Theories of Growth and Development

Theories of Growth and Development
Chapter 3

Objectives Identify the main factors that influence growth and development during the childhood period. Discuss growth and development theories; Developmental Task, Psychosocial, Cognitive, Moral, and Spiritual. Discuss the relationship between growth and development theories and providing of holistic nursing care for children and their families

Growth and developmental theories
Psychosocial Development Theory (Erikson) Theoretical foundation of Mental Development Cognitive Theory (Piaget) Developmental Task Theory (Havighurst) Moral Theory (Kohlberg) Spiritual Theory (Fowler)

Theoretic Foundation of personality development
II. Eriksson: psychosocial development(1963) Characteristics of the theory: The most widely accepted theory of personality development is psychosocial development which emphasize a healthy personality as opposed to a pathologic approach. Each psychosocial stage has two components the favorable and unfavorable aspects of the core conflict—and progress to the next stage depend on resolution of this conflict.

No core conflict is ever mastered completely but remains are current problem throughout life. No life situation is ever secure. Each new situation present the conflict in a new form. eg. Hospitalization; children must develop a sense of trust with caregiver

Erikson believes that personality development consists of eight stages; five of them related to children

1. Trust vs. mistrust (birth -1 year): - Establishment of basic trust dominates the first year of life and describes all the child's satisfying experiences at this age loving care by a mothering person Is essential to development of trust.

2. Autonomy vs. shame and doubt (1-3years)
The development of autonomy during the toddler period is centered on children's increasing ability to control their bodies, themselves, and their environment. Children want to do things for themselves, using their newly acquired motor skills of walking. Climbing and manipulating ,their mental power of selection and decision making. .

2. Autonomy vs. shame and doubt (1-3years) Negative feeling of doubt and shame arise: when children choices are disastrous when other shame them when they are forced to be dependent in areas in which they are capable of assuming control . The favorable outcomes are self- control and will power 5/5/2019 Suhaila Halasa RN, PhD, CIMI,CPT

3. Initiative vs. guilt (3-6 years): characterized by: - Vigorous., Intrusive behavior, enterprise and strong imagination - Children explore the world with all their senses and powers. - They develop a conscience.. They have inner voice of threaten and warns

Children sometimes undertake goals or activities that are in conflict with parents When children feel that their activities or imaginings are bad produces a sense of guilt. The lasting outcomes are direction and purpose.

4. Industry vs. inferiority (6-12 years): children are ready to be workers and producers. They engage in tasks and activities that they can carry through to completion They need and want real achievement They learn the rules 5/5/2019 Suhaila Halasa RN, PhD, CIMI,CPT

4. Industry vs. inferiority (6-12 years): It is a vital period on children social relationships with others. Feeling of inadequacy and inferiority may develop if they believe that they cannot measure up to the standers set for them by others . The ego quality developed from a sense of industry is competence

5. Identity vs. role confusion (12- 18years) Rapid and marked physical changes. Previous trust in their bodies is shaken. Children become overly preoccupied with the way they appear in the eyes of others as compared with their own self concept.

Inability to solve the core conflict results in role confusion. The outcome of successful mastery is devotion and fidelity to others and to values and ideologies

6- Intimacy vs. isolation (18-25 years; young adulthood ) Intimate relationship with another person Commitment to work and work Impersonal relationships Avoidance of relationship, career, or lifestyle commitments Focuses on developing one's capacity for reciprocal love.

7- Generativity vs. stagnation (25-65 years; adulthood ) Creativity, productivity and concerns about others Self-indulgence (pleasure) Self-concern Lack of interests Sense of loss Contempt for others

8- Integrity vs. despair (65 years to death Maturity ) Acceptance of worth and uniqueness of one’s own life Acceptance of death Focuses on acceptance of one's life as having had meaning. Sense of loss Contempt for others

Achieving psycho logic stability Forming simple concepts of social and physical reality Learning to relate emotionally to parents, siblings, and other people Learning to distinguish right from wrong and developing a conscience

Theoretical foundation of mental development Cognitive development

Cognition :Is the process by which developing individuals become acquainted with the world & the objects it contains. Children are born with inherited intellectual growth, but they must develop with into that potential through interaction with the environment.

