This document defines key terms related to human growth and development such as development, growth, and maturation. It then provides information on basic principles of growth and development including that development follows an orderly sequence, rates vary between individuals, and early development is more critical. The document also discusses prenatal influences and the nature vs nurture debate. It outlines theories of cognitive, social, emotional, and psychosexual development from theorists such as Piaget and Freud. Key developmental milestones from infancy through childhood are also summarized.

2. Definition of Terms
• Development
–a progressive series of
changes that occur as a
result of maturation
and experience. It
implies qualitative
changes.

3. Growth
It means a continuous
and additive process
and implies
quantitative changes

4. • Maturation
–It refers to the process
of change of an individual
which occurs primarily as
a function of aging or
time. It includes effects
of practice and
experience.

5. A. Basic Principles of
GROWTH & DEVELOPMENT
• Development follows an orderly
sequence which is predictable.
• The rate of development is
UNIQUE to each individual.
• Development involves change.
• Early development is more
critical than later development.

6. • Development is the
PRODUCT of
MATURATION and
LEARNING.
• There are individual
differences in
development.

7. The NATURE-NURTURE
question asks how much nature
(genetic factors) and how much
nurture (environmental factors)
contribute to a person’s
biological, emotional, cognitive,
personal, and social
development.
Prenatal Influences

8. • Heredity
– Transmission of genetic
characteristics from the parent
to the offspring.
• Environment
– Another factor that contributes
to a person’s behavior, growth
and development.
• EXTERNAL – includes all the
conditions outside an organism
that in any way influences life
processes EXCEPT genes

9. 2 classification of EXTERNAL
ENVIRONMENT
• External physical environment
– made up of many things in the
world that affect us directly
and all the things that
stimulate our sense organs.

10. •Social
environment
–Includes all the
human beings
who influences
us.

11. Day One
The first cell of a new
human being, called a
zygote, is formed
when a sperm
fertilizes an egg. In
the egg cell shown
here, the nuclei of the
sperm and egg appear
as two yellow-brown,
irregular shapes.
When these two nuclei
fuse, fertilization is
accomplished.

12. Day Three
The zygote begins its
journey down the
Fallopian tube. About
36 hours after
fertilization, cell
division begins in the
Fallopian tube,
and continues to occur
about twice a day. In
three to four days, the
cluster of dividing cells
completes the 10 cm (4
in) journey through the
Fallopian tube to the
uterus.

13. Day Six
About the fifth day after
fertilization, a cluster of
about a hundred cells
floats in the uterus. It
soon takes the form of a
fluid-filled ball of
cells called a blastocyst.
After one or two days in
the uterus, the
blastocyst burrows into
the uterine lining, which
grows over the
blastocyst and
provides it with
nutrients. This process is
known as implantation,
and the blastocyst is
now called an embryo.

14. Week Four
After implantation, cells
of the embryo begin to
specialize and form
primitive organs. In the
four week-old embryo
shown here, the head
(bottom, left) can be
distinguished.
The heart beats, and limb
buds of the arms and legs
are visible. The placenta
develops at this stage and
provides the embryo with
nutrients from the
mother. The four-week-
old embryo measures
about 5 mm (about 0 .2
in) from crown to rump.

15. Week Eight
After eight weeks of
development, all the
rudimentary structures of a
human have formed, and the
embryo passes into the fetal
stage of development. The
fetus shown here floats in the
watery amniotic fluid, which is
contained by the transparent,
tough, amniotic membrane.
The amniotic fluid acts as a
shock absorber, preventing
damage to the developing
fetus. The eight-week-old
fetus measures about 30 mm
(about 1.2 in) from crown to
rump.

16. Development of the
Human Fetus
Although the total
gestation period for
humans lasts nine
months, the fetus has a
recognizable human
form by the 12th week
of development.
The vital organs are not
sufficiently developed
to sustain life outside
the uterus until the
seventh month. While in
the womb, the fetus is
especially
susceptible to the
effects of drugs,
alcohol, and x-rays.

17. Newborn Baby
Newborn
babies are
helpless, but
they can see,
hear, taste,
smell, and
feel. They cry
to let people
know they
need food or
comfort.

18. Sensory Development
• Sight
– At 1 month, can distinguish
mother’s face WITH THE
HELP OF HER MOTHER’S
VOICE.
– 3 months, visually
distinguish his/her
mother’s face.
– By 3-4 years, an infant’s
visual abilities are equal to
those of an adult’s.

19. • Touch
• - TURN HEAD WHEN CHEEKS ARE
TOUCHED.
• Smell and Taste
• 1 day old can discriminate bet. A
citrus odor and floral odor.
• 6 weeks can smell bet. Mother and
Hearing
One-month-old infants have
very keen hearing.

20. Visual Cliff Experiment
Despite his mother’s
beckoning, an infant
hesitates to cross the
“visual cliff”—an
apparently steep drop
that is actually covered
by
transparent glass.
Psychologists in the
1960s found that most
infants 6 to 14 months
of age were reluctant to
crawl over the cliff,
suggesting they
had the ability to
perceive depth. Most
psychologists believe
that the ability to
perceive depth is partly
innate and partly a
product of early visual
experience.
Depth Perception

21. Motor development
• Proximodistal principle
– States that parts closer to the
center of the infant's body,
develop before parts farther away.
• Cephalocaudal principle
– Parts of the body closer to the
head develop before the parts
closer to the feet.

