This document discusses growth and development in children. It defines growth as a quantitative, measurable increase in size while development refers to qualitative maturation and skills. The stages of growth and development include prenatal, neonatal, infant, toddler, preschool, school-age and adolescent periods. Factors that influence growth include genetics, sex, environment, nutrition and health. Key milestones are provided for each developmental period from newborn to school-age. Assessment of growth involves measurements of weight, length/height, head circumference and other parameters.
Growth and development is a very important aspect of childcare. understanding growth and development enhances the ability of the child healthcare provider to properly attend to the needs of the children under his/her care. The concept of growth and development helps with early detection of both medical, social and psychological problems in a child. it makes for early intervention in child healthcare.
Growth and development is a very important aspect of childcare. understanding growth and development enhances the ability of the child healthcare provider to properly attend to the needs of the children under his/her care. The concept of growth and development helps with early detection of both medical, social and psychological problems in a child. it makes for early intervention in child healthcare.
assessment monitoring g & d of child.pptxittielarathi
In the context of childhood development, growth is defined as an irreversible constant increase in size, and development is defined as growth in psychomotor capacity. Both processes are highly dependent on genetic, nutritional, and environmental factors. Development refers to functional or behavioral changes. Growth is biological. Development is social, emotional, cognitive, moral, and other domains of function.Human development is a lifelong process of physical, behavioral, cognitive, and emotional growth and change. In the early stages of life—from babyhood to childhood, childhood to adolescence, and adolescence to adulthood—enormous changes take place. Throughout the process, each person develops attitudes and values that guide choices, relationships, and understanding. Sexuality is also a lifelong process. Infants, children, teens, and adults are sexual beings. Just as it is important to enhance a child’s physical, emotional, and cognitive growth, so it is important to lay the foundation for a child’s sexual growth. Adults have a responsibility to help young people understand and accept their evolving sexuality. Growth and development includes not only the physical changes that occur from infancy to adolescence, but also some of the changes in emotions, personality, behavior, thinking and speech that children develop as they begin to understand and interact with the world around them. Skills such as taking a first step or smiling for the first time are called developmental milestones.
General pediatric study refers to the field of medicine that focuses on the health and well-being of infants, children, and adolescents. It involves the study of various aspects of child health, including growth and development, common childhood illnesses, preventive care, and management of chronic conditions. Here are some key areas of study within general pediatrics:
1. Growth and Development: Pediatricians study the normal growth and development patterns of children, including physical, cognitive, and emotional milestones. They assess factors that can influence growth, such as nutrition, genetics, and environmental factors.
2. Common Childhood Illnesses: Pediatricians study the diagnosis, treatment, and management of common childhood illnesses, such as respiratory infections, gastrointestinal disorders, skin conditions, and childhood cancers. They learn about the signs and symptoms, appropriate diagnostic tests, and evidence-based treatment options for these conditions.
3. Preventive Care: Pediatricians focus on preventive care, including well-child visits, immunizations, and screenings. They study the recommended immunization schedules, guidelines for developmental screenings, and strategies for promoting healthy lifestyles and preventing childhood obesity.
4. Chronic Conditions: Pediatricians study the management of chronic conditions that affect children, such as asthma, diabetes, epilepsy, and autoimmune disorders. They learn about the long-term care, medication management, and lifestyle modifications necessary to optimize the health and quality of life of children with chronic conditions.
5. Pediatric Emergencies: Pediatricians study the recognition and management of pediatric emergencies, including respiratory distress, seizures, allergic reactions, and trauma. They learn about the appropriate resuscitation techniques, emergency medications, and protocols for stabilizing critically ill or injured children.
6. Behavioral and Mental Health: Pediatricians study the assessment and management of behavioral and mental health issues in children, including attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and autism spectrum disorders. They learn about screening tools, counseling techniques, and referral pathways to mental health specialists.
