Growth and Development

LESSON 3 GENERAL PSYCHOLOGY

DEFINITION

GROWTH Refers to quantitative changes (Structural and

Physiological Changes).

Denotes a net increase in the size or mass of the tissue.

DEVELOPMENT Refers to qualitative changes.

A process of change in growth and capability over time, as function of both maturation and interaction with the environment.

GROWTH AND DEVELOPMENT

Involve both PHYSICAL (STRUCTURAL) AND

FUNTIONAL CHANGE

Involves a change in size and proportion in relation to height, weight and breadth and to the different parts and organs of the body

PHYSICAL CHANGE

FUNTIONAL CHANGE Involves a slowing down of mental processes like the

ability to perceive things, the ability to reason, increase in vocabulary, etc.

CONDITIONS FOR GROWTH AND

DEVELOPMENT

FACTORS: 1. HEREDITY – gene structure controls and limits the

amount of variation in the structure of the body

2. ENVIRONMENT

a) Food – in prenatal development, for instance, substances necessary for growth must be present to insure a relatively normal development.

b) Endocrine actions of glands influence development;

c) Exercise speeds up the metabolic rate of body processes, thus increase heartbeat, blood pressure, respiration, etc.

CONDITIONS FOR GROWTH AND

DEVELOPMENT

ENIVRONMENT

Includes all the conditions in the world that influence

behavior, growth, development or life processes in

any way

May be external (air, trees, houses, etc.), internal

(lymph fluids , blood, glands, etc.), and social (other

human beings who in any way influence us).

MATURATION AND LEARNING

The unfolding of traits potentially present in the

individual because of his hereditary endowment.

MATURATION

Development that comes from exercise and efforts.

LEARNING

STAGES OF DEVELOPMENT

PRENATAL AND POST NATAL


1) GERMINAL PERIOD (from conception to the 2nd

week)

2) EMBRYONIC PERIOD (begins when zygote implants

itself in the uterine wall and lasts until 8th week)

3) FETAL PERIOD (begins about nine weeks after

conception and is terminated in birth

1. PRENATAL The first stage or period of life span. It begins from

fertilization up to the end of 9th month.

GERMINAL PERIOD

What happens during the germinal stage?

Cell division occurs

Within 3 – 4 days, the zygote reaches the uterus

After 1 week, the zygote begins to implant in uterine wall

The process of implantation takes approximately 8 to 14 days

STAGES OF DEVELOPMENT : PRENATAL

Blastocyst: mass takes on fluid filled ball of cells; cell differentiation

Embryonic disk: Inner layers which become the embryo and later the fetus

Trophoblast: Outer layers differentiate four different membranes

Blood cell production, umbilical cord and placenta, amniotic sac, chorion

GERMINAL PERIOD

EMBRYONIC PERIOD What happens during the embryonic stage?

The development in this stage is more on body development.

Life giving oxygen and nutrients are passed on from mother to the child thus setting the stage for rapid development

Differentiation of bodily structure occurs during the embryo’s 2 months.

By the end of the 2nd month, all the major organs have begun to develop and sexual differentiation occurs.


Endoderm (outer layer): nervous system, sensory organs, hair, outer skin

Ectoderm (inner layer): digestive and respiratory systems, liver, pancreas

Mesoderm (middle layer): excretory & circularity systems, bones, muscles

EMBRYO

FETAL PERIOD What happens during the fetal stage?

The first motor behavior of the fetus is reflexive

Spontaneous movement begins occur and may be noticed by the mother in the 4th month


Factors affecting prenatal development German measles (Rubella) – the virus transmitted

through the embryo may result in deafness, cataracts, mental deficiency or heart disease in the baby.

Syphilis, Malaria, smallpox, chicken pox and mumps are infectious disease caused by agents small enough to pass thru the placenta. These diseases can result in congenital deformities or defects depending upon the prenatal stage in which mother contracted.

Maternal malnutrition as well as Anoxia (lack of oxygen) and infectious diseases affect development of the fetus


Alcohol and smoking increases the fetal heartbeat.

