Principles of Growth and Development Chapter 15

Principles of Growth and Development Physical increase in the body’s size and appearance caused by increasing numbers of new cells Development Progressive change in the child toward maturity Maturation Completed growth and development

Patterns of Growth and Development Cephalocaudal development The child is able to control the head and neck before being able to control the arms and legs Proximodistal development Growth starts in the center and progresses toward the periphery, or outside The child can control movement of the arms before being able to control movement of the hands

Patterns of Growth and Development (cont.) Developmental tasks Basic achievements associated with each stage of development

Factors Related to Growth and Development Height Weight Standards of growth Standards of development Body proportions

Influences on Growth and Development Genetics Nutrition Environment Play and entertainment The homeless family Divorce Being a latchkey child Being a runaway child

Growth and Development of the Body Systems Nervous system Sensory organs Eyes Ears Respiratory system Cardiovascular and hematologic systems

Growth and Development of the Body Systems (cont.) Gastrointestinal system Endocrine system and hormonal function Genitourinary system Musculoskeletal system Integumentary and immune systems

Theories of Child Development Sigmund Freud Concerned primarily with the libido Erik Erikson Series of 8 developmental tasks or crises Jean Piaget Brought new insight into cognitive development Kohlberg Development of moral reasoning in children

Freud’s 3 Levels of Consciousness Id Controls physical needs and instincts of the body Ego The conscious self; controls the pleasure principle of the id by delaying the instincts until an appropriate time Superego The conscience or parental value system

Psychosexual Stages in Freud’s Theory Oral (0–2 years) The newborn first relates almost entirely to the mother; first experiences with body satisfaction come through the mouth Anal (2–3 years) The child’s first encounter with the serious need to learn self-control and take responsibility Phallic (3–6 years) Interest moves to the genital area as a source of pride and curiosity

Psychosexual Stages in Freud’s Theory (cont.) Latency (6–10 years) The time of primary schooling; the child is preparing for adult life but must await maturity to exercise initiative in adult living Genital (11–13 years) Physical puberty is occurring at an increasingly early age; social puberty occurs even earlier

Erikson’s Stages of Psychosocial Development Trust vs. mistrust The infant learns that his or her needs will be met Autonomy vs. doubt and shame The toddler learns to perform independent tasks Initiative vs. guilt The child develops a conscience and sense of right and wrong Industry vs. inferiority The child competes with others and enjoys accomplishing tasks

Erikson’s Stages of Psychosocial Development (cont.) Identity vs. identity confusion The adolescent goes through physical and emotional changes as he or she develops independent self Intimacy vs. isolation The young adult develops intimate relationships Generativity vs. self-absorption The middle-aged adult finds fulfillment in life Ego integrity vs. despair The older adult is satisfied with life and achievements

Piaget’s 4 Stages of Cognitive Development Sensorimotor phase The infant uses the senses for physical satisfaction Preoperational phase The young child sees the world from an egocentric point of view Concrete operations phase The child learns to problem-solve in a systematic way Formal operations phase The adolescent has own ideas and can think in abstract ways

Kohlberg’s Stages of Development of Moral Reasoning in Children Preconventional level (premoral level) No moral sensitivity; time of egocentrism Conventional level As concrete operational thought develops, children can engage in moral reasoning Postconventional level (principled level) The adolescent must have attained the formal operational stage

Theories of Child Development

Other Theorists Arnold Gesell Carl Jung John Bowlby

Communicating With Children and Family Caregivers Principles of communication Infants Young children School-age children Adolescents Caregivers

The Nurse’s Role Related to Growth and Development Understanding factors and influences and normal or expected patterns related to growth and development of the infant, child, and adolescent Talking to the child at his or her level of development Teaching and working with family caregivers