GROWTH

&
DEVELOPMENT
Why is it important to
understand?
Concept of
Growth &
Development
Meaning of Growth
and Development
These terms are interchangeably used.
Both relate to the measurement of changes
occurred in an individual after conception in the
womb of the mother.
All of us undergo through a cycle of changes
brought about by the process of growth and
development in various dimensions.
Dimensions like, physical, mental, social,
emotional and so on.
Both terms can be used for any change brought
about by maturation and learning.
Both processes are the product of both heredity
and environment.
Growth Development

Growth denotes a net increase Development specifies

in the size or mass of tissue. maturation of functions.
It is largely attributed to It is related to the maturation
multiplication of cells and and myelination of the nervous
increase in the intracellular system and indicates
substance. acquisition of a variety of skills
for optimal functioning of the
Hypertrophy or expansion of
individual.
cell size contributes to a lesser
extent to the process of growth.
Growth Development
• The term “growth is used • Development implies
purely in physical sense. It overall changes in shape,
generally refers to an form or structure resulting
increase in size, length, in the improved working or
height and weight. Changes functioning. It indicates the
in the quantitative aspects changes in the quality or
come into the domain of character rather than in
growth. quantitative aspects.
• Growth is one of the parts • Development is a wider and
of developmental process. comprehensive term. It
In strict sense, refers to the overall
development in its changes in an individual.
quantitative aspect is Growth is one of its parts.
termed as growth.
Growth Development
• Growth may be referred to • Development describes the
describe the changes, changes in the organism as
which take place in a whole and does not list
particular aspects of the the changes in parts.
body and behaviour of an • Development is a
organism. continuous process. It goes
• Growth does not continue from womb to tomb. It does
throughout life. It stops not end with the
once maturity is attained. attainment of maturity. The
changes, however small
they may be, continue
throughout the life span of
an individual.
Growth Development
• The changes produced by • Development, as said earlier,
growth are the subject of implies improvement in
measurement. They may be functioning and behaviour and
hence brings qualitative
quantified and are changes, which are difficult to
observable in nature. be measured direclty. They are
• Growth may or may not assessed through keen
observation in behavioural
bring development. A child situations.
may grow (in terms of
weight) by becoming fat, • Development is also possible
without growth as we see in the
but this growth may not cases of some children who do
bring any functional not gain in terms of height,
improvement (qualitative weight or size but they do
change) or development. experience functional
improvement or development in
physical, social, emotional or
intellectual aspects.
According to Elizabeth Hurlock, a developmental
psychologist, there are four major classes/types of
changes which are involved in the process of human
growth and development
1. Changes in size
2. Changes in proportion
3. Disappearance of old features
4. Acquisition of new features

All these types of changes have qualitative as well as

quantitative
Aspects.
Change in Size
Change in Proporti
on
Disappearance of Old
Features
Babyish locomotion and speech
Babyish hair
Baby fat
Milk teeth
Newborn reflexes (Babinski, Palmer
Grasp, Moro, Tonic neck reflex, etc.)
Acquisition of new
features
Second teeth
Primary and secondary sex
characteristics
Stages of Growth and Development
Name of the Stage Period and Approx. Age
1. Pre-natal (Pre-birth) stage From conception to birth.
2. Stage of Infancy From birth to two years.
3. Childhood stage From 3 to 12 years or in strict sense, till the
onset of puberty.
4. Adolescent stage From the onset of puberty to the age of
maturity (generally from 13 to 19 years)
5. Adulthood From 20 years and beyond or in strict sense
from the age of attaining maturity till death.
Principles of
Growth and
Developmen
t
Principles of Growth and
Development
Principle of Continuity

Non-uniformity in rate of growth and development

Principle of individual differences

Uniformity of pattern

General to specific

Principle of integration

Principle of interrelation

Development is predictable
Principle of developmental direction (Cephalic-Caudal &
Proximodistal)
Development is spiral and not linear
Growth & development is a joint product of both heredity and
environment
Principle of Click icon to add picture