The effects of X-rays and other forms of radiation may affect the mentality of the child.

Endocrine gland irregularities. When the thyroid gland secretions are irregular or unbalanced, cretinism develops – a type of retardation characterized by physical and mental deformities.

Blood incompatibility (RH factor).

The use of drugs. Methadone, which easily crosses the placenta barrier, may impede the fetus normal development. More than 50% of all children of methadone mothers are either premature or small for their gestational age.



2. POST NATAL Refers to development after birth.

2.1. PERIOD OF INFANCY (Neonate)

- begins from delivery up to end of the 2nd week.

- shortest period of life span

- most dangerous stage of life span because the infant is totally dependent to other people the fat that he can’t talk, see and walk.

- the infant is considered as tabularaza : “blank mind” because of complete lack of experience and learning

NEONATE’S REFLEXES:

SUCKING

ROOTING

STAGES OF DEVELOPMENT : POST NATAL


GAG BABINSKI

STARTLE


2.2. PERIOD OF BABYHOOD

- starts from the beginning of the 3rd week after delivery up to the end of 2nd year.

- called as the “cute” stage of life span because the baby is now able to walk, see, talk and smile.

- the baby is less dependent from other people compared to infant.

- physical and mental development is rapid.


2.3. PERIOD OF EARLY CHILDHOOD

- starts from the beginning of the 3rd year up to the end of the 6th year.

-the child is very eager to learn and experience new things.

- the child is importune and asks many questions that would satisfy his/her inquisitive mind.

- physical and mental development is rapid.


2.4. PERIOD OF LATE CHILDHOOD

- starts from the beginning of the 7th year up to the end of 10th year.

- also called the school period and the gangmate period.

- desire to learn and experience new things is increased to the extent of risking his future if only to satisfy his/her curiosity.

- Think about things not present.

- Fantasy play.

- Thinking egocentric, dominated by perception.


2.5. PERIOD OF ADOLESCENCE

- starts from the beginning of the 11th year up to the end of 19th year.

- the stage of confusion because this is the transition from childhood to early adulthood.

- begins to be conscious about the way he/she dresses up and the way he/she looks in contrast to his attitude during his/her late childhood.

- observes proper attire and proper diet to look attractive to the opposite sex.

- builds “air castles”, becomes idealistic and experiences wet dreams because he/she now used to fantasize.


2.5. PERIOD OF ADOLESCENCE

- builds “air castles”, becomes idealistic and experiences wet dreams because he/she now used to fantasize.

- has been thought of as a period of “storm and stress” – a time of heightened emotional tension resulting from physical and glandular changes that are taking place.


2.6. PERIOD OF ADULTHOOD

- some Psychologists say that this period of life

span starts upon reaching the age of 18 but some

maintain that it starts after the “teen” period.

- start to accept realities and complexities of life

and becomes less idealistic

- observes proper decorum and becomes

conscious of what his/her future would be.


2.7. PERIOD OF MIDDLE AGE

- starts from 40th year and ends up to the 60th

year.

- an individual begins to reminisce of his/her past

and starts to count his/her blessings.

- he/she is now close to God and likes to share

his/her experiences to his/her fellowmen

particularly the younger generation.


2.8. PERIOD OF SENILITY OR SENESCENCE PERIOD

- begins just after the 60th year up to the moment of death.

- also called “the period of second childhood” because the individual forgets many of his past experiences due to rapid loss of memory. He act like a child and becomes independent for the second time of his life.

- persons at this stage need kind understanding and help should be extended without any selfish motive


1. SENSORY DEVELOPMENT

- - Neonate is capable of reaching to his environment.

- the neonate demonstrates responsiveness to all types of sensory stimulation. It responds to stimulus like light, sound, pressure, movement, odors, sugar and certain acid solutions.

- the sense modalities are fairly well developed at birth, although others are more functionally more developed than others.

POST NATAL DEVELOPMENT BEHAVIOR


2. MOTOR DEVELOPMENT

- - Involves muscular reactions like walking, grasping, jumping, steering, etc., often requiring an interaction between sensory and motor functions.

