Principles of Development

1. Principles of Development

2. Principles of development • Development is continuous and gradual • Development is cumulative • Development is orderly and predictable • There are individual differences – what are they? And what are normal?

3. Development is continuous and gradual • Development is continuous and gradual – it is a lifelong process although sometimes it may seem that some stages see more dramatic changes happening

4. Development is cumulative ? crawl walk ?

5. Can you think of another sequence of development a person can experience?

6. Physical development follows a predictable pattern • Cephalocaudal pattern of development Development that occurs from the top of the body down to the bottom of the body • Proximodistal pattern of development Growth takes place from the centre of the body (or inside) of the body and extends to the periphery

7. Physical development follows a predictable pattern

8. Predict the order that the following activities will occur in according to the laws of cephalocaudal and proximodistal patterns of development: • Climbing • Taking a step forward • Running • Sitting up • Hopping on one foot • Crawling • Walking • Rolling over • Standing holding on to something • Standing alone

9. Individual differences in development • No two children develop at the same rate • But… there are normal signs of development – movement and language skills Developmental norms: age-related averages that represent typical development • Allows parents to see what to expect next • Signals that a child who is not developing in the range may need to see a specialist

10. In summary - principles of development • Development is continuous and gradual – it is a lifelong process although sometimes it may seem that some stages see more dramatic change • Change is cumulative – later development is built on foundations • Development is orderly and predictable – cephalocaudal and proximodistal development • There are individual differences – measured by developmental norms, using percentile charts

11. Interrelationships within development

13. Interrelationships within development What type of development can ‘learning to walk’ be categorised into? How may this developmental milestone impact upon: • social development? • Intellectual development? • Emotional development?

14. Interrelationships within development • Working in groups of three • Three milestone cards per group • Create a table similar to the one used in the book • Provide examples of the interdependence of the types of development for each one

15. Individual differences in development (cont.) Percentile charts: Growth charts used to compare the growth of children and adolescents to the norm for their age and gender • April 2006 – WHO released ‘Child Growth Standards’; weight, height, BMI, head circumference • Birth – 36 months, 2 – 20 years

16. Most children between 5th and 97th percentile

17. Definitions of Health • “Health is a state of complete physical, mental and social wellbeing not merely the absence of disease or infirmity” • “Health is the ‘extent to which an individual or group is able, on the one hand, to develop their potential, realise their aspirations and satisfy needs, and on the other hand to develop the capacities that allow them to change and respond to their environment” • “Good health implies the achievement of a dynamic balance between individuals and their environment. To the individual, good health means improved quality of life, less sickness and disability, a happier personal, family and social existence and the opportunity to make good choices in work and recreation”

18. Task • For each of the five case studies below, using your own definition of health and the definitions on the previous page, decide which of the following individuals could be classified as healthy. • You have 3 minutes for each one.

19. Case study - Emily • Emily is 18 and is studying year 12. She has part time work 3 nights a week, jazz dancing practice 3 nights a week and competes in competitive dancing events most weekends. Emily eats well but does not get enough time to keep up with her school work. She is frequently in tears due to the stress of falling behind and not achieving the grades she wants to get her into university next year.

20. Case Study - Justin • Justin is 14 years old and is in a wheelchair as the result of a car accident when he was 8. He enjoys life, going to the movies and shopping with his friends. He eats well and participates in the local wheelchair basketball team.

21. Case study - Sarah • Sarah is 15 years old and was recently spotted by a modelling agency. She tries to attend school as often as she can but her heavy modelling schedule tends to interfere occasionally. She often suffers from colds and tends to be very careful not to eat too much. While Sarah has many friends she often feels down because she seldom gets to go out with them because she is so busy.

22. Case study - Josh • Josh is 17 years old, has finished school and is looking for work. He smokes cigarettes but doesn’t use any other drugs. Josh lives at home and is happily supported by his parents. He socialises with friends often but hates any form of exercise.

23. Case study - Julian • Julian is a 16 year old schizophrenic. His condition is well managed with drugs. He has only a couple of close friends and enjoys television and reading.

24. Discussion • What are the similarities and differences between the responses of your classmates? Why do differences exist? • Which factors made you include or exclude the case studies • What further information do you need to know about each person to make the decision?