7. Research and Evidence-Based Medicine: Pediatricians engage in research to advance the field of pediatrics and improve patient care. They study research methodologies, data analysis, and interpretation of scientific literature to stay updated with the latest evidence-based practices.
8. Communication and Family-Centered Care: Pediatricians learn effective communication skills to interact with children and their families. They study the principles of family-centered care, cultural sensitivity, and ethical considerations in pediatric practice.
General pediatric study involves a comprehensive understanding of child health and development, encompassing both the physical and psycho
assessment monitoring g & d of child.pptxittielarathi
In the context of childhood development, growth is defined as an irreversible constant increase in size, and development is defined as growth in psychomotor capacity. Both processes are highly dependent on genetic, nutritional, and environmental factors. Development refers to functional or behavioral changes. Growth is biological. Development is social, emotional, cognitive, moral, and other domains of function.Human development is a lifelong process of physical, behavioral, cognitive, and emotional growth and change. In the early stages of life—from babyhood to childhood, childhood to adolescence, and adolescence to adulthood—enormous changes take place. Throughout the process, each person develops attitudes and values that guide choices, relationships, and understanding. Sexuality is also a lifelong process. Infants, children, teens, and adults are sexual beings. Just as it is important to enhance a child’s physical, emotional, and cognitive growth, so it is important to lay the foundation for a child’s sexual growth. Adults have a responsibility to help young people understand and accept their evolving sexuality. Growth and development includes not only the physical changes that occur from infancy to adolescence, but also some of the changes in emotions, personality, behavior, thinking and speech that children develop as they begin to understand and interact with the world around them. Skills such as taking a first step or smiling for the first time are called developmental milestones.
General pediatric study refers to the field of medicine that focuses on the health and well-being of infants, children, and adolescents. It involves the study of various aspects of child health, including growth and development, common childhood illnesses, preventive care, and management of chronic conditions. Here are some key areas of study within general pediatrics:
1. Growth and Development: Pediatricians study the normal growth and development patterns of children, including physical, cognitive, and emotional milestones. They assess factors that can influence growth, such as nutrition, genetics, and environmental factors.
2. Common Childhood Illnesses: Pediatricians study the diagnosis, treatment, and management of common childhood illnesses, such as respiratory infections, gastrointestinal disorders, skin conditions, and childhood cancers. They learn about the signs and symptoms, appropriate diagnostic tests, and evidence-based treatment options for these conditions.
3. Preventive Care: Pediatricians focus on preventive care, including well-child visits, immunizations, and screenings. They study the recommended immunization schedules, guidelines for developmental screenings, and strategies for promoting healthy lifestyles and preventing childhood obesity.
4. Chronic Conditions: Pediatricians study the management of chronic conditions that affect children, such as asthma, diabetes, epilepsy, and autoimmune disorders. They learn about the long-term care, medication management, and lifestyle modifications necessary to optimize the health and quality of life of children with chronic conditions.
5. Pediatric Emergencies: Pediatricians study the recognition and management of pediatric emergencies, including respiratory distress, seizures, allergic reactions, and trauma. They learn about the appropriate resuscitation techniques, emergency medications, and protocols for stabilizing critically ill or injured children.
6. Behavioral and Mental Health: Pediatricians study the assessment and management of behavioral and mental health issues in children, including attention-deficit/hyperactivity disorder (ADHD), anxiety, depression, and autism spectrum disorders. They learn about screening tools, counseling techniques, and referral pathways to mental health specialists.
7. Research and Evidence-Based Medicine: Pediatricians engage in research to advance the field of pediatrics and improve patient care. They study research methodologies, data analysis, and interpretation of scientific literature to stay updated with the latest evidence-based practices.
8. Communication and Family-Centered Care: Pediatricians learn effective communication skills to interact with children and their families. They study the principles of family-centered care, cultural sensitivity, and ethical considerations in pediatric practice.
