The process of growth and development starts before the baby born I.e. from the conception in the mother’s womb. The period extends throughout the life cycle.

1. GROWTH AND DEVELOPMENT
Presented by :
Maria Jyoti
Msc Nsg 1 Yrs

2. Introduction
The process of growth and
development starts before the
baby born i.e. from the
conception in the mother’s
womb.

3. Growth
It is the process of physical
maturation resulting in increasing
in size of the body and various
organs. it occur by multiplication of
cell and increase in intracellular
substance.it is quantitative
changes of the body.

4. Development
It is the process of functional and
physiological maturation of the
individual it is progressive
increase skill and capacity to
function.it is related to maturation
and myelination of nervous
system.

5. Principle of growth and development
 Cephalocaudal direction
 Proximodistal direction
 General to specific
 Continuous and orderly process
 varies from person to person
 Total process

6. The process of
cephalocaudal direction
from head down to tail this
means that improvement
in structure and function
come first in the head
region then in the trunk
and last in the leg region

7. PROXIMODISTAL DIRECTION
The process in
proximodistal from centre
or midline to periphery
direction. Development
proceed from near to far,
outward from central axis of
the body towards the
extremities

8. GENERAL TO SPECIFIC
Children are first are able to hold the
big things by using both hands in the
next part able to hold things in a single
hand ,then only able to pick small
objects like peas, cereals etc.
Children when able to hold pencil, first
starts draw circles then squares then
letters after that the words

9. CONTINUOUS AND ORDERLY
PROCESS

10. RATE OF DEVELOPMENT VARIES
PERSON TO PERSON
Rate of development is not
uniform.
Individuals differ in the rate of
growth and development.
Boys and girls have different
development rates.

11. DEVELOPMENT IS PREDICTABLE
The difference in physiological
and psychological potentialities
can be predicated by
observation and psychological
tests.

12. STAGES OF GROWTH

13. FACTORS INFLUENCING GROWTH AND
DEVELOPMENT
Factors
influencing
Genetic
factors
Sex
Race &
nationality
Environm
ent

14. Prenatal
factor
 Nutrition
 Physical environment
 Psychological
environment
 Cultural influence
 Socio economic status
 Climate and season
 Play and exercise
 Birth order of child
 Intelligence
 Hormonal influence
Postnatal
factor
 Maternal
malnutrition
 Maternal
infection
 Maternal
substance abuse
 Maternal illness
 Hormones
Factor affecting

15. Theories of development
Development of sexuality: Sigmund
freud
Emotional development: Erik Erickson
Intellectual development: Jean Piaget
Moral development: jean Piaget and
Lawrence Kohlberg
Spiritual development: James w. fowler

17. ORAL STAGE (BIRTH TO 1 YEAR)
 In the first stage, it gets much satisfaction
from putting all sorts of things in its mouth.
 At this stage in life are oral, or mouth
orientated, such as sucking, biting, and
breastfeeding.
 Oral personalities engage in such oral behaviours
like smokers, nail-biters,
finger-chewers, and thumb suckers when
under stress.

18. ANAL STAGE (1 TO 3 YEARS)
 During the anal stage, Freud believed
that the primary
focus of the libido was on controlling
bladder and bowel movements.
 The major conflict at this stage
is toilet training the child
has to learn to control his or
her bodily needs.
 Through toilet training, the child comes
to contact with the rules of society

19. PHALLIC STAGE (3 TO 6 YEARS)
The child becomes aware of
anatomical sex differences.
Some critical episodes for
development occur during this stage
,but these episodes occur differently
for boys (Oedipus complex) and girls
(Electra complex)

20.  A child's feelings of desire for his or her
opposite-sex parent and jealousy and anger
toward his or her same-sex parent.
 A boy feels that he is competing with his
father for possession of his mother.
Oedipus Complex

21. Electra complex
The Electra complex in which girls feel desire
for their fathers and jealousy of their mothers.

23. FREUD SAY these complexes are
not resolved through murder, but
through gradual adopting the
characteristics with the same sex
parents (assuming goals,
ambitions, mannerisms and other
personality traits).

24. LATENCY STAGE (6 YEARS TO PUBERTY)
Freud thought that most sexual impulses
are repressed during the latent stage, and
sexual energy can be sublimated
(re: defence mechanisms) towards school
work, hobbies, and friendships.

25. GENITAL STAGE (PUBERTY TO ADULT)

26. EMOTIONAL DEVELOPMENT: ERIK ERICKSON
industry vs.
inferiority
Initiative vs. Guilt
autonomy vs.
shame
Trust vs. mistrust
Generativity vs.
stagnation
Ego integrity vs.
despair
Intimacy vs.
Isolation
Identity vs. Role
Confusion
Solving each problem at
the child’s particular stage
of development lays the
basis for progress to the
next stage.

