Milestones are very often referred to as red flags. this chapter differentiates between the growth and development, deals with the body types and the factors of evelopment. The stages of development from infancy to middle childhood are dealt with in this chapgter. It also deals with the aspects of development

1. Growth and
Development
Grade X
Home Science
Dr. Pramila Kudva

2. Growth Development
External - physical sense. It
generally refers to increase
in size, length.
Internal - as a result of
maturation and learning
Stops after physical
maturity
Continuous – from cradle
to grave
Quantitatively measured Qualitatively measured
Related to heredity Related to environment
Difference between Growth and Development

3. Growth Development
Growth is cellular. It takes
place due to the
multiplication of cells.
Development is
organisational. It is the
organisation of all the
parts which growth and
differentiation have
produced.
Growth may or may not
bring development. E.g.
increase in brain weight.
Development is also
possible without growth.
E.g. intellectual functions
in abstract thinking.
Difference between Growth and Development

4. Infancy
Birth to 2 years
Early Childhood -2 to 6 years
Late Childhood – 6 to 12 years
Adolescence
12 – 19 years
Early Adulthood - 19 to 40 years
Late Adulthood – 40 to 65 years
Old age /Senior citizens
From 65 years
Stages
&
Age span
Stages of Growth and Development

5. Milestones of Development
• A developmental
milestone is an ability that is
achieved by most children by
a certain age.
• Developmental
milestones involve physical,
social, emotional, cognitive,
and communication skills.

6. Milestones of a
Pre-schooler – up to 6 years
• Finer muscle control is quite good –
skips, Catches a bounced ball, may
begin to ride a bicycle without
training wheels, Balances better
• Able to draw stick figures with two
to three features for people
• Writing and reading skills improve
• Enjoys doing most things
independently, without help
• Enjoys rhymes and word play
• Understands size & time concepts
• Learns to distinguish between right
and wrong
• Learns to relate to people – socially
and emotionally

7. Milestones up to 12 years
• Begins gaining skills for team sports
• Begins to lose "baby" teeth and get permanent teeth
• Menarche (first menstrual period) may occur in girls
• Peer recognition begins to become important
• Reading skills develop further
• Routines important for daytime activities
• Understands and is able to follow several directions in a row
• Develops attitudes towards social groups and institutions

8. Why are Milestones important?
The importance of Developmental Milestones is
two-fold.
1. Parents can identify that they are providing the
skills, information and ideas needed to raise a
happy, healthy, well adjusted child.
2. At some point, if milestones continue to be
missed, it is considered a “red flag”.
A red flag is an indicator that early intervention
may be needed to help a child - Intervention may
be through a medical practitioner, occupational
therapy, speech therapy etc.

9. Maturation and
learning
Maturation & Learning interact always
e.g. Growth in height is not learnt but a
biological process
e.g. Speaking, walking etc depend on
maturation and learning
Maturation refers to qualitative and
quantitative changes that occur
independent of external conditions
Learning implies experience and exercise –
e.g. swimming can be learnt only by
practice.

10. Physical development – Late
Childhood
• Average height increase is about 3 inches
• Girls begin to grow faster than boys by the age of 9 – 10
• Average increase of weight is about 3 to 5 pounds i.e upto 2
Kgs.
• Baby look disappears , Abdomen becomes flat.
• Trunk becomes slimmer, neck becomes longer, legs become
longer
• Fat tissue develops faster than muscle tissue
• Has 28 teeth out of 32.
• Bones ossify at different rates following laws of developmental
direction

11. Factors of physical
development
• Height, weight and body structure are
generally dependent on Heredity
• Nutritive food and health
• Child rearing practices – parental care and
interaction – parents who are very
protective may not permit the child to take
part in sports.
• Health and hygiene line having a bath
everyday
• Exercise helps in physical development
• Girls vs boys also plays a role

12. Body build may be Ectomorphic / Mesomorphic / Endomorphic

13. Endomorphic Mesomorphic Ectomorphic
Larger frame Symmetrical build
Large musculature
Narrow frame (“pencil
frame”)
Large amount of fat
accumulation
Low body fat Low body fat
Low muscle Seems to put on
muscle easily
Difficulty building
muscle
Cannot seem to drop
weight
Seems to burn fat
easily
Fast metabolism
Insatiable appetite Eats in moderation Can eat whatever they
want

