The understanding of the growth and development of human biengs

1. HUMAN GROWTH
AND
DEVELOPMENT
PAMELA ARUNGA
30.07.2020

2. Developmental Psychology
It is the study of growth and
development from conception to
death
A branch of basic psychology
that attempts to explore the life
long process or changes.

4. DEFINITION OF TERMS
Developmental Psychology
 The scientific study of growth,
development and behaviour changes of
beings from conception through to death.
These changes are physical, emotional,
mental, social etc.
 It is synonymous with the term ‘Child
psychology’ which is the study of human
growth and development.

5. Developmental Psychology
• The study of human growth and
development that concerns itself with the
description and explanation of changes in
human behaviour that are as a result of
maturation and experience.
• It studies physical, cognitive and
psychosocial changes across the life-span. It
looks at how changes occur qualitatively
and quantitatively over time.

6. • Research in child development
attempts to answer 3 questions:
– How does it take place? Stages,
sequence, do the skills become more
progressively different
– Nature of changes: categorize
differences e.g between 2 and 4 years
– What makes these changes occur? What
forces are responsible for child
development

7. Importance of Developmental
Psychology.
It gives us a general understanding of
the processes
 It enables us to appreciate the needs
and challenges facing individuals as
they grow up.
Helps appreciate individual
differences

8. • Provides a better understanding
of adult behaviour. To
understand an adult, you need
to understand the child first
• Indicates what behaviour, and
development is usual at
particular times. It helps us to
predict behaviour

9. Gives insight into the appropriate
age/stage that individual acquire
certain capabilities
Helps in the planning of learning
It equips the teacher with competence
to react appropriately to any
behavioural changes encountered
among students.

10. • Teachers are able to become aware
of the potential and abilities of
different children/students
• Provides a background information
about childen’s behaviour and
psychological growth under a
variety of environmental conditions

11. • It gives an understanding of the
basic psychological processes e.g
learning, motivation, socialization,
maturation etc,
• It makes us know how children
learn and this may make the
teacher to vary methods of
teaching.
• The teacher is able to appreciate
the needs and challenges facing
individuals as they grow up,

12. • Helps teachers to react
appropriately to any behavioural
changes they may encounter
among students
• Assists teachers in molding the
child
• Teachers are able to understand
basic principles of growth and
development.

13. Behaviour:
Observable aspects or activities of an individual or
organism.
Maturation:
 Describes the state of readiness; whereby the
body parts and cells are ready for function.
• Increase in child’s competence and adaptability.
• It is describing the qualitative change in a
structure.
• The level of maturation depends on child’s
heredity.

14. Growth
It refers to an increase in physical size of the
whole body or any of its parts.
It is quantitative changes that occur from
conception to death. There are different
types of growth:
• Hyperplastic growth – increase in the
number of cells
• Hypertrophic growth – increase or decrease
in the size of cells
• Non-cellular growth – material increase or
decrease in the body e.g Urine, excretion
etc

16. Changes in bodily proportions
with age.

17. Development:
It refers to a progressive increase in skill and capacity
of function.
Refers to qualitative changes that take place in a
human being from conception to death as a result
maturation and environment
Emergence of capabilities over time. The changes
could be social, emotional, physical and moral.
Physically for instance, could be in terms of motor
development e.g a child sitting -> crawling -
>walking ->running.
It can be measured through observation.

18. By understanding what to expect during each stage of development ,parents
can easily capture the teachable moments in everyday life to enhance their
child's language development, intellectual growth, social development and
motor skills .

19. NB:
Growth and development are interrelated.
Growth facilitates development and vice versa.
For instance, a child whose muscles are growing
properly will easily be able to walk at maturation.
It is not possible to draw a line where growth
stops and development starts.

20. Domains of Development
Development is described in three domains, but growth
in one domain influences the other domains.
Physical Domain:
 body size, body proportions, appearance, brain development, motor
development, perception capacities, physical health.
Cognitive Domain:
 thought processes and intellectual abilities including attention, memory,
problem solving, imagination, creativity, academic and everyday
knowledge, metacognition, and language.
Social/Emotional Domain:
 self-knowledge (self-esteem, metacognition, sexual identity, ethnic
identity), moral reasoning, understanding and expression of emotions,
self-regulation, temperament, understanding others, interpersonal skills,
and friendships.