- - development proceeds from simple to more advanced skills where speed, accuracy and coordination are developed into more complex activities.

- - the earliest areas that are sensitive to stimulus are the face and the neck.

- - development also proceeds from the central to the more outlying parts of the organism or proximodistal.



Illness and physical injury: Polio or other

debilitating disease may delay development of

walking in the child

Intelligence (low grade): Idiots, for example may

be delayed for as long as four before they able

to walk.

Size of the body: babies that are too obese may

find it hard to carry their bodies for locomotion.

FACTORS IN THE DELAYED MOTOR DEVELOPMENT OF AN INDIVIDUAL:


Lack of opportunity to learn: if the baby is deprived of the opportunities to walk he will not learn to walk

Fear: children who are allowed to walk too early may toddle and stumble and lose their self-confidence

Hampering clothes: in cold countries, babies are sometimes bundled in clothes which impede the free use of their arms and legs.

Nutrition: diets which are not rich in essential bone-building nutrients like calcium, phosphorus, vitamins and others may weaken the child

FACTORS IN THE DELAYED MOTOR DEVELOPMENT OF AN INDIVIDUAL:


3. LANGUAGE DEVELOPMENT

– Language includes every

means of communications in

which thoughts and feelings

are symbolized so as to

convey meaning to others

- newly born baby

communicates first by crying


1 month – alerts to sound

3 month – coos ( musical vowel sounds)

4 months – laugh aloud

6 months – monosyllables (ba- pa –da), ah- goo sounds

9 months – bi-syllables (mama, baba, dada)

12 months – 1-2 words with meaning



FACTORS THAT INFLUENCE SPEECH DEVELOPMENT:

1. Sex: Girls tend to speak earlier and more skillfully than boys.

2. Socioeconomic status: Children from the higher socioeconomic groups speak earlier, express themselves better and talk more than the lower groups.

3. Family Relationship: A healthy relationship facilitates speech development.

4. Number of siblings: An only child acquires language earlier than those siblings close in age.

5. Health: Severe and prolonged illness during the first two years of life delays the beginning of speech and the use of sentence by 1 to 2 months.




4. INTELLECTUAL (Cognitive) DEVELOPMENT – in general, a child’s growth rate is rapid during 1st year and continues through 2nd year. Then, it slows down until the end of childhood. It was found that children between the ages of 2 and 13 makes important gains in cognitive development, as well as in social and personality development.


Cognitive Development involves changes in how

children understand and think about their world

as they grow older.


According to Jean Piaget, the sequence of cognitive development is divided into a series of stages and he assumed that stages are organized around a dominant theme and that each stage contains qualitatively different behaviors.


Stages of Intellectual Development

1. Sensorimotor Stage: from birth to 2 years old, this is characterized by innate to stimulus which is essentially reflexive. Its main theme is discovering relationships between sensations and motor behavior. During the first 2 years, children replace reflexes with voluntary actions.



Stages of Intellectual Development

2. Preoperational Stage: extends from about 2 to years of age. Its dominant theme is discovering operations, which are plans, strategies, and rules for solving problems and for classifying information. Preoperational children have the basic mental abilities for doing mental operations but they are only beginning to discover the logical mental operations that will characterize their later thinking.


POST NATAL DEVELOPMENT BEHAVIOR Stages of Intellectual Development

3. Concrete Preoperational Stage: extends from about 7 to 11 years. Its main theme is extending mental operations from concrete objects to purely symbolic terms. Children correctly use mental operation about concrete objects because they have learned the principle of conversation.

4. Formal Operational Stage: extends from about 12 years of age into the adulthood. Its main theme is the ability to consider many possible solutions to a problem and the ability to systematically test those possibilities. One of the major achievements in this stage is the mastery of language, a central component of human intelligence.


5. SOCIAL DEVELOPMENT – means acquisition of the

ability to behave in accordance with social

expectations. The process by which a child learns to

live with other human being by which he acquires

behavior and thought patterns characteristics of his

culture is called Socialization.