Continuity
Development follows
continuity.
It continues from womb
to tomb.
It starts with conception
and ends with death. It
follows all periods of
development.
All the principles follow
the continuity approach.
Exception??
Only disease or
malnutrition may halt its
continuity for some
time.
Non-uniformity
in rate of growth
and development
The rate of growth and development is
not always steady and uniform.
It proceeds more rapidly in the early
years of life but slows down in the later
years of childhood.
Examples??
Growth spurts (Infantile, Pubertal)
Principle of Individual
Differences
Each child grows at their own unique
pace.
It is because the genetic makeup of
every human being is unique and
exclusive.
Human beings have emotional, mental
health, physical health, temperament,
and cognitive differences.
Uniformity of
Pattern
Development follows a definite
sequence or pattern and is somewhat
uniform in the offsprings of a species.
For example, in language development,
infants are able to vegetative sounds,
cooing sounds, and babbling sounds.
These all stages follow the sequence
pattern of sound. In development, all
principles follow step-by-step
procedures.
In Motor development (See pic)
General to Specific Click icon to add picture

The "general to specific"

developmental principle refers to the
idea that development starts with
broad, general responses or abilities,
and gradually becomes more refined
and specific as an individual matures;
essentially, children first exhibit basic
behaviors which then develop into
more complex, targeted actions over
time.
For example: Children at first are able
to hold the big things by using both
arms, in the next part able to hold
things in single hand, then able to pick
small objects like peas, cereals, etc.
Video
Principle of Integration Click icon to add picture

Principle of integration refers to the

integration of various aspects of
development like physical, mental,
emotional, social and moral. Personality
of a child is the product of the balanced
integration of all these aspects.
E.g., a child who is performing brilliantly
in any examination is not only the
reflection of his/her mental development
rather the performance is the balanced
reflection of all the aspects of
development.
Child first starts to learn hand
movement then finger movement and
then learn the movement of both hand
and finger together this is called
integration.
Principle of Interrelation Click icon to add picture

The growth and development in various

dimensions like physical, mental, social
etc. are interrelated and
interdependent. Growth and
development in any one dimension
affects the growth and development of
the child in other dimensions as well.
E.g., children above average
intelligence are generally found to
possess above average physical and
social development.
The lack of growth in one dimension
diminishes the bright possibility in
other dimensions. That is why, a child
having poor physical development also
tend to regress in emotional, social and
intellectual development.
Principle of Interrelation Click icon to add picture

Pinky is 16 year old who is gaining physical

maturity. Earlier she used to play with all
the kids in neighborhood, but now her
social circle has reduced to girls only,
while attraction towards opposite gender
can be observed. This suggests that the
change in the physical aspect of Pinky has
affected her social and emotional
behaviour.
As we all know that development does not
solely mean physical aspect of human life
rather it includes cognitive, affective,
social and moral aspects also. Thus, the
development of an individual is reflected
through the balanced interrelation of all
the aspects of life. Development in any
aspect affects the other aspect also. For
example, if an adolescent girl passes
through a significant change in physical
aspect, her emotional, social and moral
dimensions also will change.
Development is predictable

With the help of the rate of growth and

sequence of development of a child it
is possible for us to predict the range
within which his mature development
is going to fall.
X-rays of the bones of the wrist of a
child will tell approximately what his
ultimate size will be. Similarly, the
knowledge of the present mental
ability of a child will help in predicting
his ultimate mental development.
The difference in physiological and
psychological potentialities can be
predicted by observation and
psychological tests.
Development is predictable

An adolescent child’s choice of clothing

is more guided by the choices of
her/his friends circle. Thus, we can
assume that in case of interference of
parents in buying clothes, may lead to
reactive behaviour or may not taking
interest in buying it. Therefore, the
nature of development, to a great
extent, is predictable.
Principle of developmental
direction

Each child may have different rate of

development. However, the
development of all human beings
follows a similar pattern, similar
sequence or direction. Sequential
pattern of development can be seen in
two directions:
Development is “cephalic-caudal as
well as proximodistal”. – Kuppuswamy,
1971

- Cephalocaudal (from head to toe)

- Proximodistal (From those points
close to the body’s center to those
points close to the periphery)
Principle of developmental
direction

Cephalo-caudal
Cephalo describes things related to head
and brain
Caudal describe things related to toe or tail
This means there is an axis of increased
growth extending from head towards the
feet.
The process of cephalocaudal direction
means that improvement in structure and
function come first in the head region, then
in the trunk and last in the leg region.
Head develops more rapidly than the rest of
the body during embryonic stage.
Source: Shirley (1933)
Principle of developmental
direction

Cephalo-caudal
Head develops more rapidly than
the rest of the body during
embryonic stage.
Principle of developmental
direction

Proximo-Distal
Proxim means “close”
Distal means “away from”
It proceeds from central to the periphery.
In the beginning child exhibits its control
over the large fundamental muscles but
afterwards due to growth and development
of smaller muscles he can exhibit more
movements that are refined.
For example, control over fingers comes
after the control over the arm and the hand.
Principle of developmental
direction

Proximo-Distal
It refers to the growth pattern found in
infants and young children that starts with
the torso and then emanates outwardly.
It explains how gross motor control of the
limbs are developed before fine motor
control found in the hands and fingers.

