Introduction

The process of growth and development start before baby born from
the conception and extend throughout the life cycle.

The principal changes occurs from conception to the end of

adolescence.

Growth and development are closely interrelated .

Principles of growth &development

Growth and development are continuous process from conception until death.

Proceed in an orderly sequence from small to larger.

Different children pass through the predictable stages at different rates .

All body systems do not develop at the same rate.

 Definition of terms:
Growth:
Process of physical maturation resulting an increase in size of the body and various organ,
It occurs by multiplication of cells and an increase intracellular substance.

Development:
It is the process of functional and physiological maturation,
progressive increase in skills and capacity to function,
It include psychological ,emotional ,and social change.

Stages of growth and development:

Intrauterine life (prenatal period ): Extra uterine life (post natal period ): Adolescent : from puberty _adult hood

•Ovum: 0___14 days after conception • Neonate : from birth __4weeks of life •Early adolescent (late child hood ):
•Embryo: 14 days __8 weeks • Infant : from month __ 1years of life 10----12years ( girls)
•Fetus : 8weeks ___ till births •Toddler: from 1years __ 3years 12 ---14years ( boys)
•Pre school child (early child hood ):
3_6 year •Middle adolescent:
•School age (middle child hood ): 12 ---14 years (girls )
6----10 years in girls 14 ---16 years (boys)
6-----12 years in boy
•Late adolescent .
14 ---18 years (girls )
16 ---20 years (boys)

•Young adulthood from 18-25 years

•Adulthood from 25-65 year

•Maturity from 65 – to death

 Factors influencing growth and development:

Genetic Factors Temperament Family Nutrition Environment Health Culture

(Physical , emotional ( Illness' & disease)
and social)

Genetic Factors Temperament Family

The genetic inheritance of an individual is The way individuals The purpose of a family is to provide
support and safety for the child.
established at conception. respond to their external
Is the major constant in a child’s life.
It remains unchanged and determines such and internal environment Involved in their children’s physical
characteristics as gender, physical and psychological well-being and

characteristics and, temperament. development .

Nutrition Environment
Adequate nutrition is an essential component of •A few environmental factors that can
growth and development. influence growth and development
•Include living conditions of the child
For example: poorly nourished children are more likely
(homelessness).
to have infections than are well-nourished children. In
•Socioeconomic status (poor versus
addition, poorly nourished children may not attain their
financially stable).
full height potential.
•Community (provides developmental support
versus exposes the child to hazards).
•Climate

Health Culture
Illness, injury, or congenital conditions can affect Cultural customs can influence a child’s growth
growth and development. and development.
Being hospitalized is stressful for a child and can Nutritional practices may influence the rate of
affect coping mechanisms of the child and family. growth for infants.
Prolonged or chronic illness may affect normal Child-rearing practices may influence
developmental processes. development.
 Growth & Development has a directional pattern:

Cephalocaudal development Proximodistal development From general to specific

Occur from the head to down From the center to the body out The infant grasp with hand before
Example • Infant arise head before sit pinching with fingers

GROWTH AND
DEVELOPMENT THEORIES

• Theories explain behavior, as well as predict • They help nurses assess and treat a person’s
behavior that can be tested and observed. response to an illness.

Biophysical Theory Psychosocial Theories COGNITIVE DEVELOPMENT

Refers to the
development of personality.
(Piaget theory)
Describe the development of the physical
body—how it grows and changes.
Personality, a complex concept that is difficult
These changes are compared against
to define, can be considered as the outward
established norms.
(interpersonal) expression of the inner
(intrapersonal) self.

It encompasses a person’s temperament, feelings, character traits,

independence, self-esteem, self-concept, behavior, ability to
interact with others, and ability to adapt to life changes

Freud theory Erikson theory

(sexual development) (psychosocial development).
 Stages of growth and development
according to various theorists.

