Pre-Schooler Growth and Development with easy explaination

2. Practice Teaching
on
Growth & Development Assessment Of
Preschooler
Submitted By:
Mr. Chirag Christian
Ist Year M.Sc Nursing
Sumandeep Nursing College

3. The process of growth and development starts before the baby
born, i.e from the conception in the mother womb. The period
extends throughout the life cycle. But the principle changes
occur from the conception to the end of adolescence. Growth
and development are closely related. Each child has
individualized pattern of growth and development. Promotion
of the child health and care of children depends up on the
understanding of the growth and development.

4. Definition
 Growth:-
 It the process of physical maturation resulting an increase in the size of
the body and various organs. It occurs by multiplication of cells and an
increase in intracellular substance. It is quantitative change of the body
which can be measured in inches/centimetres and pounds/ kilogram. It
is progressive and measurable phenomenon.

5. Cont…………..
 Development:-
 It is the process of functional and physiological maturation of the individual.
It is progressive increase in the skill and capacity of function. It is related to
the maturation and myelination of the nervous system. It includes
psychological, emotional, and social changes. It is a qualitative aspect of
maturation and difficult to measure. It is orderly, not haphazard and having
direct relation between each stage and the next.

6. Characteristic Of Growth And Development:-
 It is continuous and orderly process with individual
difference and is unique to each child
 It processes by stages and its sequence is predictable
and same in all the children but there may be difference
in the time of achievement.
 There is coordination between increase in size and
maturation.
 They proceed in cephalocaudal and proximaodistal
direction.

7. Cont………….
 Initial mass activities and movements are replaced by the
complex process of the individualized change
 Rate of growth and development is inter related and rapid
in infancy and in puberty but slows in pre-school and
school age.
 Growth and development depends on combination of many
interdependent factors especially by heredity and
environment.

8. Stages Of Growth And Development:-
 It can be classified in to two stages
 Intrauterine / prenatal period
 Extrauterine / postnatal period

9. Growth and Developmental Of Preschooler

10. Cont……………
 During the period of the preschooler the child goes various
changes which is slower in nature which as follows……
 Biological Development
 Psychological Development
 Moral Development
 Social Development
 Play
 Sex Education
 Fear

11. Biological Development
 The rate of physical growth slows and stabilizes during the
preschooler period
 The average weight is 14.5 kg at years, 16.7 kg at 4 years
and 18.5 kg at 5 years.
 The average weight gain remains the same approximately 2
to 3 kg.
weight

12. Cont………..
 Growth in height also remains steady, with a yearly increase
of 6.5 to 9 cm and generally occurs by elongation of the legs
rather than the trunk
Height

13. Cont……………
 In preschooler physical properties are the body is sturdy,
graceful, agile, and posturally erect.

14. Cont………………..
 During this period, most children are toilet trained.

15. Cont …………….
 For the most part, motor development consist of increases in
strength and refinement of previous learned skills, such as
walking, running, and jumping.

16. Gross And Fine Motor Skills
 Refinement in eye hand and muscle coordination is evident in
several areas.

17.  At the age of 3 years child can ride tricycle, walk on tiptoe,
balance on one foot for few seconds, and a broad jump.

18. Cont…………
 Broad jump

19. Cont…………
 By age of 4, children can skip and hop proficiency on one
foot and catch a ball reliably.

20. Cont…………
 At the age of 5 years children can skip on alternate feet and
jump rope and begin to skate and swim.

21. Cont………..
 skate and swim

22. Psychological Development
 The psychological Development is further classified in two
categories
 Developing A Sense Of Initiative
 Cognitive Development

23. Developing A Sense Of Initiative
 At this stage child are in a stage of energetic learning. They
play, work, and live to the fullest and feel a real sense of
accomplishment and satisfaction in their activities.

24. Cognitive Development
 One of the task related to the preschooler period is redness
of the school and scholastic learning.

25. Preoperational Phase:- (Piaget)
 This covers the age group of 2 to 7 years of children and it is
divided in two stages
 The preconceptual phase which is at the age of 2 to 4 years
 The phase of intuitive thoughts at the age of 4 to 7 years
 In this stage there is a complete transfer of the behaviour from
egocentric to social awareness and ability to consider other
viewpoints.

26. Cont………….
 Language continuous to develop and during this stage the child
becomes to understand and enlightening method is play.
 Preschooler increasingly use the language without comprehending the
meaning of words, particularly then concept of right and left, causality,
and time.
 Children may use the concept correctly but only in circumstances in
which they have learned them. Causality resembles the logical
thoughts.
 Preschoolers explain the concept as they heard it describes by other,
but there understanding is limited.

27. Moral Development
 Preconventional or premoral level
 Spiritual Development
 Development Of Body Image
 Development of Sexuality

28. Preconventional or premoral level

29. Cont…………….
 Young children development of moral judgement is at the
most basic level.
 They have a little if any concern about why something is
wrong. They behave because of freedom or restriction that is
placed on action.
 In the punishment and obedience orientation, children judge
whether the action is good or bad depending on whether it
result in reward or punishment.
 If children are punished the action is bad, and if they are not
punished for it the Action is good regardless of the meaning
of the act.

