Welcome to Child Growth and Development.

We will look at how we change physically over

time from conception through adolescence. We examine cognitive change, or how our ability to
think and remember things. And we will look at how our emotions, psychological state, and
social relationships change throughout childhood and adolescence.

CHILD GROWTH AND DEVELOPMENT

Children’s growth and development can be divided into four distinct stages including:

• Infant Development (Newborn and Baby) – Immediately following birth, a newborn will
lose approximately 5% to 10% of their birth weight. By the age of 4 to 6 months, a
newborn’s weight should double from birth and will slow during the second half of their
first year of their life.

• Toddler Development (Preschool Years) – Between ages 1 and 5, toddlers will gain
approximately five pounds each year.

• Childhood Development (Middle School Years) – Although the child’s growth will
remain steady, once he or she begins puberty they will experience a significant growth
spurt, approximately around age 9.

• Adolescent Development (Teenage Years) – A child’s growth will typically peak by mid
to late teens when their skeletal system has fully formed.

A child’s nutritional needs will also be corresponding to changes in growth. As an infant, there is
a greater need for caloric intake than that of a preschooler or middle school child. Nutritional
needs will increase again as child reaches adolescence. Proper nutrition is not only important
for a child’s health and growth patterns, but also for their mental development. Children may
lack energy or feel tired if they do not receive a sufficient diet throughout the day.
CHILD GROWTH
Child growth refers to an increase of physical size of the child’s body or any parts. It can be change in
height, weight, growing hair or a new tooth. It can be measured in kg, meters and inches and etc. the
child’s growth patterns are in head to toe direction and an inward and outward pattern.

CHILD DEVELOPMENT
Development refers to a progressive increase in skill and capacity of function. It can be a change of his
or her behavior like sitting, talking, walking, eating and doing some activities. It can be measured
through observation.

There are five main types of growth and development. Those are,

1. Physical development
2. Cognitive development
3. Moral development
4. Social development
5. Emotional development

There are factors that effect on child development and those are,

1. Heredity
It is the transmission of physical characteristics from parents to children through their genes.
It effects on physical appearance such as height, weight, body structure, color of the eye, sound
of voice and etc.

2. Environmental factors
The environmental play a critical role in the development of a child. It is total combination of
physical and psychological growth. Some environmental factors influence early childhood
development according to the physical surrounding and weather condition where the child live
in

3. Sex/Maturation
The sex of the child is another major factor affecting the physical growth and development
of a child. Boys and girls are growing in different ways. Boys are physically stronger than girls.

4. Learning
Learning is the where development of the mind takes place and the child can gain some
maturity. Any lesson that is taught has to be repeated until the right results are appeared.
Developmental theories

1. Freud theory - (sexual development).

2. Piaget theory - (cognitive development ).
3. Erikson theory - (psychosocial development).

Freud theory – Sexual Development

1. The Oral Stage - Age Range: Birth to 1 Year

2. The Anal Stage - Age Range: 1 to 3 years
3. The Phallic Stage - Age Range: 3 to 6 Years
4. The Latent Period - Age Range: 6 to Puberty
5. The Genital Stage - Age Range: Puberty to Death

The Oral Stage - Age Range: Birth to 1 Year

During the oral stage, the infant's primary source of interaction occurs through the mouth, so the
rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives
pleasure from oral stimulation through gratifying activities such as tasting and sucking. Because the
infant is entirely dependent upon caretakers who are responsible for feeding the child, the child also
develops a sense of trust and comfort through this oral stimulation. The primary conflict at this stage is
the weaning process the child must become less dependent upon caretakers. If fixation occurs at this
stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can
result in problems with drinking, eating, smoking, or nail-biting.

The Anal Stage - Age Range: 1 to 3 years

During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and
bowel movements. The major conflict at this stage is potty training the child has to learn to control their
bodily needs. Developing this control leads to a sense of accomplishment and independence. According
to Freud, success at this stage is dependent upon the way in which parents approach toilet training.
Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive
outcomes and help children feel capable and productive. Freud believed that positive experiences
during the toilet training stage serve as the basis for people to become competent, productive, and
creative adults. However, not all parents provide the support and encouragement that children need
during this stage. Some parents punish, ridicule, or shame a child for accidents. According to Freud,
inappropriate parental responses can result in negative outcomes. If parents take an approach that is
too lenient, Freud suggested that an anal-expulsive personality could develop in which the individual has
a messy, wasteful, or destructive personality. If parents are too strict or begin toilet training too early,
Freud believed that an anal-retentive personality develops in which the individual is stringent, orderly,
rigid, and obsessive.

The Phallic Stage - Age Range: 3 to 6 Years

Freud suggested that during the phallic stage, the primary focus of the libido is on the genitals. At this
age, children also begin to discover the differences between males and females. Freud also believed that
boys begin to view their fathers as a rival for the mother’s affections. The Oedipus complex describes
these feelings of wanting to possess the mother and the desire to replace the father. However, the child
also fears that he will be punished by the father for these feelings, a fear Freud termed castration
anxiety.

The Latent Period - Age Range: 6 to Puberty

During this stage, the superego continues to develop while the id's energies are suppressed. Children
develop social skills, values and relationships with peers and adults outside of the family. The
development of the ego and superego contribute to this period of calm. The stage begins around the
time that children enter into school and become more concerned with peer relationships, hobbies, and
other interests.

