Growth and development of school children

1. PRESENTED BY- RUTUPARNA SATAPATHY

2. INTRODUCTION
GROWTH

3. DEVELOPMENT

4. PRINCIPLES OF GROWTH
&
DEVELOPMENT

7. PRESENTED BY- RUTUPARNA SATAPATHY
M.SC (N) 1ST YEAR
GROWTH & DEVELOPMENT OF
SCHOOLAGE
AND
ADOLESCENCE

8. OBJECTIVES
• After the completion of class the students
will able to understand the characteristics
and the development process of school
age and adolescence children.

9. Growth and development of
school age
School-age period is between the age of
6 to 12 years.

10. PHYSICAL GROWTH
Weight:
• School–age child gains about 3.8kg/year.
Height:
• The child gains about 5cm/year .
Dentition:
• Permanent teeth erupt during school-age
period, starting from 6 years.

11. FINE MOTOR
• Writing skills improve
• Fine motor with more focus
• Musical instrument
• Painting
• Typing skills
• Technology: computers

12. MOTOR DEVELOPMENT
At 6–8 years, the school–age child:
• Rides a bicycle.
• Runs Jumps, climbs and hops.
• Has improved eye-hand coordination.
• learn cursive writing.
• Can brush and comb hair.

13. CONT…
At 8–10 years, the school–age child:
• Throws balls skillfully.
• Uses to participate in organized sports.
• Uses both hands independently.
• Handles eating utensils (spoon, fork, knife)
skillfully.

14. CONT….
At 10–12 years, the school–age child:
• Enjoy all physical activities

15. PIGET’S THEORY OF
INTELLEECTUALLIZATION
• Concrete Operations-
• Learns to reason about events in the here-
and-now.
• Children develop the capacity to think
systematically, but only when they can
refer to actual objects and use hands-on
activities.
• .

16. CONT…
• Then they begin to internalize some tasks.
This means they no longer need to
depend on what is seen.
• They become capable of reversing
operations.

17. CONT…
For example, they understand that 3 + 1 is
the same as 1 + 3. When real situations
are presented, they are beginning to
understand others’ points of view.

18. EMOTIONAL DEVELOPMENT
• Fears injury to body and fear of dark.
• Jealous of siblings (especially 6–8 years
old child).
• Curious about everything.
• Has short bursts of anger by age of 10
years but able to control anger by 12yr.

19. SOCIAL DEVELOPMENT
• Wants other children to play with
him.
• Insists on being first in every thing
• Becomes peer oriented.

20. CONT…
• Improves relationship with siblings.
• Has greater self–control, confident,
sincere.
• Respects parents and their role.
• Joins group (formal and informal)

21. ACCORDING TO ERICKSON’S
THEORY
• industry vs. inferiority (6 to 12 yrs)
• At this time, children enjoy planning and
carrying out projects.
• This helps them learn society’s rules and
expectations.

22. CONT…
• During this stage, children gain approval
by developing intellectual skills such as
reading, writing, and math. The way family,
neighbors, teachers, and friends respond
to children affects their future
development.

23. CONT…
• Children can become frustrated by
criticism discouragement, or if parents
demand too much control.
• Feelings of incompetence and insecurity
will emerge.

24. SEXUAL DEVELOPMENT
• According to SIGMUNDFREUD theory-
Latency
• During this stage, sexual instincts subside,
and children begin to further develop the
superego, or conscience. Children begin to
behave in morally acceptable ways and
adopt the values of their parents and other
important adults

25. RED FLAGS OF THIS AGE
GROUP
• School failure
• Lack of friends
• Social isolation
• Aggressive behavior: fights.

26. NEEDS OF SCHOOL AGE
CHILDREN
• During this age the child is very inquistive
and asks a lot of questions to get the
needed information.
• He loves playing with children of same
sex.

27. CONT….
• The main needs of children in this age are
nutrition, play rest and sleep, dental and
personal hygiene, safety and prevention of
accidents, prevention from sexual abuse
and drug abuse etc.
• Give a lot of love and support to the child.

28. CONT…
• Encourage child’s creativity.
• Encourage play and recreational activities.
• Teach children about socially acceptable
behaviors.
• Regular health check-up.
• Set limits on child’s behaviour.

