosions and displayed either verbally or physically which is an indicator of aggressive behavior.

They exhibit temper tantrums, they want to have their own ways, they give a stubborn no personal demands on them except when given immediate rewards.

Crying is a little controlled especially at the 6 YEARS but an abundance of laughter and squeals comes after humurous stories and other forms of entertainment.

Jealousy still exists up to six and siblings. Rivalry is common. Begin to worry about death.

NEEDS OF CHILD VARY AMONG THEM ARE:1. A family is a good seedbed for mental health.( Dudley,1980) ;(Razon ,1980) Child Rearing Practices of Filipino Mothers and their Relationship to children’s Cognitive Development.

THREE DIMENSIONS OF CHILD REARINGa. love hostilityb. Antonomy Controlc. cognitive training

LOVE HOSTILITY Obtained the most significant correlation.1. The urban Filipino parents were found to be loving and controlling, contrary to the hypothesis that they would be loving and permissive.•The parents who scored high in the love hostility dimension (the higher the score, the more loving the) have children who scored high in the test of cognitive development.•Autonomous parents and those who provide stimulating environment had children who scored high in the cognitive tasks.•Cognitive training obtained the lowest correlation though significant, which implies that it is not the amount of teaching that gives rise to high intellectual performance of children but interaction that happens during the teaching that counts.2. Child’s mind is very inquisitive. The child should always be with a learning tool and a learning environment. Television can provide good avenues for learning. Excessive T.V watching of children should be curbed and if ever allowed should be made a learning activity not a substitute for made or yayas.3. Play is vital. It pervades early years of child’s life

Solis, 1970 Play is important to child’s normal life. Failure to acquire play interest in childhood leaves lasting gaps in later life.PRE-SCHOOL AGE Critical period in child’s life.

Freud basic character structure of an individual is laid down during the first five years of life and subsequent growth for the most part is only an elaboration of this basic structure.1st SIX YEARS OF LIFE the home is the most significant influence on child’s growth and development. Child is completely dependent upon the home. Its influence is profound and extensive.HOME constitute child’s first environment and influences all activities

and interests.-Established foundations for all growth and development and

formation of personality-Basic habits, attitude, emotions, and ideals upon which all

future conduct is built.

Growth and development

Education

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