21. STAGES OF HUMAN GROWTH AND
DEVELOPMENT
Growth and development occurs in
stages. We experience different
things at different times, capable of
different things at certain times, etc.
Each developmental stage will pose
different challenges. Below is an
outline of the major growth and
developmental stages with
approximate age:

22. Periods of Development
 The prenatal period
 Infancy
 Early childhood
 Middle childhood
 Late childhood
 Adolescence
 Early adulthood
 Middle adulthood
 Late adulthood

23. Prenatal stage
-From CONCEPTION to BIRTH
Conception—when a sperm penetrates the ovum
Lasts about 9 months, equivalent 280 days or 42 weeks
- The 3 primary stages of prenatal development are
the:
• Zygotic period /Germinal - a fertilized egg (first two
weeks after conception)
• Embryonic period (weeks three through
eight after conception)
• Fetal period (two months after conception
until birth)

24. Germinal stage (Zygote stage)
After conception
Within 36 hours the fertilized egg multiplies
rapidly into a mass of cells
Migrates down the fallopian tube to the uterine
cavity
About the 7th day it implants on the uterine wall
Many zygotes are rejected at this stage
The placenta begins to form

25. 8 week embryo

26. Embryonic Stage (2 – 8 Wks)
 Most of the vital organs begin to form
 Cell division becomes more specialized
 About an inch long at the end of this stage
 Begins to look human
 A period of great vulnerability since the basic
physiological structures are being formed
 Most carriages occur during this period
 Most birth defects are mostly a result of what
happens at this stage

27. 12 week fetus

28. Fetal stage
 Rapid body growth
 Muscles and bones begin to from
 Capable of physical movement as skeletal structures
harden
 Organs gradually begin to function
 Sex organs start developing from the 3rd month
 During the last 3 months, the brain cells multiply very
 Layer of fat is deposited under the skin for insulation
 Respiratory and digestive system mature
 Fetus reaches age of visibility between 22-26 weeks (26 –
28 weeks its at 85% survival)

29. 18 week fetus

30. 24 weeks (6 months)

31. 28 weeks (7 months)

32. 32 weeks (8 months)

33. Prenatal Influences
on Development
 Nutrition
 Mother’s age
 Anxiety
 Mother’s general health
 Maternal age
 Teratogens—any agent that causes
a birth defect (e.g., drugs, radiation, viruses)
 Maternal Diseases and infections

34. Infancy stage
 The developmental period from birth to 18 or 24
months
 A time of extreme dependency on adults
 Many psychological activities are just beginning
 Individual able to interact with environment
 There is acquisition of basic skills

35. Early Childhood
 The developmental period extending from the end
of infancy to about 2 – 4 years
 Often called the “preschool years”
 Children learn to become more self-sufficient
 Children now develop school readiness skills
 Children spend many hours playing with peers

36. Middle Childhood
 The developmental period extending
from about 4 to 6 years of age
 preparation for school and learning
 Fundamental skills of reading, writing,
and arithmetic are mastered
 Slower growth and development changes
 Growth and development continues, with
some body organs close to adult
size/maturity; e.g the brain

37. Late Childhood
 The developmental period extending from about 6
to 11 years of age (1-2 years before adolescence)
- Characterized by very slow growth and
development (latent years)
 Approximately corresponds to the elementary
school years
 Fundamental skills of reading, writing, and
arithmetic are mastered
- Child is formally exposed to larger world and its
culture

38. Adolescence
 The developmental period of transition from
childhood to early adulthood—entered at 10-12
years, ending at 18-22 years
 Begins with rapid physical changes. It begins with
the appearance of secondary sex characteristics and
ends when somatic growth is completed and the
individual is psychologically mature.
 Pursuit of independence and identity are prominent
 Thought is now more logical, abstract, and idealistic

39. Early Adulthood
 The developmental period beginning in the late teens or
early twenties and lasting through the thirties
 A time of establishing personal and economic
independence
 Also a time of career development
 Early adults select a mate, start a family, and rear
children

40. Middle Adulthood
The developmental period beginning around
36 years of age and extending to about 45
A time of expanding personal and social
involvement and responsibility
Also a time of assisting the next generation in
becoming competent
Middle adults reach and maintain satisfaction in
a career

41. Late adulthood
• 46-65 years
• Reduced family commitments
• Increased social responsibility
• Significant body changes
• Some preparing for retirement,
others retired

42. Old age
• 66 years and up
• Reduced activity
• Most are retired
• Significant health changes
• Incapacitation
• DEATH

43. Death and Dying
In general, anxiety about dying tends to
decrease in late adulthood
Kubler-Ross stages of dying
Denial
Anger
Bargain
Depression
Acceptance
Not universally demonstrated

44. Principles of Growth and
Development
1. Growth and development is influenced by heredity and
environment.
 The two aspects are influenced by both what we acquire
from our parents as well as by our interaction with the
environment. The potential of an individual is determined by
our heredity at conception. The environment then plays a part
in determining whether this potential is to be realized or not.
 (Consider body size, intelligence, creativity etc.)

