Developmental Influences on Child Health Promotion Foundation of Growth and Development

1. Developmental Influences on Child Health PromotionFoundation of Growth and Development

2. - من انا ؟؟ Omayah Nassar Ph.D. RN. CPT Assistant Professor The University of Jordan Maternal and Child Health Department o.Nassar@ju.edu.jo Omayah64@live.com

3. Objectives • By the end of this discussion you will be able to: • Differentiate between growth development, differentiation, and maturation • Discuss the stages of growth and development

4. Objectives • Explain the patterns of growth and development • Discuss the principles of growth and development • Identify factors that affect growth and development

5. Activity (1) • Differentiate between growth development, differentiation, and maturation

6. Growth & Development • The terms Growth & Development both refer to: • dynamic processes., used interchangeably • usually referred to as a unit, expresses the sum of the numerous changes that take place during the lifetime of an individual.

7. Growth: • is physical change & an increase in number and size of cells as they divide and synthesize new proteins • results of increase in size & weight of the whole or any of the body parts.

8. Growth rate is rapid during the prenatal, neonatal , infancy & adolescent stages & slows during childhood • Physical growth is minimal during adulthood

9. Development: • a gradual change and expansion; advancement from lower to more advanced stages of complexity; the emerging and expanding of the individual's capacities through growth, maturation, and learning

10. Development is the behavioral aspect of growth e.g. a person develops the ability to walk, talk & run • Growth generally takes place during the first 20 years of life; development takes place during that time & also continues after that point

11. Maturation • An increase in competence adaptability, complexity of a structure that makes it possible for that structure to begin functioning; to function at a higher level.

12. Differentiation: • A processes by which early cells and structures are systematically modified and altered to achieve specific & characteristic physical and chemical properties • sometimes used to describe the trend of mass to specific; development from simple to more complex activities & functions

13. These processes are interrelated, simultaneous & ongoing • The processes depend on a sequence of endocrine, genetic, constitutional, environmental & nutritional influences • Growth can be viewed as a quantitative change, & Development; as a qualitative change

15. Stages of growth and development • A developmental task: • Is a set of skills and competencies peculiar to each developmental stage that children must accomplish or master in order to deal effectively with their environment. • It is significant for nurses to know that there are characteristic health problems peculiar to each major phase of development.

17. Stages of growth anddevelopment Developmental Age Periods: • Prenatal period :conception to birth. - Germinal: conception to approximately 2 weeks • Embryonic: 2-8 weeks • Fetal: 8- 42 gestational weeks (birth) • A rapid growth rate & total dependency make this one of the most crucial periods in the development process ( the importance of adequate prenatal care )

18. Stages of growth and development • Infancy period : birth to 12 months • Neonatal: birth -27or 28 days • Infancy: 1-12 months • It is one of rapid motor, cognitive & social development, infant establishes a basic trust in the world & the foundation for future interpersonal relationships

19. Infant

20. Stages of growth and development • The critical first month of life, although part of the infancy period is differentiated from the remainder because of the major physical adjustments of extra-uterine existence & psychological adjustment of the parent

21. Stages of growth anddevelopment Early childhood:1-6 years. Toddler: 1-3 years. Preschool: 3-6 years. This period, which extends from the time the children attain upright locomotion until they enter school, characterized by intense activity & discovery

22. Toddler

23. Preschool children

24. Stages of growth anddevelopment • Middle childhood: 6-11 or 12 years Referred as school age ,there is a steady advancement in physical , mental & social development . This is a critical period in the development of self-concept

25. School Age

26. Stages of growth anddevelopment • Later childhood:11-19 years • Prepubertal :10-13 years • Adolescence: 13- approximately18 years. • The tumultuous period of rapid maturation & change known as adolescence is considered to be a transitional period that begins at the onset of puberty & extends to the point of entry into the adult world

27. Adolescents

28. Stages of growth and development • In the late adolescent period the young person begins to internalize all previously learned values & focus on an individual rather than a group, identity