General pediatric study involves a comprehensive understanding of child health and development, encompassing both the physical and psycho
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Macroeconomics- Movie Location
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. GOVERNMENT COLLEGE OF NURSING
SPMC,AGH,BIKANER
A PRESENTATION ON
GROWTH AND DEVELOPMENT IN CHILD
SUBMITTED TO: SUBMITTED BY:
Ravinder kumar
HOD[Pediatric] M.Sc. [N] pediatric
GCON , Bikaner Batch : 2018-19
2. INTRODUCTION
The process of growth and development starts before the baby born i.e. from the
conception in the mother’s womb.
Growth and Development are closely interrelated.
Hence , factors affecting one also tend to have an impact on the other.
They are not interchangeable because they represent two different aspect of
dynamics of change
DEFINITIONS OF TERMS
1.GROWTH
Growth is the process of physical maturation resulting an increase in size of the
body and various organ.
It occurs by multiplication of cells and an increase in intracellular substance.
It is Quantitative changes of the body which can be measured in
Inches/Centimeters/pounds/kilograms.
Growth is progressive and measurable phenomenon.
3. 2.DEVELOPMENT
Development is the process of functional and physiological maturation of the
Individual.
It is progressive increase in skill and capacity to function.
It is related to maturation and myelination of the nervous system.
It includes Psychological , Emotional and Social changes.
It is Qualitative aspect of maturation and difficult to measure.
STAGES OF GROWTH AND DEVELOPMENT
Stages of growth and development can be as:-
1. Prenatal period/intrauterine life
2. Postnatal period/ extra uterine life
1.PRENATAL PERIOD
Ovum:- 0 to 14 days after conception
Embryo:- 14 days to 8 weeks
Fetus:- 8 weeks to birth
2.POSTNATAL PERIOD
Neonate:- from birth to 4 weeks of life
Infancy:- first year of life
Toddler:- 1 – 3 years
4. Preschool child(Early childhood):- 3 – 6 years
School age child(Middle childhood):-
6 – 10 years (Girls)
6 – 12 years (Boys)
Adolescent-From puberty to adulthood
1.Early adolescent/prepubescent/late childhood
10 – 12 years (Girls)
12 – 14 years (Boys)
2.Middle adolescent/pubescent
12 – 14 years (Girls)
14 – 16 years (Boys)
3.Late adolescent/post pubescent
14 – 18 years (Girls)
16 – 20 years (Boys)
5. FACTORS AFFECTING GROWTH AND DEVELOPMNT
• GROWTH AND DEVELOPMENT depends upon multiple factors or determinants.
• The determinants can be grouped as HERIDITY AND ENVIRONMENT
•
FACTORS AFFECTING
GROWTH AND
DEVELOPMENT
HEREDITY/GENETIC
FACTOR
SEX
RACE AND
NATIONALITY
ENVIRONMENT
FACTOR
PRENATAL AND
POSTNATAL
FACTORS
6. GENETIC/HERIDITY FACTOR
* Abnormal genes from ancestors may produce different familial disease
which usually hinders the growth and development , e.g. Hemophilia ,
Thalassemia etc.
* the process of growth and development also affected in children with
chromosomal abnormalities e.g. in Down’s syndrome, Turner’s syndrome ,
Klinefelter syndrome
1.SEX
The sex of children influences their physical attributes.
At birth, male babies are heavier and longer than the females.
Girls mature earlier than boys.
Mean height and weight are usually less in girls than boys at the time of full
maturity.
2. RACE AND NATIONALITY
Height and stature of Americans and Indians are usually differ because of
the difference in growth pattern.
7. PRENATAL FACTORS
* Intrauterine environment is an important predominant factor of growth
and development.
1.Maternal malnutrition
2.Maternal infection
3.Maternal substance abuse
4.Maternal illness
5.Hormones: Hormones like Thyroxine and Insulin influence the fetal growth.
Thyroxine deficiency retards the skeletal maturation of fetus.
Excess Insulin stimulate fetal growth leading to large size fetus with excessive
birth weight due to macrosomia.