Development in newborn: Development in infant

socialization and vocalization :- (1 month - 1 year) :
Mews and make throaty noises . 1-2 months:
Show interest in human face . Sensory / cognitive:-
Cognitive and emotional development :- 1 month:notes bright objects if in of
Reflexive . vision.
Gains satisfaction from feeding Psychosocial:-
and being held . Infant is entirely dependent on
Quiet when picked up . Parents caregivers.
Touch is important.
 2-3 months: 4-5 months:
Sensory / cognitive:- Sensory / cognitive:-
Follows an object with eyes . Brings hand together at midline .
Plays with fingers . Begins to play with objects .
Psychosocial:- Recognizes familiar faces .
Smile in response to others . Turns head to locate sound
Uses sucking to soothe self . Psychosocial:-
Has increased interest in parent ,
6-7 months: Show trust , knows parent .
Sensory / cognitive:- Show emotion of fear and anger.
Adjusts posture to see .
Respond to name .
8-9 months:
Recognize parent in other clothes , places .
Sensory / cognitive:-
Psychosocial:-
beginning development of depth
Smiles at self in mirror .
perception.
Begins to show stranger anxiety .
object permanence continues to
develop.
language / communication
Psychosocial:-
Produces vowel sound.
stranger anxiety is at its height.
Begins to imitate sound.
follow parent around the house .
Calls for help.
Talks to toys and image
in mirror .
 Toddlers: 10-12 months:
Sensory / cognitive:- Sensory / cognitive:-
15 months Searches for hidden toy.
Able to walk alone can walk several Explores boxes , inserts objects in
steps and few steps back ward. container.
Can feed him self . Symbol recognition is developing.
18 months (enjoys books) .
Can creep upstairs . Psychosocial:-
Able to feed from cup. Has mood changes.
Use 6-20 words. Is quieted by music.
Copy mother action. Tenderly cuddles toy.

2years: 3years:
Sensory / cognitive:- Sensory / cognitive:-
Control bladder at day time . Can walk on tip-toes and stand
Able to run . on legs for second.
Can copy and draw horizontal Interact and play simple game
and vertical line . with peers.
Speak simple sentences . Has vocabulary of about 250
words .
 Pre school age (3-6 years): School age (6-8 years):
Sensory / cognitive:- Sensory / cognitive:-
Able to copy letters . Able to run , jump , hop , and climb with
Can tell stories and describe better co-ordination.
recent experience. Able to write better & take self care.
Become independent. Able to use complete sentences to
Aggressive physically and express feelings.
verbally. play in group .
Jealous of sibling but
8-10 years:
gradually improve in behavior
Cognitive development :-
and manner.
Participate in family discussion.
Peer group involvement and
Adolescent:
increased.
Cognitive development :-
Awareness about sex role .
Mind has great ability to
acquire & use knowledge.
Abstract thinking.
May project thinking into
the future.
Capable of highly imaginative thinking.
psychosocial development :
Interest in opposite sex increases.
 YOUNG ADULTS (20 TO 40 YEARS):
Cognitive development :-
Able to generate hypotheses about what will happen, given a set of
circumstances, and do not have to engage in trial-and-error behavior.
Aware that most problems have more than one cause and more than one
answer and some solutions will work better than others.
Able to become more specialized and focused in particular areas of
interest.
Psychosocial Development:-
Establishing intimacy or very close friendship.
Selecting and Learning to live with a partner.
Starting a family.
Managing a home.
Getting started in an occupation.
Taking on civic responsibility.
Finding a congenial social group.

MIDDLE-AGED ADULTS (40 TO 65 YEARS):

PSYCHOSOCIAL DEVELOPMENT
Accept aging body.
Feel comfortable and respect self.
Accept changes in family roles (e.g., having teenage children and aging
parents).
Interact effectively and share activities with life partner.
expand and renew previous interests.
Pursue charitable and altruistic activities.
Religious and philosophical concerns become important.
 OLDER ADULTS:
Cognitive Development and Changes:
Diminish Perception (the ability to perceive the environment and
react appropriately ) related to nervous system and impairment of the
person’s senses.
Memory: forget the recent past.
Learning: Need additional time for learning and difficulty in
learning information they do not consider meaningful.
Delirium- Dementia- Alzheimers and Depression.

Psychosocial Development:-
Retirement.
Participate in social activities and have a social network of
friends and support people.
View life as worthwhile.
Have high self-esteem.
Gain support from value system and/or spiritual philosophy.
Accept and adjust to the death of significant others.
 APPLYING GROWTH AND DEVELOPMENT
CONCEPTS TO NURSING PRACTICE

•Developmental theories can be useful in guiding assessment, explaining behavior,

and providing a direction for nursing interventions.

•It helps the nurse to anticipate and explain certain reactions, responses, and
needs.

•Nurses can then encourage client behavior that is appropriate for that particular
developmental stage.

•Theories are also useful in planning a nursing intervention.

For instance, choosing the appropriate toy for a 3-year-old boy or help clients
understand the psychosocial changes after retirement or the physical limitations
that come with aging.

By: Nora Radhwan