Growth and development are continuous, orderly processes influenced by maturational, environmental, and genetic factors. All humans follow the same general pattern of development, though the timing and effects can vary. Development proceeds from simple to complex behaviors, starting at the head and moving outward from the center of the body. Each developmental stage has distinct characteristics, and some stages are more critical for growth and development than others.

1. Principles of Growth and Development
1. Growth and development are continuous, orderly, sequential processes
influenced by maturational, environmental, and genetic factors.
2. All humans follow the same pattern of growth and development.
3. The sequence of each stage is predictable, although the time of onset, the length
of the stage, and the effects of each stage vary with the person.
4. Learning can either help or hinder the maturational process, depending of what is
learned.
5. Each developmental stage has its own characteristics. For example, Piaget
suggests that in the sensorimotor stage (birth to 2 years) children learn to
coordinate simple motor tasks.
6. Growth and development occur in the cephalocaudal direction, that is, starting
at the head and moving to the trunk, the legs, and the feet. This pattern is
particularly obvious at birth, when the head of the infant is disproportionately
large.
7. Growth and development occur in the proximal to distal direction, that is from the
center of the body outward. For example, infants can roll over before they can
grasp and object with the thumb and second finger.
8. Development proceeds from simple to complex, or from single acts to integrated
acts. To accomplish the integrated act of drinking and swallowing from a cup, for
example, the child must first learn a series of single acts: eye-hand coordination,
grasping, hand-mouth coordination, controlled tipping of the cup, and then
mouth, lip, and tongue movements to drink and swallow.
9. Development becomes increasingly differentiated. Differentiated development
begins with a generalized response and progresses to a skilled specific response
(eg, an infant’s initial response to a stimulus involves the total body; a 5-year-old
child can respond more specifically with laughter or fear).
10. Certain stages of growth and development are more critical than others. It is
known, for example, that the first 10 to 12 weeks after conception are critical.
The incidence of congenital anomalies as a result of exposure to certain viruses,
chemicals, or drugs is greater during this stage than others.
11. The pace of growth and development is uneven. It is known that growth is
greater during infancy than during childhood. Asynchronous development is
demonstrated by rapid growth of the head during infancy and the extremities at
puberty.