6.Miscellaneous: uterine malformation
malposition of fetus
oligohydramnios
polyhydramnios
maternal emotion during pregnancy
8. POSTNATAL FACTORS
Childhood illness
Nutrition
Growth potential
Physical environment
Psychological environment
cultural influence
socio economic status
climate and season
play and exercise
birth order of the child
hormonal influence
12. ASSESSMENT OF GROWTH
Assessment of physical growth can be done by Anthropometric
measurements and the study of velocity of physical growth.
The criteria for assessment of physical growth are:-
1.weight
2.Length/Height
3.head circumference
4.Chest circumference
5.Mid upper arm circumference
6.Others
A. Body Mass Index
B. Fontanelle closure
C. Dentition and bone age
13. WEIGHT
Weight is one of the best criteria for assessment of growth and a good
indicator of health and nutritional status of child.
Normal new born weight at birth is 2.5 – 3.5 kg
New born losses 10% weight of birth weight during 1st week of life , due
to some problem in adjustment ,inadequate feeding, digestive
adaptation and extra loss of cellular fluid.
30gm/day weight increase during first 5-6 month of life.
15gm/day weight increase during next 6-12 month.
Infants birth weight :-
1. Doubles in 5-6 month
2. Triples in 1 year
3. four times in 2 year
4. five times in 3 years
5. Ten times in 10 years
15. LENGTH / HEIGHT
Increase in height indicates skeletal growth.
At birth, full term baby is 45 – 50 cm.
During 1st 6 month height increases 2.5cm/month and next 6 month
1.25cm/month.
1 year of age = 75 cm
2 year of age = 85 cm (12 cm increase)
3 year of age = 94 cm (9 cm increase)
4 year of age = 100 – 102 (Doubles the birth height)
13 years of age = 150 cm (triples the birth height)
Height estimation formula: = AGE IN YEARS * 6 + 75 (cm) {for 2-12 years}
Upto 2 years age, RECUMBENT LENGTH is measured.
17. HEAD CIRCUMFERENCE
• At birth , it is 33 – 35 cm
• It should be measure after 48 hr of birth because moulding may give false
measurement.
RATE OF INCREASE IN HEAD CIRCUMFERANCE
• FIRST 3 MONTH = 2CM/MONTH
• 4 – 6 MONTH = 1CM/MONTH
• 6 – 12 MONTH = 0.5CM/MONTH
SO,
At 3 month = 40 cm
At 6 month = 43 cm
At 12 month = 45 cm
At 2 year = 48 cm
At 7 year = 50 cm
At 12 year = 52 cm
Head circumference is measured by ordinary inch tape
18. CHEST CIRCUMFERENCE
• Chest circumference / thorasic diameter is an important parameter of
assessment of growth and nutritional status.
• At birth , it is 30 – 33 cm [2 – 3 cm less than head circumference]
• At 1 year of age , it is 45 cm [equals to head circumference]
• After 1st year of age chest circumference is greater than head circumference
by 2.5 cm and by the age of 5 years , it is about 5 cm larger than head
circumference.
• Chest circumference is measured by placing the tape measure around the
chest at the level of nipples , in between Inspiration and Expiration.
19. MID UPPER ARM CIRCUMFERENCE [MUAC]
• This measurement helps to assess the
nutritional status of younger children.
• The average MUAC at birth = 11 – 12 cm
• At 1 year = 12 – 16 cm
• At 1 – 5 years = 16 – 17 cm
• At 12 years = 17 – 18 cm
• At 15 years = 20 – 21 cm
• To assess MUAC , the left upper arm is
measured firmly gently without compressing.
• The measurement is taken at the mid point of
the upper arm between the tip of acromian
process of scapula and olecranon process of ulna.
20. DEVELOPMENTAL MILESTONE
• Development is the functional maturation of organs.
• It depends upon neuromuscular maturity , genetic determinants and
environmental influences.
• Developmental milestones are accomplished by the children at an
anticipated age.
