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Presentation3.pptx zeel theory.pptx for nursing
- 1. CONCEPT AND THEORY OFGROWTH AND DEVELOPMNENT PRERSENTED BY: CHAUDHARY ZEEL P F.Y.MSc.NURSING. ROLL NO:01
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- 3. INTRODUCTION • Human developmentis lifelong process of physical, behavioral, cognitive and emotional growth and changes. • The assessment of growth and development is very helpful in finding out the state of health and nutrition of a child. Continuous normal growth and development indicate a good state of health and nutrition of a child. Abnormal growth or growth failure is a symptom of disease.
- 4. DEFINATION • ‘‘Growth isthe objective manifestation of hypertrophy and hyperplasia of the organism constituent tissues and is determined by post-natal body size’’. -JUAN COMAS
- 5. THERE ARE VARIOUS MEASUREMENTSTHAT ARE USED TO MEASURE GROWTH THESE ARE: • WEIGHT • HEIGHT • HEAD CIRCUMFERENCE • MID UPPER ARM CIRCUMFERENCE (MUAC)
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- 9. MID UPPER ARMCIRCUMFERENCE (MUAC)
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- 13. DEFINATION • ‘‘Development meansthe qualitative changes’’. – HARLOCK • ‘‘Development is that direction, which is continuously revealed in individual in the form of improving changes. This occurs in all individual from embryonic stage to old age stage.’’ -JAMES DREVER
- 14. THE FACTORS THATPROMOTE DEVELOPMENT: GOOD NUTRITION: Good nutrition is essential for normal growth and development. The brain is not fully developed at birth. Good nutrition in the first 6 months of life is extremely important. Malnutrition in this period may inhibit the growth of the brain. As a result of impaired brain growth, the child may suffer for the rest of life if the child does not get enough good food. A malnourished child is often tired, apathetic and not interested in learning new things.
- 15. PRAMOTE DEVELOPMENT PLAY • PHYSICALPLAY • MANIPULATIVE PLAY • CREATIVE PLAY • IMITATIVE PLAY • IMAGINATIVE PLAY EMOTIONAL SUPPORT • SECURITY • Love • ACCEPTANCE AS AN INDIVIDUAL • SELF-RESPECT (SELF-ESTEEM) • INDEPENDENCE • AUTHORITY
- 17. THEORY OF GROWTHAND DEVELOPMNENT
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- 20. INTRODUCTION • Psychologists anddevelopment researchers have proposed a number of different theories to describe and explain the process and stages that children go through as they develop. • Some tend to focus on the developmental milestones, or specific achievements that children reach by a certain age. Other focus on specific aspects of child development such as personality, cognition, and moral growth. • Theories have been devised to study the development of children.
- 21. PSYCHOANALYTIC THEORY • NAME:SIGISMUND SCHLOMO FREUD • BORN: 6TH MAY 1856 • DEATH: 23RD SEP.1939 • PROFESSION: AUSTRIAN NEUROLOGIST • KNOWN AS THE ‘FATHER OF ‘PSYCHOANALYSIS.’ • THEORY:PSYCHOANALYT IC THEORIES (SIGMUND FREUD, 1961)
- 28. CRITICS • Freud’s theoryexplains the concepts of love, hate, childhood, family relation, civilization, sexuality, fantasy, conflicting emotions, etc. • Freud’s ideas have since been met with criticism, because of his singular focus on sexually as the main driver of human personality development
- 29. PSYCHOSOCIAL DEVELOPMENT • NAME:Erik hamburger • BORN: 15th June 1902 • DEATH: 12th may 1994 • PROFESSION: German American developmental psychologist • THEORY: PSYCHOSOCIAL DEVELOPMENT (ERIK ERIKSON, 1963)
- 39. COGNITIVE DEVELOPMENT • NAME: Jeanpiaget • BORN: 9th august 1896 • DEATH: 16th Sep. 1980 • PROFESSION: psychologist and philosopher known epistemological studies with children • THEORY: He believes that children are like scientist. PIAGET’S THEOTY OF COGNITIVE DEVELOPMENT (1969)
- 44. MORAL DEVELOPMENT • NAME:Lawrence Kohlberg • BORN: 25th Oct. 1927 • DEATH: 19th Jan.1987 • PROFESSION: psychologist • THEORY: MORAL DEVELOPMWNT (KOHLBERG, 1968)
- 46. PRE – CONVENTIONALSTAGE: Pre operational level of cognitive development and intuitive though, and it has three substrates. Children oriented to good/bad, right/wrong and express it in physical or pleasurable action. This stage is known as punishment- orientation stage. They view the world in a selfish, egocentric way, with no real understanding of right and wrong.
- 47. CONVENTIONAL LEVEL STAGE: Thislevel broadens the scope of human wants and need. Children in this level are concerned about being accepted by other and living up to their expectations. This stage begins about the age 10 but lasts well into adulthood their lives. At this stage children are concerned with conformity and loyalty which is often called as the ‘good boy/ good girl’ stage. They understand the concept of trust, loyalty, and gratitude.
- 48. POST CONVENTIONAL STAGE: •At this level individual has reached the cognitive stage of formal operation. correct behavior tend to be defined in terms of general individual rights and standards that gave been examined and agreed on by the entire society. The most advanced level of moral development is one in which self- chosen ethical principles guide decisions of conscience. It is believed that few persons reach this stage of moral reasoning.
