Child & Adolescent Learners and Learning Principles
Lesson 12: Growth and Development
.png "Lesson 12: Growth and Development")
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Growth |
Development |
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QUANTITATIVE changes in size, weight number, etc. |
QUALITATIVE changes in the quality |
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Observable |
cannot be measured |
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Changes that take place in PARTICULAR
ASPECTS of the body & behavior; one of the parts of development |
Describes the changes in the organism
as a WHOLE; possible even without growth |
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Continues throughout life but stop with
the attainment of maturity |
continuous process, from womb
to tomb |
When we talk about growth, we usually mean changes that we can measure. For example, when a child gets taller, gains weight, or when their shoe size increases, that is growth. It is about numbers and size. You can see it and measure it with a ruler or a scale. Growth is only one part of the bigger picture.
Development, on the other hand, is about changes in quality. It is not something you can measure with numbers. For example, when a child learns how to speak clearly, solve problems, or make friends, that is development. It is about how a person becomes more skilled, mature, or capable. Development can happen even if growth slows down. For instance, an adult may stop getting taller, but they can still develop new skills like cooking, driving, or learning a new language.
Think of it this way. If you plant a seed, growth is when the plant gets taller and its leaves get bigger. Development is when the plant starts to produce flowers or fruit. Growth shows size, while development shows progress in ability and function.
Factors Influencing Growth and Development:
1. Maturation/Nature - the natural growth resulting from heredity
2. Environmental Influences/Nature - in and through which the growing takes place
When we talk about maturation or nature, we mean the changes that happen because of what we inherit from our parents. These are things that are already written in our genes. For example, a child may naturally have curly hair, a certain height potential, or even a talent for music because it runs in the family. This kind of growth happens on its own as the body matures, even without outside help.
On the other hand, environmental influences or nurture are the things around us that affect how we grow and develop. This includes the food we eat, the care we receive, the school we go to, and even the friends we spend time with. For example, a child may have the natural ability to sing, but if they grow up in a home where music is encouraged, they are more likely to develop that talent.
To put it simply, nature gives us the starting point, while nurture shapes how far we can go. Imagine planting a seed. The seed already has the potential to become a tree that’s nature. But whether it grows tall and healthy depends on the soil, water, and sunlight that’s nurture. Both work together to influence growth and development.
Principles of Development
1. Development follows an orderly sequence which is predictable, Patterns of Physical Development:
- Cephalocaudal Pattern - during infancy, the greatest growth always occurs at the top
- Proximodistal Pattern - muscular control of the trunk and arms comes earlier as compared to the hands and finger.
Human development does not happen randomly. It follows a natural order that we can usually predict. Two common patterns explain how babies grow and gain control of their bodies: the cephalocaudal pattern and the proximodistal pattern.
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| A: Cephalocaudal | B. Proximodistal |
The cephalocaudal pattern means that growth and control start from the head and move downward. For example, babies first learn to control their head and neck before they can sit up. Later, they gain control of their arms, and only after that do they learn to stand and walk. It always begins at the top and goes down.
The proximodistal pattern means that growth and control start from the center of the body and move outward. For example, babies can move their shoulders and arms before they can use their hands and fingers for small tasks. This is why a baby can wave their arms around long before they can pick up a spoon or button a shirt.
2. The rate of development is unique in each individual.
Not all people grow and develop at the same speed. Some children learn to walk at 10 months, while others may not walk until 14 months. Both are normal, because each person has their own pace. This is what we mean when we say the rate of development is unique.
3. Development involves change in terms of physical, emotional, and mental.
When we say that development involves change in terms of physical, emotional, and mental, it means that as people grow, they do not only change in body size but also in how they feel and how they think.
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| Physical Change |
Physical change is the easiest to see. For example, a child grows taller, gains weight, and becomes stronger. Later, teenagers go through puberty, and adults may notice changes in strength or energy as they age.
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| Emotional Change |
Emotional change is about how people learn to understand and manage their feelings. A young child may cry easily when upset, but as they grow, they learn to control their emotions, show empathy, and build healthy relationships. For example, a teenager may start to value friendships more deeply and learn how to handle conflicts.
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| Mental Change |
Mental change is about how thinking and understanding improve. A small child may only know simple words, but as they grow, they learn to read, solve problems, and think about more complex ideas. For example, a student may first learn to count numbers, then later solve math problems, and eventually apply logic to real-life situations.
So, development is not just about the body. It is a whole process that shapes how a person looks, feels, and thinks over time.
4. Early development is more critical than later development.
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| Early Development |
When we say early development is more critical than later development, it means that the first years of life are very important because they set the foundation for everything that comes after. During early childhood, the brain is growing very fast, and the body is learning basic skills. For example, babies learn to trust, to talk, and to walk during this stage. These early experiences shape how a child will think, feel, and act later in life.
If a child receives good care, proper nutrition, and a safe environment early on, they are more likely to grow into healthy and confident adults. On the other hand, if early needs are not met like love, safety, or proper food it can be harder to catch up later, even if conditions improve.
Think of it like building a house. The foundation must be strong before you add the walls and roof. If the base is weak, the whole structure will have problems. In the same way, early development provides the base for later learning, relationships, and overall growth.
5. Development is the product of maturation and learning.
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| Maturation & Learning |
When we say development is the product of maturation and learning, it means that people grow and improve because of two things working together.
Maturation is the natural growth that happens as the body and mind get older. For example, a baby’s brain and muscles develop over time, allowing them to eventually walk and talk. These changes happen because the body is ready, not because someone teaches them.
Learning, on the other hand, comes from experience and practice. For example, a child may have the natural ability to speak, but they learn the actual words and language by listening to people around them. In the same way, a child may have the muscles to hold a pencil, but they learn how to write by practicing in school.
So, development happens when natural growth (maturation) and experience (learning) come together. Imagine a seed again: the seed has the natural ability to grow into a tree, but it still needs sunlight, water, and care to reach its full potential.
6. Principle of inter-related development.
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| Holistic Development |
The principle of inter‑related development means that the different areas of a person’s growth are connected to each other. Physical, mental, emotional, and social development do not happen separately. When one area changes, it often affects the others.
For example, when a child learns to talk (mental and language development), it also helps them make friends (social development) and express feelings better (emotional development). Another example is when a child becomes stronger physically, they can join games and sports, which builds confidence (emotional) and teamwork skills (social).
This principle reminds us that development is like a web. Each part is linked, and progress in one area supports progress in the others. That is why teachers, parents, and caregivers look at the whole child, not just one aspect, when guiding growth.
7. There are social expectations for every developmental period which are often referred to as Developmental Tasks
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For example, in early childhood, a developmental task is learning to walk and talk. In school age, children are expected to learn how to read, write, and make friends. As teenagers, the task is to build independence, form identity, and prepare for adult roles. In adulthood, tasks may include working, raising a family, or contributing to the community. Even in old age, there are tasks, such as adjusting to retirement and finding meaning in later life.
These tasks are important because they help people fit into society and prepare for the next stage of life. If someone struggles with a task, it may affect how they handle future challenges. But with support and guidance, people can catch up and continue to grow.
Growth and Development Quiz: click here
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