• Development is assess under following domain:-
1. Gross motor development
2. Fine motor development
3. Language development
4. Personal and Social development
5. Sensory development [ like Vision and Hearing]
21.
22. 1 to 2 Month
• Able to lift the chin momentarily on prone position.
• Able to regard bright colored object at 20 cm distance.
• Cries when hungry or at discomfort.
• Able to turn head towards sound and smiles back to mother or caregiver.
23. 2 to 3 Month
• Able to lift head and front part of chest by supporting weight on extended
arms.
• Can follow moving object with steady eye movement and able to focus
eyes.
• Produce ‘cooing’ sound and enjoy people talking with him/her.
• Able to recognize mother and turn head to sound.
24. 4 to 5 Month
• Can hold head steadily in upright position.
• Able to hold a rattle and bring to mouth.
• Can reach a thing and grasp it crudly with palm.
• Make coos , gurgles and respond by making sounds.
• Join hands together in play , enjoy people and lough out loudly.
5 to 6 Month
• Able to sit with support.
• Can hold a cube and transfer from one hand to other.
• Try to imitate sound and enjoy own mirror image.
25. 7 to 8 Month
• Can sit with out support.
• Roll in bed from back to side then back to abdomen.
• Produce bubbles and say ‘aam’ , ‘da’ , ‘la’.
• Recognize unknown person and show anxiety.
• Resist toys to be taken from him/her.
8 to 9 Month
• Able to crawl on abdomen.
• Speak ‘Da-Da’ and ‘Ma-Ma’ combining syllables without meaning.
26. 9 to 10 Months
• Able to creep on hands and knees.
• Can stand with support.
• Able to pick up a pellet with thumb and index finger.
• Wave ‘bye-bye’ and want to please caregiver , says ba-ba , da-da , ma-ma
with meaning.
10 to 12 Months
• Can stand without support and walk holding furniture.
• Able to feed himself with spilling.
• Pick up small bits of foods and take to mouth.
• Can speak 3 – 5 meaningful words and understand meaning of several
words.
• Respond for affection by kiss.
27. TODDLER
15 Month
• Able to walk alone.
• Can walk several steps sidewise and few steps backward.
• Can feed him/her self without spilling.
• Able to turn 2 – 3 pages at a time.
18 Month
• Can creep upstairs.
• Able to feed from cup.
• Build tower of 2 blocks and stop taking toys to mouth.
• Use 6-20 words.
• Copy mothers action.
• Want potty , point the parts of body , if asked.
28. 2 Years
• Able to run and try to climb upstairs by resting on each steps and then
climbing up on next.
• Put shoes and shocks on.
• Build tower of 6 – 7 blocks.
• Can copy and draw a horizontal and vertical line.
• Control bladder at day time.
• Speak simple sentence without use of verb.
3 Years
• can walk on tip-toes and stand on one leg for seconds.
• Climb upstairs by coordinated manner.
• Ride tricycle and can dress & undress.
• Build tower of 9 blocks and achieve bladder control at night also.
• Has vocabulary of 250 words and play simple games with peers.
29. PRESCHOOLER
3 to 6 Years
• Can jump and hop.
• Able to draw a cross[+] by 4 years and tilted cross[*] by 5 years of age.
• Can draw a rectangle by 4 year and triangle by 5 years of age.
• Can tell stories and describe recent experience.
SCHOOL AGE
6 to 8 Years
• Able to run , jump , hop and climb with better co-ordination.
• Develop better hand-eye co-ordination.
• Able to write better and take self care.
• Able to use complete sentence to express feeling and follow commands.
• Play in groups.
30. 8 to 10 Years
• Play actively with different physical skills.
• Improver writing skill and speed.
• Use short and compact sentence.
• Participate in family discussion.
• Peer group involvement and increased awareness about sex role.
10 to 12 Years
• develop more co-ordinated , skillful manipulative activities and games.
• Able to use parts of speech correctly.
• Accept suggestion and instruction obediently.
• May show short burst of anger.