27. BIRTH TO 1 YRS. OF CHILD (TRUST VS
MISTRUST)
 Sense of Trust, infant learns to trust the adult,
usually the parents, who care for them and are
sensitive to their needs.
 A negative outcome of the period of infancy Its a
sense of Mistrust.

28. ONE YRS. TO 3 YRS. (AUTONOMY VS. SHAME)
 The child succeed in the developmental task of this
stage in their maturing process, they will have a
degree of self-control and self esteem.
 If they do not succeed, they will
doubt their own worth and that
of other and will have a sense
of shyness.

29. THREE TO SIX YRS (INITIATIVE VS. GUILT)
 Children begin to plan activities, imagination,
imitating, make up games, and initiate activities with
others and make decisions.
 If the child is not given a chance to be responsible
and do things on their own, a sense of guilt may
develop.

30. SIX TO 12 YRS. (INDUSTRY VS. INFERIORITY)
 Strong sense of duty
 Engage in tasks
 Compare themselves with their peers
 If children do not learn to get along with others or
have negative experiences at home or with peers,
an inferiority complex might develop
into adolescence

31. IDENTITY VS. ROLE CONFUSION(13-21 YRS.)
Adolescents struggle with questions such as
“Who am I?” Adolescents who are successful
at this stage have a strong sense of identity
When adolescents are apathetic, do not make
a conscious search for identity , they may
develop role confusion.

32. INTIMACY VS. ISOLATION(21-39 YRS)
 Maintaining successful relationships with others
may develop successful intimate relationships. .
 Who do not develop a positive self-concept in
adolescence may experience feelings of loneliness
and emotional isolation.

33. MORAL DEVELOPMENT: JEAN PIAGET AND LAWRENCE
KOHLBERG
Level 1: Pre-conventional Morality
Level 2: Conventional Morality
Level 3: Post-conventional Morality

34. Level 1: Pre-conventional Morality
 Stage 1 : Obedience and Punishment
A deed is perceived as “wrong” if one is punished the
activity is “right” when one is not punished.
 Stage 2 - Individualism and Exchange
Right is defined as that which acceptable to and approved
by the self. When action satisfy one’s need, they are right.
 Level 2: Conventional Morality
 Stage 3: Interpersonal Relationships
Emphasis on conformity, being "nice,“
"good boy-good girl"

35.  Stage 4: Maintaining Social Order
The focus is on maintaining law and order by following
the rules, doing one’s duty and respecting authority.
 Level 3: Post-conventional Morality
 Stage 5: Social Contract and Individual Rights
At this stage, people begin to account for the differing
values, opinions and beliefs of other people.
Stage 6: Universal Principles people follow these
internalized principles of justice, even if they conflict
with laws and rules.

37. Stage 0: (birth -2 years) child learns to rely
on the goodness or badness
 Stage 1: (3 to 7 years ) be able to use
symbols and their imaginations, evil, the
devil or other negative aspects of religion.
 Stage 2: (6-12 years, school age) Literal
stage in which information is organized into
stories. These stories, along with moral
rules
 Stage 3: (adolescence to early
adulthood. Their beliefs are in what they
have been taught and in what they see
“everyone else” as believing too.

38. STAGE 4: (THE EARLIER IN ADULTHOOD)
 People in this stage ask questions and see the
contradictions or problems in their beliefs.
 Stage 5: (usually not before mid-life)- People in
this stage are more willing to dialogue with people
of other faiths, seeking further information and
correction to their own beliefs.
 6: Universalizing stage. characterized by seeing
all of humanity as one brotherhood and taking
profound, self-sacrificing

40. PHYSICAL DEVELOPMENT MILESTONE
Gross motor development
Fine motor skill development
Personal and social
development
Language
Vision and hearing

41. Standing
 Walking,
 Running
 Jumping
 Sitting
 Writing,
 Holding small items
 Buttoning clothing
 Turning pages
 Eating
 Cutting with scissors
 Using computer keyboards.
Gross motor Fine motor

42. PHYSICAL DEVELOPMENTAL MILESTONES
From Birth to 3 Months
 Use rooting, sucking and
grasping reflexes
 Slightly raise the head
when lying on the
stomach
 Hold head up for a few
seconds with support
 Clench hands into fists
 Tug and pull on their own
hands
 Repeat body movements
From 3 to 6 Months
 Roll over
 Pull their bodies forward
 Pull themselves up by
grasping the edge of the
crib
 Reach for and grasp object
 Bring object they are
holding to their mouths
 Shake and play with
objects