- 49. SOCIAL DEVELOPMENT • NAME:Lev vygotsky • BORN: 1896 • DEATH: 1936 • PROFESSION: Father of relaxology & behaviourism • THEORY: SOCIAL DEVELOPMENT THEORY
- 50. Social emotionaldevelopment helps shape a child into what he will become later in life by teaching proper reaction to emotional matters. Vygotsky believed to development a lifelong process dependent on social interaction and that social learning actually leads to cognitive development. Vygotsky theory was an attempt to explain consciousness as the end product of socialization. The social development theory includes three major concept, these are comprised of the role of social interaction in cognitive development, the more knowledge and the zone of proximal development.
- 52. BOWLBY’S ATTACHMENT THEORY •NAME: john bowlby • BORN: 26th feb. 1907 • DEATH: 2nd sep.1990 • PROFESSION: psychologist $ psychitric • THEORY: ATTACHMENT THEORY
- 54. BEHAVIOURAL THEORY • NAME:Burrhus Frederic Skinner • BORN: 20th march 1904 • DEATH: 18th aug. 1990 • PROFESSION: psychologist • THEORY: behavioural developmental theory
- 57. PAVLOV THEORY • NAME:Ivan pavlov • BORN: 14th sep 1849 • DEATH: 27th feb 1936 • PROFESSION: physiology, psychology • THEORY: dog training
- 59. WATSON’S THEORY • NAME:jean watson • BORN: 10th june 1940 • PROFESSION: nursing professor • THEORY: human caring theory
- 60. • Watson’s theorywas based on Nightingale’s healing environment concept. Watson’s goal for the theory is to move nursing from the belief that the human body is a machine to the belief that the “interdependent nature of a world and the spiritual nature of humans is of paramount importance” Watson defines health as harmony, and illness as disharmony within the mind, body, and spirit. Watson’s theory has continued to evolve in regards to her concepts. The main components of her original theory are: transpersonal caring relationship; ten curative factors; and caring moment.
- 62. These components definedher original concept of transpersonal caring which was defined as a human-to-human connectedness occurring in a nurse-patient encounter wherein each is touched by the human center of the other” In Watson’s updated theory new dimensions evolved and included the concept that “the caring- healing modalities potentiate harmony, wholeness, and comfort, and promote inner healing by releasing some of the disharmony and blocked energy that interfere with the natural healing processes.
- 63. THORNDIKE'S THEORIES • NAME:Edward thorndike • BORN: 31st Aug.1874 • DEATH: 9th Aug. 1949 • PROFESSION: Psychologist • THEORY: THEORY OF LEARNING CALLED CONNECTIONISM
- 64. • Thorndike's lawof effect was a forerunner to the concept of reinforcement that was the source for Skinner's method to behaviorism. Thorndike's studies also influenced kindergarten teachers because he thought that children had the nor- mal inclination to create habits. • He believed that appropriate habits should be reinforced at an early age, whereas bad ones should be repressed during the children's early years in order that they do not have to unlearn them. Habit training became an important component in the kindergarten classrooms during the first quarter of the twentieth century.
- 66. MATURATION THEOPRY • NAME:Arnold Gessell • BORN: 21st June 1880 • DEATH: 29th May 1961 • PROFESSION: Psychologist • THEORY: MATURATION THEORY
- 68. Gesell believedin a child-centered approach to raising children. He urged parents to recognize the genetic schedule that babies are born with, pointing out that it is the product of over three million years of biological evolution He observed that babies appeared to know what they needed and what they were ready to do & learn. He directed parents to look to the children themselves for cues on how to help the child develop as an individual, and to set aside their own expectations of what the baby “ought” to be doing,particularly in the first year of life.
- 69. ECOLOGICAL THEORY • NAME:Urie Bronfenbrenner • BORN: 29th April 1917 • DEATH: 25th Sep.2005 • PROFESSION: Psychologist • THEORY: ECOLOGICAL SYSTEMS THEORY
- 70. Urie Bronfenbrenner(1917-2005) designed the ecology of human development as a method to know the way the dynamic, developing individuals interacted with the environment. He attempted to know the bond between the direct surroundings wherein children grow and the greater circum- stances where the environments are rooted.
- 71. Bront fenbrenner concentratedon the children's understandings of their environments. It is imperative to recognize those disruptive variations in the children's views of their surroundings. For instance, in an environment (e.g., school, home, peer group sites) considering its physical and material features, children experience an array of activities, roles, and interpersonal associations, which affect their development.
- 72. Bronfenbrenner's theory hasimpacted the social policy in child development and early childhood education. This impact includes both the classroom and family environments. The family, school, community, and culture are all connected to one another. Frequently, the one method to definitely impact the children's development is to pursue enhancements in the community and society as well as the provisions that several social agencies offer for children's development.
- 73. SOCIAL LEARING THEORY •NAME: Albert Bandura • BORN: 4th Dec 1925 • DEATH: 26th July 2021 • PROFESSION: Psychologist • THEORY: SOCIAL LEARNING THEORY
- 75. What Are TheImplications For Social Learning Theory On Teachers And Student Learning? • Certainly, this theory can be used to teach positive behaviors to students. Teachers can use positive role models to increase desired behaviors and thus change the culture of a school. Not only will individual students benefit from positive role models in and out of the classroom, but the entire class and student body will do so.
- 76. • In conclusion,observation plays a very powerful role in learning. It not only helps teach students but helps them to successfully understand, retain, and apply their learning to their lives so they can learn and achieve even more. For this, we thank Albert Bandura for his Social Learning Theory contribution.
- 79. ROLE OF NURSE •To assess a person’s condition better • To provide proper guidance according to development history • To / for early detection of child’s pattern of development • To ensure adequate surveillance of developmental process • To helps to assess domains: ?