Examples
Development is spiral and not linear

The child doesn’t proceed straight or

linear on the path of development at
any stage never takes place with a
constant or steady pace.
After the child had developed to a
certain level, there is likely to be a
period of rest for consolidation of the
development progress achieved till
then.
In advancing further, therefore, the
development turn back and then moves
forward again in a spiral pattern.

Extra reading
Principle of Heredity and Environment

The outcome of the behaviour or

development is the product of heredity
and environment (i.e. interaction
between nature and nurture).
All the aspects like personality,
development, creativity, intelligence,
attitudes and aptitudes etc. are
directly dependent on heredity and
environment of the individual.
Development = Heredity x Environment
- Heredity is innate and genetic. It
involves the transmission of trait.
- Environment is learned and
experienced. It involves everything
that surrounds the child
Principle of Heredity and Environment

Both heredity and environment have

their share in molding the life and
personality of the individual
Heredity is responsible for all the
inborn traits, the instincts, emotions,
I.Q., reflex action and physical traits.
Environment is responsible for the
growth and development of the
physical, mental and social traits.
The two forces heredity and
environment are not opposed to each
other, but are complementary like seed
and soil.
The heredity is raw material out of
which the object is to be prepared, and
environment in the technique and
other material for the manufacture.
Principle of Heredity and Environment

Two individuals of the same heredity

might differ when put in dissimilar
environments. Again two individuals of
differing heredity would probably differ
in spite of identical environments.
So, we can predict that if we change
either factor, the product is changed.
 Physical

Intellectu
Language al or
Mental
Aspects of
Growth &
Developme
nt
Emotiona
Moral
l

Social
Physical
Development
Physical Growth and
Development
‘Physical growth and development’ refers to a
process which brings bodily and physiological
changes—internal as well as external—in an
organism from the conception till his death.
Generally these changes take place in the
following dimensions:
i. In his gross physical structure or physique: It
involves changes in terms of height, weight, body
proportions and general physical appearance.
ii. In his internal organs: It involves changes in the
functioning of glands, nervous system and other body
systems—circulatory, respiratory, digestive, muscular,
lymphatic and reproductive.
 Inborn Reflexes
Neonatal Reflexes
- Rooting
- Sucking
- Swallowing
Reflexes having adaptive value
- Breathing, blinking, coughing,
sneezing, vomiting, and
withdrawing from painful stimuli
Reflexes showing immaturity of
certain parts of brain
- Moro, Babinski, Palmer grasp,
Fencing
Motor Developme
nt
Walking
Increase in Height and Weight
Changes in Body Proportions
Growth and development of internal
organs
Factors Affecting Physical
Growth and Development
The traits and characteristics inherited at the time of conception.
Nutrition received by the embryo within the womb
Physical and mental health of the mother during pregnancy
Conditions at the time of birth (Single/multiple births, Normal/abnormal delivery,
Conditions and care
Care and nutrition received after birth (for both baby and mother)
Presence or absence of physical defects and/or illness and diseases
Living conditions (Physical, social and cultural)
Proper or improper medical care
Emotional and social adjustment of the child
Adequate or inadequate rest and sleep
Emotional and social adjustment of the child
Educational significance of
physical growth and development
Influence on other areas of development
The functioning of the body systems decides the interest,
attitude and the total behaviour of all individual.
The knowledge of the process of physical growth and
development is very essential for a teacher.
1. Awareness of deviation
2. Can provide required help
3. Assist in adjustment
4. Help in organizing school programmes and courses
Mental
Development
Mental Development