43. From 6 to 9 Months
 Crawl
 Grasp and pull object toward their own body
 Transfer toys and objects from one hand to the other
From 9 to 12 Months
 Sit up unaided
 Stand without assistance
 Walk without help
 Pick up and throw objects
 Roll a ball
 Pick up objects between their thumb and one finger
From 1 to 2 Years
 Pick things up while standing up
 Walk backwards
 Walk up and down stair without assistance
 Colour or paint by moving the entire arm
 Scribble with markers or crayons
 Turn knobs and handles

44.  Run in a forward
direction
 Jump in one place
 Kick a ball
 Stand on one foot
 Turn pages of a book
 Draw a circle
 Hold a crayon between
the thumb and fingers
 Ride a tricycle
 Go down a slide without
help
 Throw and catch a ball
 Pull and steer toys
 Walk in a straight line
 Build a tall towers with
 toy blocks
 Manipulate clay into
shapes
From 2 to 3 Years
From 3 to 4 Years

45.  Jump on one foot
 Walk backwards
 Do somersaults
 Cut paper with safety
scissors
 Print some letters
 Copy shapes including
squares and crosses
 Throwing and catching
during play
 Hold a pencil and print
letter
 Needs to be remember
hand washing
 Can brush and comb
hair
5 to 6 Years 6-8 yrs.

46. 10-12 yrs
o Perform tricks on bicycle
Beginning to participate in
organized sports
o Use both hand
o independently Draws a
person with 18-20 parts
o Unaware of dirty cloth
o Fine coordination continuous
improved
o Completed physical growth by 20 yrs

47. SOCIAL AND EMOTIONAL MILESTONES
From Birth to 3 Months
 Looking at their own hands and sucking on fingers
 Looking at the part of their body that a parents or
caregiver is touching
 Understanding how the legs and arms are attached
 Realizing that they are separate beings from those
around them
 Learning to be comforted and soothed by adults
 Enjoying social stimulation and smiling at people
 Responding to touch

48. FROM 3 TO 6 MONTHS
 Respond when their name is called
 Smile
 Laugh
 Play peek-a-boo
 From 6 to 9 Months
 Express a number of emotions including happiness,
sadness, fear, and anger
 Distinguish between familiar family and friends and
strangers
 Show frustration when a toy is taken away
 Respond to spoken words and gestures

49. FROM 9 TO 12 MONTHS
 Hold a cup and drink with help
 Imitate simple actions
 Feed themselves small bites of food
 Express anxiety when separated from parents or caregivers
 From 1 to 2 Years
 Recognize their own image in the mirror
 Initiate play activities
 Play independently, often imitating adult actions
 Act pleased when the accomplish something
 Start trying to help, often by putting toys away
 Express negative emotions including anger and frustration
 Become more self-assertive and may try to direct the actions
of others

50. FROM 2 TO 3 YEARS
 Become aware that they are a boy or girl
 Begin to dress and undress themselves
 Demonstrate personal preferences about toys,
food, and activities
 Start saying "No" to adults
 Enjoy watching and playing with other children
 Become defensive about their own possessions
 Use objects symbolically during play
 Often have rapid changes in mood

51. FROM 3 TO 4 YEARS
 Follow directions
 Perform some tasks with little or no assistance
 Share toys with other children
 Make up games and ask other children to join in
 Begin engaging in pretend play
From 4 to 5 Years
 Understand basic differences between good and bad
behaviour
 Develop friendships with other kids
 Compare themselves to other children and adults
 Become more aware of other people’s feelings
 Enjoy dramatic, imaginative play with other children
 Enjoy competitive games

52.  Early Childhood ( 3-8 yrs) children at this stage
continue to advance their skill in observing and
interacting with the world around them.
 Adolescence(12-18 yrs)
 Adolescence is the period of life between the onset
of puberty and the full commitment to an adult
social role.
 It is the period known for the
 formation of personal and social identity(Erik
Erikson) and the discovery of moral purpose

53. YOUNG ADULT( LATE TEEN AND THE MID TO
LATE 30)
 Resolve personal and social task
 Alteration are made in personal, social occupational
lives
 Preparing for marriage
Middle adulthood (late 30s and mid 60s)
 Stress because of having responsibility of raising
their own child while caring for old parents
 Older adult(65 yrs)
 Become grand parents
 retire from work

55. SUMMARIZATION
 Growth and development
 Principle of growth and development
 Factors influencing growth and
development
 Theories of development
 Physical changes
 Emotional, social ,language development

56. BIBLIOGRAPHY
 Dutta parul,”Pediatric nursing”,3rd edition,
(2014 )published by jaypee brothers
medical publishers
 Wong’s “Nursing care of infant and
children”, 10thedition, published by Marilyn
,hokenberry
 Barar k navdeep, H.C Rawat, “text book of
advance nursing practice”(2015) published
by jaypee brothers medical