Intelligence enables individuals to make adaptations to the environment that increase the probability of survival Individuals establish and maintain equilibrium with the environment. through their behavior

Stages of the course of intellectual development: Sensorimotor (birth-2 years): composed of six stages, infants progress from reflex behaviors to simple repetitive acts to imitative activity Problem solving is trial and error They display a high level of curiosity, experimentation and enjoyment of novelty Develop a sense of self as they differentiate self from environment

II. Preoperational (2-7 years): Egocentrism: the inability to put oneself in the place of another. Children interpret objects & events in terms of their relationships or their use to them.

Children unable to see things from any perspective other than their own They cannot see another's point of view, nor can they see any reason to do so Preoperational thinking is concrete and tangible. Thought is dominated by what they see, hear, or otherwise experience. 5/5/2019 Suhaila Halasa RN, PhD, CIMI,CPT

They are increasingly able to use language and symbols to represent objects in their environment. Through imaginative play, questioning, and other interacting They begin to elaborate concepts and make simple associations between ideas. In the latter stage of this period their reasoning is intuitive (e.g., the stars have to go to bed just as they do) They are only beginning to deal with problems of weight, length, size, and time. Reasoning is also transductive— because two events occur together, they cause each other (e.g., all women with big bellies have babies).

Concrete operations (7 to 11 years). thought becomes increasingly logical and coherent. Children are able to classify, sort, order, and otherwise organize facts about the world to use in problem solving. They develop a new concept of permanence—conservation permanence—conservation: they realize that physical factors such as volume, weight, and number remain the same even though outward appearances are changed.

Children are able to deal with a number of different aspects of a situation simultaneously. They do not have the capacity to deal in abstraction They solve problems in a concrete, systematic fashion based on what they can perceive. Reasoning is inductive. Through progressive changes in thought processes and relationships with others, Thought becomes less self-centered. They can consider points of view other than their own. Thinking has become socialized 5/5/2019 Suhaila Halasa RN, PhD, CIMI,CPT

5-Formal operations (11 to 15 years). Formal operational thought is characterized by adaptability and flexibility. Adolescents can think in abstract terms, use abstract symbols, and draw logical conclusions from a set of observations. They can make hypotheses and test them they can consider abstract, theoretic, and philosophic matters.

Theoretical foundation of mental development Moral Development (Kohlberg)

Moral Development (Kohlberg)
Its acquired in a developmental sequence Based on cognitive developmental theory Consists of: Pre conventional level قبل التقليدية Conventional level Post conventional level

Pre conventional level قبل التقليدية (toddler to 7 years) Egocentric focus Parallels with the preoperational level of cognitive development and intuitive thought Orient about right and wrong and bad and good from the cultural point of view

Pre conventional level قبل التقليدية Determines the goodness and badness of an action in terms of its consequences Avoids punishment and obey without questioning Have no concept of the basic moral order that supports these consequences

Pre conventional level قبل التقليدية They determine that the right behavior consists of that which satisfies their own needs (sometimes the needs of others) Elements of fairness, give and take and equal sharing are evident, but without loyalty, gratitude, or justice

Conventional level (Societal focus) Concerte operations in cognitive development Concerns with conformity and loyalty Values and maintains family, group, or national Obeys the rules Shows respect of authority

Post conventional level (Universal Focus) Cognitive stage of formal operations Correct behavior defined in terms of general individual rights and standards emphasis on the possibility for changing law in terms of societal needs and rational considerations

Spiritual Development (Flower)
Stage 0: Undifferentiated Stage 1: Intuitive-projective Stage 2: Mythical-literal Stage 3: Synthetic-convention Stage 4: Individuating-reflexive

Stage 0: Undifferentiated Period of infancy Children have no concept of right and wrong, no beliefs, and no convections that guide their behavior Their faith established with the development of the basic trust through their relationships with the primary caregiver

Stage 1: Intuitive-projective Toddlerhood: Imitate the behavior of others Imitate the religious gestures and behavior of others without knowing the meaning Preschool Years: Assimilate some of the values and beliefs of their parents Still imitate the parents behavior Follow parent beliefs as part of their daily lives rather than through an understanding of the concepts

