This document discusses growth, development, and maturation. It defines growth as physical changes that can be measured, such as increases in height, weight, and bone size. Development is defined as increases in function and skills. Maturation refers to physical changes driven by genetic influences, though the timing can be influenced by the environment. The document notes that growth and development are independent but interrelated processes influenced by both genetic and environmental factors. It outlines several stages of development, including trust vs. mistrust in infancy, autonomy vs. shame and doubt in toddlerhood, initiative vs. guilt in early childhood, industry vs. inferiority in middle childhood, identity vs. role confusion in adolescence, and intimacy vs. isolation in

1. Growth , DEVELOPMENT and MATURATION
Taabu Stephen
Counseling Psychologist
Hope in Life Counseling Services
LTD (MA. CP and BAED)

2. Growth and development
 The term growth and development or both refer to
dynamic processes . They are often used randomly
but they have different meanings.
 Growth : This deals with the physical changes and
increase in sizes and it can be measured.
 Indicators of growth include height , weight, bone
size etc.,

3. DEVELOPMENT
 IS an increase in function and skill
development.
 It is the capacity and skills of the
person to function normally
 Development: is a behavior e.g., the
person develops their ability to walk ,
talk, run among others.

4.  Growth and development: are independent ,
interrelated processes e.g., an infant’s muscles, bones
and nervous system must grow to a certain point
before, the infant sits up or walks.
 Growth: generally takes place during the first 20
years of life, development continue after that.

5. Maturation
 Is the sequence of physical changes
that are related to genetic influences.
 Maturation: is independent on the
environment but its timing can be
influenced by environmental factors.
 The rate of person growth and
development is highly individualized,
however the sequence is predictable.

6. Factors influencing the growth
and development
 The factors that influence the growth and
development are both genetic and environmental.
 Genetic factors determine such characteristics such
as gender, physical, status and race.
 Environmental factors affect an individual growth
and development, some of these are: family, religion,
climate, culture, school, community and nutrition.
 Poorly nourished child is more likely to have infection
than a well fed child and may not attain his or her
potential height.

7. Types of growth and
development
 Physical and physiological
 Social Motor
 Mental Spiritual
 Psychological& Intellectual
 Emotional

8. Principle of growth and
development
 Growth is continuous process that is
determined by many factors.
 All humans follow the same pattern of
growth and development .
 The sequence of each stage is
predictable, although the time of onset,
the length of stage and the effect of
each stage vary with each person.

9.  Certain stage of growth and
development are more critical than
others.
 Growth and development occur in
proximal to the distal direction i.e from
the center of the body outward.

10. Learning Basic Trust versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one
or two years of life. The child, well – handled, nurtured, and
loved, develops trust and security and a basic optimism. Badly
handled, he becomes insecure and mistrustful.

11. Trust versus Mistrust. From birth to the age of one year, children begin to
learn the ability to trust the people around them and this is based upon the
consistency of their caregiver(s). If trust develops successfully, the child
gains confidence and security in the world around him and is able to feel
secure even when threatened. Unsuccessful completion of this stage can
result in an inability to trust, and therefore a sense of fear about the
inconsistent world. It may result in worry, sharp insecurities, and an over
feeling of mistrust in the world around them.

12. Autonomy vs. Shame and Doubt. Children between the ages of one and
three, begin to assert their independence, by walking away from their
mother, picking which toy to play with, and making choices about what they
like to wear, to eat, etc. If children in this stage are encouraged and
supported in their increased independence, they become more confident
and secure in their own ability to survive in the world. If children are
criticized, overly controlled, or not given the opportunity to assert
themselves, they begin to feel inadequate in their ability to survive, and
may then become overly dependent upon others, lack self-esteem, and feel
a sense of shame or doubt in their own abilities.

13. Initiative vs. Guilt. Children at the age of three and continuing to
age six, children assert themselves more frequently. They begin
to plan activities, make up games, and initiate activities with
others.
If given this opportunity, children develop a sense of creativity,
and feel secure in their ability to lead others and make decisions.
Equally, if this tendency is crushed, either through criticism or
control, children develop a sense of guilt. They may feel like a
nuisance to others and will therefore remain followers, lacking in
self-initiative.

14. Industry vs. Inferiority. From age six years to puberty, children
begin to develop a sense of pride in their accomplishments. They
initiate projects, see them through to completion, and feel good
about what they have achieved.
During this time, teachers play an increased role in the child’s
development. If children are encouraged and reinforced for their
initiative, they begin to feel industrious and feel confident in their
ability to achieve goals. If this initiative is not encouraged, if it is
restricted by parents or teacher, then the child begins to feel
inferior, doubting his own abilities and therefore may not reach
his potential.

15. Identity vs. Role Confusion. From the age of 12-18 there is a
transition from childhood to adulthood and this is most important
and dangerous stage in the life of a child. Children are becoming
more independent, and begin to look at the future in terms of
career, relationships, families, housing, etc.
During this period, they explore possibilities and begin to form
their own identity based upon the outcome of their explorations.
This sense of who they are can be hindered, which results in a
sense of confusion (“I don’t know what I want to be when I grow
up”) about themselves and their role in the world.

16. Intimacy vs. Isolation. 19-40 (Young adulthood) we begin to
share ourselves more intimately with others. We explore
relationships leading toward longer term commitments with
someone other than a family member.
Successful completion can lead to comfortable relationships and a
sense of commitment, safety, and care within a relationship.
Avoiding intimacy, fearing commitment and relationships can lead
to isolation, loneliness, and sometimes depression.

17. Thank you very much
Q& A