Characteristics as foundation of Social behavior:

1. Imitation

2. Shyness

3. Dependency

4. Acceptance of authority

5. Rivalry

6. Attention Seeking

7. Resistant Behavior



6. EMOTIONAL DEVELOPMENT – the ability to respond emotionally is present in the newly-born infant. The first sign of emotional behavior is general excitement due to strong stimulation. The baby shows his pleasure by general relaxation of the entire body and displeasure by crying and mass activity. When the baby is about a year old, he displays a wider range of emotional response like joy, anger, fear, jealousy, happiness, curiosity, and envy. As the child grows older, his emotional responses become less diffused, random, and undifferentiatied.



In general, three kinds of learning contribute to the

development of emotional patterns during

childhood, namely – trial and error learning,

learning by imitation and conditioning.



7. MORAL DEVELOPMENT – morality is conformity to certain standards of behavior usually imposed by society or a group.

- involves 2 phases: the development of moral behavior and the development of moral concepts.

Early childhood: behaves according to his biological nature, and standards and rules of living set by adults, usually his parents.



Later childhood: receives formal moral training in the school – the give-and-take, more self-control, and understanding of moral principles thru actions and feelings.

- comes to assume responsibility for his act

Pre-adolescence: he has acquired his own value system, and his own self-concept. As he attains maturity, he develops inner standards which serves as guides for actions.




2 points of view concerning the development of moral behavior:

1. The development of moral training is a result of social training – the child gradually accepting the norms of the culture as e becomes old enough to have the necessary experiences and necessary discrimination

2. The developmental process has large maturational components, so that the stages are more nearly spontaneous products of development, each stage arising from the one before.



Factors affecting moral development:

1. HOME AND FAMILY ENVIRONMENT

2. INTELLIGENCE

3. MATURATION AND LEARNING

TYPES OF DISCIPLINE USED

IN EARLY CHILDHOOD

Authoritarian, Democratic and Permissive

TYPES OF DISCIPLINE USED IN EARLY

CHILDHOOD

1. AUTHORITARIAN DISCIPLINE

Parents or guardians formulate rules and inform the children that they are expected to abide by them.

The exercise of power without warmth, encouragement, and explanation.

Children are not given the opportunities to express their opinions.

Children are subject corporal punishment if they fail to conform to the rules.

AUTHORITARIAN DISCIPLINE


CHILDHOOD

2. DEMOCRATIC DISCIPLINE

Democratic principles emphasize the rights of the child to know why rules are made and have an opportunity to express their opinions if they believe a rule is unfair.


CHILDHOOD

3. PERMISSIVE DISCIPLINE

Opposite of Authoritarian discipline

It is the abdication of power and the offering of warmth, encouragement, and explanation.

The children would learn from the consequences of their acts, why they are not punished for willful breaking of rules, nor are they rewarded for behaving in a socially approved why.

PERMISSIVE DISCIPLINE


CHILDHOOD

Effects of Discipline on Young children

EFFECTS ON: AUTHORITARIAN DEMOCRATIC PERMISSIVE

1. BEHAVIOR

children are overly

obedient, and

submissive to adults

but aggressive in

peer relationships.

Children learn to

restrain behavior

they know is wrong,

and are pore

considerate of the

rights of others.

Children become

selfish, disregard the

rights of others and

are aggressive and

unsocial.


CHILDHOOD



2. ATTITUDE

Tend to resent those

in authority. In the

former case, they

feel that they have

been treated

unfairly; in the latter

case, they feel their

parents should have

warned them that

not all adults will

accept undisciplined

behavior.

May lead to

contemporary anger,

but not resentment.

Same as

authoritarian


CHILDHOOD



3. PERSONALITY

The more physical

punishment is used,

the more likely the

child is to become

gloomy, stubborn,

and negativistic.

Make the best

personal and social

adjustments

Same as

authoritarian

Prepared by:

JERAMY KAYE SANTIAGO

KIMBERLY ALLEN GAMBOA

KRISTINE CASSANDRA OGALESCO

CZARINA JUSTO

DAWNEL GRACE MERLA

SHARMAINE ATA

THANK YOU! END OF

LESSON 3

Growth and Development

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