Stage 2: Mythical-literalالأسطورية الحرفي School age Develops parallels with cognitive development Closely related to child’s experiences and social interaction Able to articulate their own faith and question its validity

Stage 2: Mythical-literalالأسطورية الحرفي School age Most of them have a strong interest in religion Believe in Allah God Good behavior is rewarded Their developing conscious bothers them when they disobey Have a reverence (respect) for thoughts and matters

Stage 3: Synthetic-convention Approach to Adolescence: Increase aware of spiritual disappointment Recognize that prayers are not always answered Begin to modify some religious practices Start to reason, question some of the parent religious standards

Stage 4: Individuating-reflexive التفرد Adolescence: Become more skeptical and compare their parents religious practices with others Attempt to determine which to adopt and incorporate into their own set of values

Stage 4: Individuating-reflexive التفرد Adolescence: Begin to compare religious standards with the scientific viewpoint Time for searching rather than reaching Have many uncertain about many religious ideas but wont be able to achieve till late adolescence or early childhood

Developmental theory (Havighurst (1900-1910)
Havighurst believes that learning is basic to life and people continue to We live and die learning learn throughout life He promoted the concept of the developmental tasks Occurring during six stages, each associate with 6-10 tasks. (table, page 355 Kozier 45 5/5/2019

Developmental Tasks Havighurst's Theory
Developmental tasks:" is a task which arise at a certain period in life of an individual, successful achievement of which lead to his happiness and to success in later tasks, while failure lead to unhappiness in the individual ,disapproval by society and difficulty in later tasks"(kozier, 2012, p.353). 46 5/5/2019

Infancy and EARLY childhood Learning to walk Learning to take solid foods Learning to talk Learning to control the elimination of body wastes Learning sex differences and sexual modesty

Infancy and early childhood 6. Achieving psychologic stablity 7. Forming concepts of social and physical reality 8. Learning to relate emotinally to parent,sibling and others 9. Learning right and wrong and developing a conscience 48 5/5/2019 48

Middle Childhood: Learning physical skills necessary for ordinary games Building wholesome attitudes toward oneself as growing organism Learning to get along with age- mates Learning an appropriate masculine or feminine social role.

Developing fundamental skills in reading, writing, and calculating Developing concepts necessary for everyday living Developing conscience, morality, and a scale of values Achieving personal independence Developing attitudes toward social groups and institutions

Adolescence mature relations with age mates of both sexes. Achieving a masculine or feminine social role. Accepting one’s physique & using the body effectively. Achieving emotional independence of parents & other adults. Achieving assurance of economic indepedence

6. Preparing for marriage & family life. 7. Acquiring a set of values & an ethical system as a guide to behavior. 8. Desiring & achieving socially responsible behavior. 9. Selecting an occupation. 10. Developing skills necessary for civic competence

Early adulthood Selecting a mate Learning to live with a partner. Starting family. Rearing children. Managing home. Getting started in occupation. Taking on civic responsibility. Finding a congenial social group.

Middle AGE happy adults. Achieving adult social and civic responsibility. Reaching and maintaining satisfactory performance in one’s occupational career. Developing adult leisure time activities. Relating oneself to one’s spouse as a person. To accept and adjust to the physiological changes of middle age. Adjusting to aging parents.

Middle Age Assisting teenage children to become responsible and happy adults Achieving adult social and civic responsibility Reaching and maintaining satisfactory performance in one’s occupational career Developing adult leisure time activities. Relating oneself to one’s spouse as a person. To accept and adjust to the physiological changes of middle age. Adjusting to aging parents. 55 5/5/2019

Developmental Tasks Havighurst's Theory Later Maturity
Adjusting to decreasing physical strength and health Adjusting to retirement & reduced income Adjusting to death of a spouse Establishing an explicit affiliation with one’s age group. Adopting & adapting social roles in a flexible way. Establishing satisfactory physical living arrangements. 56 5/5/2019

Conclusion Growth and development are complex processes involving numerous components that are subject to a wide variety of influences. All facets of the child's body, mind, and personality develop simultaneously, although not independently, and emerge at varying rates and sequences.

Theories of Growth and Development

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