The growth and development of the mental abilities

and capacities which helps an individual to adjust his
behaviour to the everchanging environmental
conditions or to enable him to accomplish a task that
needs complex cognitive abilities is referred to as
mental or cognitive development.
This process is responsible for the development of an
individual’s all cognitive, mental or intellectual abilities
like sensation, perception, imagination, memory,
reasoning, understanding, intelligence, generalization,
interpretation, language ability, conceptual ability,
problem-solving ability and decision-making ability.
Aspects of Mental
Development
Sensation & Perception (
Development of visual sensation in children)

(Colour Perception in Babies)

Concept formation (
How it develops through experiences?)
Development of Language (Language Development)
Development of memory (
Development of Episodic Memory) (
Influence of music on memory)
Development of Problem-solving ability (
Teaching kids problem-solving)
Factors affecting
Mental Development
Product of heredity and environment
Maturation (Physical growth and development affects
the process of mental growth and development, e.g.,
brain and nervous system development)
Learning (Experiences and education)
Educational significance of
Mental Development
Help them is selection of curricular and co-curricular
experiences at various age levels.
Decide methods, aids and techniques of teaching
Help them develop learning/reading materials
according to child’s intellectual growth
Help student reach their maximum mental capacity
and power
Emotional
Development
Emotional Development
“Emotion is an affective experience that
accompanies generalised inner adjustment and
mental and physiological stirred-up states in the
individual and that shows itself in his overt
behaviour” – Crow and Crow
“Emotion is a complex affective experience that
involves diffuse physiological changes and can be
expressed overtly in characteristic behaviour
patterns”. – Charles G. Morris
For example, when a child preceives a bull
coming towards him (cognition) he experiences
an affective experience in the form of the arousal
of accompanied emotion of fear and
consequently tries to run away (conative aspect
of one’s behaviour).
 Nature &
Characteristics
1. Emotional experiences are associated with instincts
or biological drives.
2. Emotions are the product of perception.
3. The core of an emotion is feeling.
4. Emotions bring physiological changes.
Positive and Negative Emotions

Internal • Heart rate, rate of respiration,

Bodily digestive system, body
changes temperature, muscle tension, etc.
• Changes in facial expressions
External • Changes in body postures
Bodily
• Changes in voice and vocal
Changes
expresiions
Emotional Development
During infancy (3 stages)
During childhood
During adolescence (
Why are teens so moody?)
Emotional Maturity (Ted Talk) (
Signs of Emotional Maturity)

Emotional Maturity
Factors affecting Emotional Development

Health and physical development

Intelligence
Family atmosphere and relationships
School environment
Social development and peer relationships
Social environment
Teachers Role in emotional development of
children
Methods for Training of Emotions
(Repression/Inhibition,
Industriousness/Mental occupation,
Redirection & Sublimation, Catharsis)
Emotional Intelligence
Social
Development
 Social Development
“By social growth and development we mean increasing
ability to get along well with oneself and others” –
Sorenson
“Social development is the process of learning to
confirm to group standards, mores and traditions are
becoming imbued with a sense of oneness, inter-
communication and co-operation.” – Hurlock, E. B.
Social development or socialization is a process which:
1. Begins with the infant’s first contact with other people
and continues throughout his life,
2. Is the result of the constant interaction with his social
environment,
3. Helps in learning and acquiring various social qualities
and characteristics, and
4. With the result of learning helps the individual
become adjusted to his social environment and
Social Development
 Social Development

Social Development in infancy (Social

Development Milestones)
Social Development during childhood (
Building positive relationships)
Social Development during adolescence (
Adolescent’s Identity development)
 Social Maturity (
Test ofyourself)
1. Capable making and keeping friendships
2. Ready to sacrifice his interests for the greater cause of
groups, cares for social obligations
3. Capable of sharing and shouldering the social
responsibilities
4. Able to make decisions at time of social crisis
5. Cooperative, and maintain relationships. Possesses
social virtues like sympathy, kindness, courtesy &
cheerfulness. Believes in justice, equality and fraternity
6. Wide area of social interests and participation
7. Confirms to the norms, mores, social codes and ethics
8. Possesses strong desire to serve the cause of the
society
9. Possesses greater degree of adaptability and
adjustability
Factors affecting Social
Development
Environmental
Personal Factors
Factors
• Bodily structure and • Family environment
health • School environment
• Intelligence • Peer groups and
• Emotional gangs
Development • Community and
neighbourhood
• Religious
institutions
• Social Media
Thank You!!