The Genital Stage - Age Range: Puberty to Death

The onset of puberty causes the libido to become active once again. During the final stage of
psychosexual development, the individual develops a strong sexual interest in the opposite sex. This
stage begins during puberty but last throughout the rest of a person's life.
Piaget theory – Cognitive Development
1. Sensorimotor stage: birth to 2 years
2. Preoperational stage: ages 2 to 7
3. Concrete operational stage: ages 7 to 11
4. Formal operational stage: ages 12 and up

The Sensorimotor Stage

Ages: Birth to 2 Years

During this earliest stage of cognitive development, infants and toddlers acquire knowledge
through sensory experiences and manipulating objects. A child's entire experience at the
earliest period of this stage occurs through basic reflexes, senses, and motor responses. It is
during the sensorimotor stage that children go through a period of dramatic growth and
learning. As kids interact with their environment, they are continually making new discoveries
about how the world works.

• The infant knows the world through their movements and sensations
• Children learn about the world through basic actions such as sucking, grasping, looking,
and listening
• Infants learn that things continue to exist even though they cannot be seen (object
permanence)
• They are separate beings from the people and objects around them
• They realize that their actions can cause things to happen in the world around them

The Preoperational Stage

Ages: 2 to 7 Years

At this stage, kids learn through pretend play but still struggle with logic and taking the point of
view of other people. They also often struggle with understanding the idea of constancy.
For example, take a lump of clay, divide it into two equal pieces, and then give a child the
choice between two pieces of clay to play with. One piece of clay is rolled into a compact ball
while the other is smashed into a flat pancake shape. Since the flat shape looks larger, the child
will likely choose that piece even though the two pieces are exactly the same size.

• Children begin to think symbolically and learn to use words and pictures to represent
objects.
 • Children at this stage tend to be egocentric and struggle to see things from the
perspective of others.
• While they are getting better with language and thinking, they still tend to think
about things in very concrete terms.

The Concrete Operational Stage

Ages: 7 to 11 Years

During this stage, children also become less egocentric and begin to think about how other
people might think and feel. Kids in the concrete operational stage also begin to understand
that their thoughts are unique to them and that not everyone else necessarily shares their
thoughts, feelings, and opinions.

• During this stage, children begin to thinking logically about concrete events
• They begin to understand the concept of conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny glass, for example
• Their thinking becomes more logical and organized, but still very concrete
• Children begin using inductive logic, or reasoning from specific information to a general
principle

The Formal Operational Stage

Ages: 12 and Up

The final stage of Piaget's theory involves an increase in logic, the ability to use deductive
reasoning, and an understanding of abstract ideas.3 At this point, people become capable of
seeing multiple potential solutions to problems and think more scientifically about the world
around them.

• At this stage, the adolescent or young adult begins to think abstractly and reason about
hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical, social, and political issues
that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to specific
information
Erik Erikson theory - Psychosocial Development

Stage 1: Trust vs. Mistrust

Stage 2: Autonomy vs. Shame and Doubt
Stage 3: Initiative vs. Guilt
Stage 4: Industry vs. Inferiority
Stage 5: Identity vs. Confusion
Stage 6: Intimacy vs. Isolation
Stage 7: Generativity vs. Stagnation
Stage 8: Integrity vs. Despair

Stage 1: Trust vs. Mistrust

At this point in development, the child is utterly dependent upon adult caregivers for
everything they need to survive including food, love, warmth, safety, and nurturing. If a
caregiver fails to provide adequate care and love, the child will come to feel that they cannot
trust or depend upon the adults in their life.

Stage 2: Autonomy vs. Shame and Doubt

The second stage of Erikson's theory of psychosocial development takes place during early
childhood and is focused on children developing a greater sense of personal control.
Stage 3: Initiative vs. Guilt
The third stage of psychosocial development takes place during the preschool years. At this
point in psychosocial development, children begin to assert their power and control over the
world through directing play and other social interactions. Children who are successful at this
stage feel capable and able to lead others. Those who fail to acquire these skills are left with a
sense of guilt, self-doubt, and lack of initiative.

Stage 4: Industry vs. Inferiority

The fourth psychosocial stage takes place during the early school years from approximately
ages 5 to 11. Through social interactions, children begin to develop a sense of pride in their
accomplishments and abilities. Children need to cope with new social and academic demands.
Success leads to a sense of competence, while failure results in feelings of inferiority.

Stage 5: Identity vs. Confusion

This stage plays an essential role in developing a sense of personal identity which will continue
to influence behavior and development for the rest of a person's life. Teens need to develop a
sense of self and personal identity. Success leads to an ability to stay true to yourself, while
failure leads to role confusion and a weak sense of self.
Stage 6: Intimacy vs. Isolation
Young adults need to form intimate, loving relationships with other people. Success leads to
strong relationships, while failure results in loneliness and isolation. This stage covers the
period of early adulthood when people are exploring personal relationships.2

Stage 7: Generativity vs. Stagnation

Adults need to create or nurture things that will outlast them, often by having children or
creating a positive change that benefits other people. Success leads to feelings of usefulness
and accomplishment, while failure results in shallow involvement in the world.

Stage 8: Integrity vs. Despair

The final psychosocial stage occurs during old age and is focused on reflecting back on life. At
this point in development, people look back on the events of their lives and determine if they
are happy with the life that they lived or if they regret the things they did or didn't do.

Name :- W A E Subashini
Registration No :- DPST-P-1997-9