23. Developmental Milestones in Infancy
Infants develop motor skills in a
highly predictable sequence, but they
differ in the age at which they
achieve these skills.
The bars in this chart show the age
span at which most children reach a
particular developmental milestone.
Some children will attain these
milestones earlier or later than the
ranges shown.

24. Babies have to
learn how to
walk. Most
begin walking
by 15 months of
age, although
some do not
begin to walk
until 18
months. Then
comes running
and jumping!

25. EMOTIONAL DEVELOPMENT
results from our biological
capacity to produce
emotional expressions which
interact with the positive or
negative feedback we
receive in attempting to
maintain or change our
environment.

26. NEWBORN EMOTIONAL
EXPRESSIONS:
• INTEREST
• STARTLE
• DISGUST
• DISTRESS
• NEO-NATAL SMILE

27. Emotional
Development
Temperament
Emotional
Intensity
Attachment
between
Parent and
Child
Attachment – refers to close fundamental
emotional bonds that develop between the
infant and his/her parents/caregiver.
Temperament- refers to an individual differences
In attention, arousal and reactivity to new or novel situations

28. How does attachment occur?
Separation anxiety – an infant’s distress .
Care & Sympathy
Social Smiling
Happy Greetings
Crying
Joy & Pleasure
Delight &
Satisfaction
CHILD PARENT
Good
Parent-
Child
Attachment

29. Cognitive Development
– Refers to how a person perceives,
thinks, and gains an understanding of his
or her world through the interaction and
influence of genetic and learned factors.

30. Piaget’s Stages of
Cognitive Development
Sensori-
motor
Birth-2
Pre-
Operational
2-7 yrs.
old
Formal
12 and
above
Concrete
7-11 yrs.
old

31. Numerical Understanding in
Infants
Do babies have a basic ability to
count? In one test of five-month-
old infants, American psychologist
Karen Wynn placed
two Mickey Mouse dolls on a stage,
hid the dolls behind a screen, then
added another doll behind the
screen as the infant
watched. The screen was then
removed to reveal two, not three,
dolls. Infants in the study, like this
five-month-old, stared longer
at the incorrect outcome than
when three dolls were revealed,
indicating surprise at the outcome
and suggesting that they expected
to
see three dolls. Some researchers
interpret these findings as
evidence that young infants have a
simple understanding of quantity.
Joe McNally Photography

32. Toddlers at Play
Very young children,
such as these two-
year-olds, tend to
play alongside one
another rather than
with each other.
They also do not
understand
the concept of
sharing their
possessions. As
children grow older,
they learn to interact
more with their
playmates and to
consider the interests
of others.

33. Learning by
Observation
People learn
much of what
they know simply
by observing
others.
Here a child
learns to use a
lawnmower by
observing his
father’s
behavior and
imitating it with
a toy lawnmower.

34. Conservation of Liquid
Conservation is the principle
that the physical properties
of an object remain the
same despite changes in its
appearance.
In the test of conservation
pictured, the child was first
asked to compare identical
amounts of liquid in the two
short glasses.
Then liquid from the middle
glass was poured into the
taller, skinnier glass. The
child has indicated that the
amounts of liquid in the
two different glasses are
still the same, indicating
that she understands
conservation. Swiss
psychologist Jean Piaget
believed that the ability
to understand conservation
marks an important
developmental milestone for
children.

36. –Refers to how a person
develops a sense of self
of self-identity, develops
relationships with others,
and develops the kind of
social skills important in
personal interactions.
SOCIAL DEVELOPMENT

37. Freud’s Psychosexual
Stages
• ORAL Stage
– Mouth is the primary site of sexual
pleasure and if infants are overindulged
or frustrated, they can become fixated.
FIXATION- means that an adult shows
personality characteristics that are
related to the stage.

38. • PHALLIC stage
– Source of pleasure moves on to the
genitals.
• Oedipal complex- male begins to see his
father as a rival for his mother
• Electra complex- girls develop an
attachment to their fathers
• LATENCY stage
– Characterized by repression of sexual
concerns, making it latent.

39. • GENITALS stage
– Sexual maturity emerges.
ERIKSON’S PSYCHOSOCIAL STAGES
Are eight developmental periods during
which an individual’s primary goal is to
satisfy desires associated with social
needs.

40. ERIKSON’s
PSYCHOLOGICAL STAGES
PERIOD
 (0-1 year old) Early
infancy
 (3-5 years old)
Late infancy
 (5-12 yrs old)
Middle & Late
childhood
STAGES
 Trust vs. Mistrust
 Autonomy vs.
Shame and Doubt
 Initiative vs. Guilt

41.  (12-20 yrs)
Adolescence
 (20-40 yrs) Young
Adulthood
 (40-65 yrs) Middle
adulthood
 (65and older) late
Adulthood
 Identity vs. Role
Confusion
 Intimacy vs.
Isolation
 Generativity vs.
Stagnation
 Integrity vs.
Despair