Growth and development : BASIC CONCEPTS OF DEVELOPMENT and PRINCIPLES OF DEVELOPMENT
Growth and development
Meaning Of Growth and development :
Sufi was growing taller and heavier. This is known as ‘Growth’, which refers to increase in weight, height (length) and changes in body proportions. Growth
takes place in the physical aspect only. It refers to quantitative changes e.g. it is
possible to measure how tall a child has grown over a specific period of time.
Nimrat saw that over the past few weeks, Sufi had become more alert and responsive.
While she was growing physically, she was also showing changes in her behavior.
All these are signs of development. In other words, we can say that development
involves the processes that are genetically programmed as well as those that are
influenced by the environment.
Development takes place in all aspects such as
physical, cognitive, language, social, emotional and others. For example child’s
increased ability to adjust in groups and make friends is a social aspect of his
development.
The term ‘development’ refers to qualitative changes in an individual such as change
in personality or other mental and emotional aspects. However, very often growth and
development are used interchangeably. The process of development continues even
after the individual has attained physical maturity (growth). The individual is continuously
changing as he/she interacts with the environment.
> Difference between growth and development:
a) Growth is quantitative and development is qualitative in nature.
b) Growth refers to physical aspects only; whereas development refers to all aspects
such as physical, cognitive, language, emotional, social etc.
c) Growth is limited to height and weight but development refers to all changes
leading towards maturity.
Growth stops at certain period of life but development continues till death.
> BASIC CONCEPTS OF DEVELOPMENT
1 Maturation and Learning
2 Heredity and Environment
1 Maturation and Learning:
Sufi at 8 months of age followed her mother crawling behind her. This was a moment
of great happiness in the family. All the family members clapped for her and hugged
her. Do you know why she was able to crawl? It was because her body was mature
enough for this activity. This is Maturation. It means that the potential traits (for
different activities like sitting, crawling, creeping, walking etc.) are present at birth
in the individual and are controlled by heredity. This unfolds itself at the appropriate
time.
Acquiring new skills due to environmental stimulation and training is known as
Learning. Therefore, the development comes from effort, practice, and training. For
example, bicycle riding will be learnt only as a result of effort, practice and training.
Therefore, maturation and learning work together to promote the development of an
individual. Both of these are important and are related to each other.
2 Heredity and Environment:
Sufi was born with grey eyes and black hair.She ‘inherited’ the color of her eyes from
her mother and her hair was like her father’s. When we use the term inherited, it means
the traits which Sufi has acquired from her parents and grandparents. This is called
Heredity. It provides the basis for the development of human personality. Heredity is
what a person is born with. It is a specific combination of genes we inherit and is shown
in characteristics like height and certain habits.
Parents of Nimrat and Sufi were very affectionate to them. They always encouraged
them to explore their potential and served as good role models. They provided
them with good books to read and toys to play with. Environment includes all
aspects of the surroundings i.e. human and non-human such as parents, family,
friends, school, neighborhood, work place and socio- economic conditions to
which the individual is exposed since birth. These factors influence the development
of an individual. The child’s capabilities/potential are determined by heredity. But
the extent to which an individual develops these capabilities depends upon the
opportunities in the environment. For example, if a child has inherited talent for
music, the talent cannot be developed unless the opportunities in the form of
training in music are provided. It is therefore important that the children are given
a chance to explore their potential and nurture their talent.
PRINCIPLES OF DEVELOPMENT :
Although Nimrat and Sufi are born in the same family but they are not the same. They
differ from each other. Yet, all aspects of their development have followed a particular
pattern. Development is governed by certain principles which are applicable to all
individuals. Let us learn about these principles in this section. The various principles of
development are:
1. Development involves change:
The human being is never static. From the
moment of conception to the time of death, the person is undergoing changes. The
major changes include changes in size and proportions, acquisition of new mental,
motor, and behavioral skills. Each year along with increase in Sufi’s height and
weight, her mental abilities also increased. For example Sufi showed language
development and better ability to reason and remember.
2. Development follows a fixed pattern/sequence:
Each child may have a
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:
(i) Cephalo-caudal sequence:
means that
development spreads over the body from
head to foot i.e. individual begins to grow
from head region down wards. Sufi first
gained control on her head, then she
could catch hold of objects, sit, crawl
and later she could stand and walk.
(ii) Proximodistal sequence:
means that
the development proceeds from central
part of the body towards peripheries. In
this sequence, the spinal cord of the
individual develops first and then outward development takes place. For example, babies cut their front teeth before
they cut their side ones. Functionally, Sufi could use her arms before her
hands and use her hands before she could control the movement of her
fingers.
3. Development proceeds from general to specific:
In all the phases of pre-natal
(before birth) development and post-natal (after birth) life, the child’s responses
are from general to specific. General activity proceeds to specific activity. For
example when Sufi was less than 3 months of age and was shown a rattle, she
would get excited and move her arms and kick her legs. This is a general response.
At 5 months of age she would reach out to hold it in her hand. This is a specific
response.
4. Development is correlated:
All types of developments, i.e. physical, mental,
social and emotional, are related to each other e.g. a child, who is physically
healthy is likely to have superior sociability and emotional stability. The child
develops as a unified whole. Each area of development is dependent on the
other and thus influences the other developments. Sufi has appropriate
weight and height for her age. She also has well developed language ability that
enables her to communicate with everyone. She is loved by all and has positive
self esteem.
5. Development is predictable:
Because the rate of development is constant for
a child, so it is possible to predict certain development outcomes at an early age.
The X-ray of the wrist will predict the approximate height of the child.
6. Development occurs at different rates for different parts of the body:
The
development of different physical and mental traits is continuous but, all parts of
the body do not grow at the same rate. In some areas of the body, growth may
be rapid while in others, growth will be slow. For example brain attains its full
maturity around the age of 6 to 8 years; feet, hands and nose reach their maximum
size in early adolescence, whereas heart, liver and digestive system grow during
adolescence also.
7. Development proceeds stage by stage:
The development of the child occurs
in different stages. Each stage has certain unique characteristics. There are
individual differences in the rate of growth and development. Therefore, the age
limit for different stages should be regarded as just approximate. All children
pass through these stages of development at or around the age levels
suggested for them. Speech gradually develops from cooing, babbling,
monosyllabic sounds to complete sentence formation.
8. Early development is more important than later development:
Early
childhood experiences have more impact on the development of a child.
Examples include nutritional, emotional, social and cultural experiences.
9. Development is continuous:
From the moment of conception till death the
individual is continuously changing. There is no break/discontinuity in development,
in some stages development is fast and in some it is slow.
10. There are individual differences in development:
Interaction between
heredity and environmental influences leads to individual differences in the
developmental pattern. These differences are caused by the genes one
inherits and the environmental conditions like food, medical facilities,
psychological conditions and learning opportunities.
11. Development is the product of maturation and learning:
You have
already learnt that maturation is unfolding of characteristics potentially
present in the individual. For example, creeping, crawling, walking comes
with maturation. These characteristics come from individual’s genetic
inheritance. Learning is the development that comes from efforts and
practice. We know that interaction of maturation and learning is important
for development. Maturation sets limits to development. It means because
of limitation in heredity endowment, development cannot go beyond a
certain point even when learning is encouraged. On the other hand, deprivation
of learning opportunities also limits development. When environment limits
opportunities, children will be unable to reach their potential.
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