30. Spiritual Development

31. Cont……………
 Children gradually learn about the faith and religion from significant others
in their environment, from their parents and their religious belief and
practice.
 However the learning of the spiritual belief is influenced by the cognitive
level. Preschooler have concrete concept of God with physical characteristic,
often similar to an imaginary friend.
 They understand simple Bible stories and memorise short prayer, and
imitates the religious practice for their parents without fully understanding
the significance of there rituals.

32. Development Of Body Image
 They recognize the difference in skin colour and racial
identity and vulnerable to learning prejudices and biases.

33. Cont…………..
 They are aware of the words like pretty and ugly, and the
reflect the opinion of others regarding their own
appearance.

34. Cont…………..
 By years of age children compare their size with that of
their peers and can become conscious of being large or short,
especially if others refer to them as “so long” or “so short”
for their age.

35. Cont…………….
 They also have poorly defined body boundaries and little
knowledge of their internal anatomy.
 Intrusive experience is frightening especially those that
disrupt the integrity of the skin, such as injection and
surgery.

36. Development of Sexuality
 In this age duration preschooler develops strong attachment
towards opposite sex parent while identifying the same sex
parent.

37. Social Development
 During the preschooler period separation-individuation
process is completed. They have overcome much of the
anxiety associated with strangers and the fear of separation
forms their parents with little or no protest.

38. Cont………….
 However they still needs the parental security, reassurance,
guidance, and approval, especially when entering in
preschooler or elementary school.

39.  They can cope with change in daily routine much better than
toddlers, although they may develop more imaginary fear.
 Preschooler gain security and comfort from familiar objects,
such as toy, dolls, or photograph of family members.

40. Language
 The language becomes more sophisticated and complex and
becomes a major mode of communication and social
interaction. They learn to express feeling of frustration or
anger without acting them out.
 Vocabulary increases dramatically from 300 words at age 2
years to more than 2100 words at the end of 5 years sentence
structure, grammatical usage, and intelligibility also
advances to the more adult level

41. Cont………..
 3 year old child ask many question and use plural, correct
pronouns and the past tense of verb.

42. Cont………
 They talk incessantly of weather anyone is listening or
answering them.

43. Cont……….
 They enjoy musical or talking toy or dolls and imitate new
words proficiently.

44. Cont…………
 From age 4 to5 years use long sentence of four or five words
and use more words to convey a message such as
preposition, adjectives, ands variety of verbs.
 They answer question such as “what do you do when you
are hungry?” by describing the appropriate action.

45. By age of 6 year
 Children can use all parts of speech correctly except for
deviation from the rule
 They can be define simple things by describing their use,
shape, or general category of classification, rather than
simply describing the outward appearance. Eg, they define
the ball as round.

46. Personal Social Behaviour
 They are able to verbalize their request for independence
and perform independently because of their much refine
physical and cognitive development.
 By 4 to 5 years of age they need little if any assistance with
dressing, eating, or toileting.

47. PLAY
 In this age preschooler especially enjoy associative play group play is
similar or identical activities but without rigid organization or rules.
Play should provide for physical, social, and mental development.
 It includes jumping, running, and climbing. Tricycles, wagons, gym,
and sports equipments, sandboxes, wading pools, and activities at
water Park can help in development of muscles

48. Cont…………
 They enjoy playing with common house hold items such as
broom handle or even items adults consider junk.

49. Cont…………
 They should be provided with Manipulative, constructive,
and creative, and educational toys provide for quiet
activities, fine motor development and self expression

50. Cont…………
 With that dress up clothes, dolls, housekeeping toys,
dollhouse, play store toys, telephone, farm animals and
equipment, village sets, train, trucks, cars, planes, hand
puppets, and medical kits.

52. Sex Education
 During this period the word “why” seems to supplant the word “no”,
which was common in toddlerhood.
 It is only natural that as they learn about “me” they will also want to
know “why me?” and “How me?”
 Questions Such as “where do baby come from?” are as casual as “what
makes it rain?”.

53. Two rules govern answering sensitive question about
topic such as sex.
 The first is to find out that what children knows and think.
Eg. year old Sally asked her father “where did i came from?”
Both parents quickly took this inquiry for offering a sex
education. After the explanation Sally exclaimed”, i don’t
know about that!
 Second rule is that to be honest it is true that much of the
current information will be forgotten or misunderstood by
preschooler, but the current information can be rested until
the anatomic words may be hard to pronounce or even more
difficult to remember

54. Fear
 A great number and variety of real and imagined fear are
presented during the preschooler age, including fear of the
dark, being left alone, animals, ghost, sexual matters and
object and persons associated with pain.

55. Cont………
 The best way to help children to overcome their fear is by actively
involving them in finding practical methods to deal with the
frightening experience.
 This may be as simple as keeping a night lamp on in child’s bedroom
from assurance that no monster lurk in the dark.
 Exposing the child to the feared object in a safe situation also provides
a type of conditioning, or desensitization.

57. Thank You

58. Bibliography
 Wong’s Essential of Paediatric Nursing Edition: First
South Asia Edition, US Edition Marilyn J.
Hockenberry, David Wilson Page No:- 335 to 345
 Paediatric Nursing Edition:- 3rd edition Parul Datta
page no:- 121 to 136.
 http://www.drugs.com/cg/normal-growth-and-
development-of-preschoolers.html

 https://en.wikipedia.org/wiki/Child_development