29. Stages of growth and development • Young adulthood (20-40 years) • Middle adulthood (40-65 years) • Older adulthood: • Young-old (65-74 years) • Middle old (75-84 years) • Old-old (85 and over )

30. Young Adult

31. Middle- Age adult

32. Patterns of Growth and Development • There are definite & predictable patterns in growth & development that are continuous, orderly & progressive. These patterns, or trends are universal and basics to all human beings, but each human being accomplishes these in a manner & time unique to that individual

33. Patterns of Growth and Development • Directional Trends: • Growth and development proceed in regular, related directions or gradients and reflect the physical development and maturation of neuromuscular functions

34. Patterns of Growth and Development • The first pattern is the cephalocaudal, or head-to-tail, direction. • The head end of the organism develops first and is very large and complex, whereas the lower end is small and simple and takes shape at a later period.

35. Patterns of Growth and Development The physical evidence of this trend is most apparent during the period before birth, but it also applies to postnatal behavior development.

37. Patterns of Growth and Development • Infants achieve structural control of the head before they have control of the trunk and extremities, hold their back erect before they stand, use their eyes before their hands, and gain control of their hands before they have control of their feet.

38. Second, the Proximodistal: near to far, from the center of the body outward trend applies to the midline to peripheral concept; early embryonic development of limb buds followed by rudimentary fingers & toes • E.g. infants can roll over before they can grasp an object with the thumb and second finger

39. Directional trends in growth.

40. Patterns of growth and development • The third trend, differentiation, describes development from simple operations to more complex activities and functions. • From very broad, global patterns of behavior, more specific, refined patterns emerge.

41. Patterns of Growth and Development • All areas of development (physical, mental, social, and emotional) proceed in this direction. • Through the process of development and differentiation, early embryonal cells with vague, undifferentiated functions progress to an immensely complex organism composed of highly specialized and diversified cells, tissues, and organs.

42. Patterns of Growth and Development • Generalized development precedes specific or specialized development; gross, random muscle movements take place before fine muscle control.

43. Patterns of Growth and Development • Sequential trends: :In all dimensions of G & D there is predictable sequence with each child normally passing through every stage. • e.g. children crawl before they creep, & creep before they stand

44. Patterns of Growth and Development • Developmental pace (SPEED OR RATE): Although there is a fixed, precise order to development, it does not progress at same rate or pace. • Periods of accelerated and decelerated growth both total body and subsystems. e.g. rapid growth before and after birth and slow at middle childhood

45. Sensitive Periods. • Periods termed critical, sensitive, vulnerable, and optimal are those times in the lifetime of an organism when it is more susceptible to positive or negative influences. • The quality of interactions during these sensitive periods determines whether the effects on the organism will be beneficial or harmful.

46. Sensitive Periods. • For example, physiologic maturation of the central nervous system is influenced by adequacy and timing of contributions from the environment such as stimulation and nutrition. • The first 3 months of prenatal life are sensitive periods for physical growth of the fetus

47. Sensitive Periods of Growth • Psychological development also appears to have sensitive periods when an environmental event has maximal influence on the developing personality. • For example, primary socialization occurs during the first year when the infant makes the initial social attachments and establishes a basic trust in the world.

48. Individual Differences • Each child grows in his or her own unique and personal way. • Great individual variation exists in the age at which developmental milestones are reached. • The sequence is predictable; the exact timing is not. • Rates of growth vary, and measurements are defined in terms of ranges to allow for individual differences.

49. Individual Differences • Some children are fast growers, others are moderate, and some are slower to reach maturity • Periods of fast growth, such as the pubescent growth spurt, may begin earlier or later in some children than in others • Children may grow fast or slowly during the spurt and may finish sooner or later than other children • Gender is an influential factor because girls seem to be more advanced in physiologic growth at all ages

50. Principles of Growth and Development • All humans follow the same pattern of growth and development • Each development stage has its own characteristic • Learning can either help or hinder the maturation process ,depending on what is learned.