45. 2. Growth and development is a directional
process.
 G&D proceeds from head to tail- the
Cephalocaudal aspect. E.g
Babies attain the use of their upper parts of the
body (head, arms) before the lower parts. G & D
proceeds from the centerline to the outer or distal
parts.
 E.g. Babies attain good use of their armforearm
before the wrist and the fingers.
 Consider scribbling among toddlers or infants.

46. Growth Pattern

47. 3. Growth and development is cumulative in nature.
It progresses from one stage the next, building on the
previous achievements. It is not sudden or drastic. One
does not wake up one morning and find they are able to
do something new, or they have grown taller, heavier etc.
E.g. Babbling to talking, sitting to walking etc.
It is patterned and continuous but it is not always smooth
and gradual. Consider periods of rapid growth.

48. 4. Growth and development is a whole process.
Different aspects are interrelated and inter dependent.
Aspects of growth and development should not be looked
at in isolation since different aspects influence each other.
Consider Physical aspects may affect other areas such as
social, emotional, moral etc. or what the following: -
severe malnourishment, lack of stimulation, love attention
etc.

49. 5. Growth and development is an
individualistic process.
Individuals grow and develop at
different rates or pace.
The trend of development is similar with
everybody, but the pace is individualistic.
No two individuals are the same in all cases,
e.g. two babies aged nine months and one of
them is already walking while the other does
not.

50. 6. Growth and development proceeds
from general to specific.
We begin as a mass of cells, language
development begins from general crying,
writing begins from scribbles etc.

51. 7. Structure precedes function.
The body’s structures have to be in place and in
order before their functioning.
Consider muscles, vocal cords, brain cells,
reproductive structures etc. No amount of
practice can bring about capability unless
maturation has been attained.

52. 8. There are critical or sensitive periods in the
development of certain body.
Severe interferences on G & D means serious and
permanent deficiencies may occur. Consider the
growth and development of major organs within the
first month after conception, development of trust and
attachment during infancy and early childhood.

53. 9. Growth and development is a
continuous process. It does not stop,
until death.

54. Mechanisms of Genetic Heredity
 This refers to the transmission of characteristics
through the genes, from the parents to their offspring.
 The tendency for the offspring to resemble their
parents
Are differences among individuals inherited or acquired
from the environment? or better still are they a result of
the interaction between heredity and the environment.
Biologists have noted that the human body has two
kinds of cells- somatic and germ

55. Biologists have noted that the human
body has two kinds of cells-
1.Somatic and
2. Germ
Somatic cells are all the cells in the body (except the
ovum & sperm) that govern the body’s formation of
bones, muscles and organs. Each cell contains
chromosomes, which also contain smaller cells
called genes.

56. Chromosomes
Are threadlike structures that convey heredity.
Every somatic cell contains the same grouping
of 23 pairs of chromosomes. Same species of
organisms have the same number and type.

57.  Human beings have 46 chromosomes arranged in 23
pairs. Each chromosome is made up of genes, which
are the smallest units of heredity. There are
approximately 44000 genes on each chromosome pair.
Each gene is different and has a “message” to
contribute to the total genetic code. The message is
contained in the chemical structure of the gene. This is
a complex chemical code carrier for all body cells
called deoxyribonucleic acid or DNA.

58.  Some genes are common to the human species and
they ensure that we develop smooth rather than fur,
lungs instead of gill etc. Other genes determine
individual characteristics such as eye, skin, hair
colour and susceptibility to certain diseases. This
means that genes carry two kinds of messages: one
kind makes one distinctively human and the other
makes one a unique individual.

59.  Somatic cell divide and reproduce in a process
called mitosis, which is the process of division
and reproduction that results into a double
number of the cell’s chromosomes. Each cell
produced through this process has the same
genetic content as every other in the body
because each gene makes a copy of itself during
mitosis.

60. Germ cells
These are also called gametes and
they are similar to somatic cells in
their chemical composition. These
are sperms in males and ova in
females.

61.  Each gamete contains 23 chromosomes, which is half
the number for the somatic cell. Germ cells produce
in a halving process called meiosis. During this
process the chromosomes separate twice (rather than
once as in mitosis) to form four daughter cells. The
chromosomes are halved in this process and the cell
contains only half the parental genes.

62.  Genotype refers to the underlying genetic makeup
of an individual. That is the characteristics that
have been acquired form the parents.
 Phenotype refers to the expressed or observed
gene characteristics of an individual. It is possible
for one to have the same phenotype as hisher
genotype, but in many instances there are cases of
a phenotype that differs from the genotype.