Difference Between Growth And Development In Psychology – Physical: Growth of the body Mental: Development of the mind Emotional: Feelings Social: Interactions and relationships with others All four types above occur at each stage
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Development is continuous development. Development follows a pattern. Developments move from general to specific responses. The rate of development is not uniform throughout life. Most traits are coordinated in the development process.
Difference Between Growth And Development In Psychology
There is a wide individual difference in development. Development is a product of the interaction between the organism and its environment. Development is cumulative. Development is application oriented.
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This is a narrow term that only refers to physical growth refers to growth in size, height, weight, length, etc. It is quantitative in nature and can be measured in terms of meter, gram, etc. which are standard units. Growth stops when you reach maturity. This is structural in nature and describes changes in certain aspects of the body. or structure. It is essentially qualitative and difficult to measure. It is an ongoing process and throughout life. Development is functional in nature, resulting in efficiency and maturity. It describes changes in the organism as a whole.
6 7:1 Life stages Growth and development begins at birth and ends at death throughout life, people have needs that must be met health care workers need to be aware of the different stages and needs of the individual in order to provide quality health care
Late childhood: 6-12 years Adolescence: years Early maturity: years Middle maturity: years Late maturity: 65 years and older
Dramatic and rapid changes Physical development – rolling over, crawling, walking, grasping objects Mental development – responded to cold, hunger and pain by crying. Start getting to know the environment and be aware of the environment and people
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9 Infancy emotional development – show anger, mistrust, happiness, excitement, etc. Social development – the newborn’s perception of self-centeredness to recognize others in their environment. Babies depend on others for all their needs.
Children should be given the opportunity to develop good habits through constant practice, repetition and conditioning such as self-feeding, toilet training, dressing, etc. They need to be able to manipulate objects by allowing them to touch, play, break and build to experience and develop ideas of form. , shape, size and color. The home and family environment should be beneficial for full development. Parents, love and affection are necessary for emotional stability. The children’s questions should be properly addressed for speaking training and telling simple stories to give the child an opportunity to listen, imitate to facilitate the power of expression. Unhealthy behavior should be avoided and ignored. Do not impose or pressure in the performance of intellectual tasks.
Toddler 1 to 3 years – autonomy versus shame and doubt Preschool 3 to 6 years – initiative versus guilt Physical development – slower growth than in infancy. Muscle coordination allows the child to run, climb, move freely. can write, draw, use a fork and knife mental development – progressive verbal growth, short attention span, at the end of the stage ask questions, recognize letters, and some words
12 Emotional development for preschoolers – to develop self-awareness and recognize the influence they have on other people and things. Children feel impatient and frustrated when they try to do things beyond their abilities. This led to tantrums (the terrible twos) Social development – at the beginning of the stage very self-centered one-year-old to six-year-old sociable. Strong bond with parents. The needs are food, shelter, protection, love and security.
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Physical development – slow but steady. Muscle coordination is well developed and children can engage in physical activity that requires complex motor-sensory coordination. Mental development – develops quickly and a large part of the child’s life is centered on school. Reading and writing skills are taught, to understand abstract concepts such as honesty, loyalty, values and morals
14 Late childhood emotional development – the child achieves greater independence and a more distinct personality. Fears are replaced by the ability to cope. Social development – changes from activities on their own to more group-oriented ones. They are more willing to accept the opinions of others and learn to conform to rules and standards of behavior. The needs are the same for children and early childhood together with the need for security, parental approval and peer acceptance.
The school, the home, the community environment should provide an opportunity for physical development such as running, climbing, jumping, etc. Since the child is sensitive and curious, his questions should be addressed correctly with factual information. Teachers, parents must help develop good habits, values, outlook, attitude, to the matter and guide them in the right direction to motivate children’s curiosity. Different teaching methods that focus on children must be used such as the dramatization of project methods, learning while doing, etc. Joint activities must be organized such as Discussions, discussions, seminars to encourage a group Arts activities to satisfy emotions and instinct Self-discipline should be cultivated
Conflict – identity versus role confusion Physical development – growth spurts, muscle coordination slows down. Genital development and secondary sexual characteristics (adolescence). The secretion of sex hormones leads to the onset of menstruation in girls and the production of sperm and semen in boys. Body structure and shape change.
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17 Adolescence mental development – most of the foundations have been laid. Development mainly involves increasing knowledge and sharpening skills. Learn to make decisions and take responsibility for actions. Emotional development – emotional development is often turbulent and conflicting. Adolescents try to establish their identity and independence. They are increasingly responsive to peer group influences.
18 Adolescence Social development – spending less time with family and more time with peer groups. They try to develop self-identity and independence and seek reassurance from their peers. Towards the end of this stage, they develop a more mature attitude and develop behavior patterns that they associate with adult behavior. Need for security, support and understanding. Problems that develop at this stage can be related to conflict and feelings of inadequacy and insecurity.
19 Drug abuse Alcohol or drug use with the development of physical and/or mental dependence on the chemical substance can occur at any stage of life, but often begins in adolescence and can lead to physical and mental disorders and illnesses Treatment towards complete rehabilitation
Attempt to relieve stress or anxiety Social pressure Escape from emotional or psychological problems Experiment Seeking “instant gratification” Hereditary traits or cultural influences
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Correct understanding of parents and teachers regarding the nature of growth and development Healthy home, school and community environment for full personality development Imparting sexual education to the adolescent according to stage The school treated the adolescent in a friendly manner as they can show shocking behavior typical of correct social groups. Members should be encouraged to provide NSS, NCC, scouts and guides, educational tours games and sports to satisfy their sociable instinct Organize artistic and literary programs Encouragement to study biographies and autobiographies of great men Proper educational and vocational guidance should be provided
To make this website work, we record user data and share it with processors. To use this website, you must agree to our privacy policy, including the cookie policy. Growth involves physical changes in height and weight and body appearance, while development refers to change in functional ability, such as cognitive, motor and psychological aspects. of the customer. Growth and development begin from the time of conception and progress until the death of the person. Growth and development theories provide a framework for understanding this wide range of changes, and they help health care providers plan individualized care for clients based on their developmental stage, and provide advance guidance to parents and caregivers.
Major growth and development theories include Gesell’s biophysical development theory, Erikson’s psychosocial development theory; the theory of cognitive development by Piaget; Kohlberg’s theory of moral development; And finally, Freud’s theory of psychoanalytic development.
Okay, let’s start with Gesell’s theory of biophysical development, which focuses on physical growth and promotes the idea that each child has unique growth patterns influenced by gene-environment interaction.
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He also states that even from early prenatal life, growth occurs cephalocaudally and proximodistally. Cephalocaudal growth means that the head and brain develop first and then progress towards the legs, while proximodist growth means that central body parts, such as the heart, develop before distal parts such as hands and feet.
Erikson’s theory of psychosocial development focuses on the psychosocial aspects of human development, such as personality, thinking and behavior. Erikson described eight stages of psychosocial development, from infancy to adulthood, during which each one experiences opposing conflicts that must be resolved in order for development to be successful.
The first stage occurs from birth to one year of age, and is characterized by trust versus distrust. At this stage the baby needs physical comfort and a reliable and sensitive caregiver in order to establish a sense of trust in the world around him and to feel that the world is a safe and predictable place. On the other hand, the baby will experience anxiety and develop distrust if he is mistreated or if his needs are not reliably met.
The second stage, autonomy versus shame
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