29. HOW CAN WE SOLVE THE
PROBLEM OF THE SCHOOL
AGE CHILDREN

30. Guidelines to solve school
age children problem:
• Exercise: Encourage the child to exercise
for at least one hour every day. Exercise in
the form of active play, brisk walking and
other sports.

31. CONT….
• Physical activity also improves his
strength, makes his heart grow stronger,
and keeps the child at a healthy weight.
• Computer and video games should only
be used for 1 to 2 hrs a day or less

32. ADOLOSCENCE
13 to 18 Year Old is
called the adoloscence
period.

33. DIFINATION
Adolescence is a transition period from
childhood to adulthood.
Its is based on childhood experiences and
accomplishments.

36. PHYSICAL GROWTH
• Growth begins earlier in girls (10–14
years, while it is 12–16 in boys).
• Males gains 7 to 30kg, while female gains
7 to 25kg.
• Height:
By the age of 13, the adolescent triples his
birth length.

37. CONT…
• Males gains 10 to 30cm in height.
• Females gains less height than males as
they gain 5 to 20cm.
• Growth in height ceases at 16 or 17 years
in females and 18 to 20in males

40. PSYCHO-SEXUAL
DEVELOPMENT
• According to SIGMUND FREUD- Genital
• During this stage, sexual impulses
reemerge. If other stages have been
successfully met, adolescents engage in
appropriate sexual behavior, which may
lead to marriage and childbirth.

41. MORAL DEVELOPMENT
• Tend to be legalistic, focusing on “rules”
and “fairness”.
• Refrain moral belife of parents but begin to
test rule of childhood.
• Are influenced but the values of peers.

42. CONT…
• From a more personal conscience ,seek
moral criteria that make sense to them.
• Exhibit a stronger sense of responsibility
towards larger society.

43. EMOTIONAL
• They are unpredectiable emotionally,are
sensitivity and prone to outbursts.
• Are vulnerable to emotional please and can
be easily manipulted.
• Exhibit an increasing capacity for empathy.
• Experience increasing sexual feeling may
engage in sexual behaviour without realizing
cosequence.

44. PSYCHOSOCIAL
• According to ERICSON’S
PSYCHOSOCIAL identity vs. role
confusion .
• In this stage two tasks are who they are
and what is their place in this world.

45. CONT…
• Success makes individual well adjusted
and feel happy.
• They don’t want to be failure in any work ,
if they then are feelings confusion.

46. NEED OF ADOLOSENCE

47. • A balance between security and freedom
• Need of love
• Need for approval
• Need of self-expression
• Sex education on the suitable
basis is needed.

48. CONT…
• self care
• balanced diet
• eating habits
• personal hygiene
• accident prevention

49. CONT…
• prevention of sexual abuse,
• breast self examination and menstrual
hygiene
• and emotional disorders.

51. • Anorexia nervosa
• Obesity &overweight
• Adolescent pregnancy
• Emotional problem
• Behavioural problem
• Thinking &studying problem

53. • To setup ideal adolescent friendly health
facilities.
• To make existing ones or more youth
friendly.
• Key elements-confident , flexiable ,well
staffed information.

57. RECENT TRENDS
• A Review of the Relationship Among Parenting Practices,
Parenting Styles, and Adolescent School Achievement. Christopher
Spera ,Educational Psychology Review volume 17, pages125–146(2005)
• This article reviews the literature on the relationship among parenting
practices, parenting styles, and adolescent school achievement. The
review of the empirical research indicates that parental involvement
and monitoring are robust predictors of adolescent achievement.
Several studies, however, indicate that parental involvement declines
in adolescence, prompting the call for future research on the reasons
for and associated consequences of this decline. Furthermore, the
review indicates that authoritative parenting styles are often
associated with higher levels of student achievement, although these
findings are not consistent across culture, ethnicity, and
socioeconomic status. Darling and Steinberg’s contextual model of
parenting provides a promising model to help resolve these
discrepancies, however, further research is needed to examine the
major linkages of the model. It is also argued that the contextual
model should expand its notion of context towards the larger cultural
and economic context in which families reside.

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59. CONCLUSION