14. Characteristics of Late
childhood
• Eye hand co-ordination is well developed.
• Girls begin to grow faster than boys
• Boys and girls have separate interests
• Children need for belonging to a gang
• Peers are very important
• Attention span is quite long
• Need a warm friendly and encouraging
relationship with others
• Likes to take decision on his own
• Develop understanding of concepts like life
after death, space, money, self, social roles,
beauty etc

15. Motor Development
• Motor development is the ability to use muscles and
bones to perform different skills
• Eye hand co-ordination is well developed
• Development moves from bigger to smaller muscles
• Comparison of a child’s development with the
benchmark helps to determine whether
developmental milestones are met.
• Slight variations may be possible
• Some may show reversal of the recognized order or
skip some phases

16. Social Development – 1 of 2
• Social development is the ability of the
child to behave in a manner acceptable
to the society in which he/ she lives
• Girls and boys have separate interests
• Friendships are stronger and stable –
boys with boys and girls with girls
• Boys settle their disputes by fighting, girls
argue more

17. Social Development – 2 of 2
• Need to belong to a gang
becomes stronger. Strong peer
influence
• Like to boast about himself /
herself – craves for peer approval
• The values like sportsmanship,
empathy, responsibility,
competition etc. develop
• Parental approvals are treasured
but group loyalties are very
strong.
• Learns to play games with rules
and then innovates his own rules.

18. Characteristics of Gangs
• Gangs are groups of children, adolescents and young adults who
share a common identity
• Generally they belong to the same sex
• They have a meeting place generally away from the watchful
eyes of adults
• Boy gangs are more involved in socially unacceptable behaviour
than girls
• Popular gang activities include going to movies, eating, talking
etc.
• Gang has a leader
• Gangs use insignia – caps, tattoos etc., to identify their members

19. Emotional development
Emotional development means the ability to control
emotions and express them in ways acceptable to the
society.
Importance of emotions
1. They add pleasure to everyday experiences
2. Emotional tensions disrupt motor skills
3. Emotions serve as a form of communication
4. They interfere with mental activities
5. They are a source of social and self evaluation

20. Common Emotional
patterns
• Children's emotions differ from those of the adults in their
intensity, frequency, transitory nature, response patterns etc.
• Common pleasant emotions of childhood include affection,
curiosity, joy, pleasure, happiness.
• Unpleasant emotions are: fear, shyness, embarrassment,
worry, anxiety, anger, jealousy, grief

21. Cognitive Development - 1 of 2
• Cognitive development refers to the
ability of the child to think and find
solution to problems.
• Attention span is longer,
concentration is better – Girls can
concentrate better than boys
• Decision making becomes stronger
• Interests widen
• Learns poems and songs with ease

22. Cognitive Development - 2 of 2
• Interest in Fantasy seems to
ebb e.g. don’t believe in fairy
tales
• Develops the ability to reason
however, till the age of 9 they
remain conformists.
• Has a large vocabulary and is
able to verbalize and
communicate better.

23. Piaget’s theory of Cognitive Development
Stage Age Major
accomplishments
Sensori - Motor Birth to 2 years Cause and effect and
object permanence
Pre-operational 2 – 6 years Represent word
symbolically
Operational stage -
Concrete operations
7 – 11 years Understanding of
conservation and
logical thought
Formal operations 12 – 16 years Several forms of Logic

24. Cognitive development
Pre-operational stage - 2 to 7 years
Child indulges in symbolic play – use a banana
as a phone.
• Logic is transductive e.g. A child hears a
dogbark and then sees a train arrive. He
concludes that the train comes because the
dog barks.
• Animism is the belief that things in the
physical world are alive e.g. the imaginary play
using a doll house

25. Cognitive
Development –
contd..
• Interest in Fantasy
seems to ebb e.g. don’t
believe in fairy tales
• Attention span is
longer
• Learns poems and
songs with ease
• Has a large vocabulary
and is able to verbalize
and communicate better.

26. Concrete
operations
ages 7-11
• The concept of conservation e.g. does
not understand that the total quantity
does not change if things are re-arranged.
• classify with more than 1 attribute and
with hierarchical thinking – uses logic and
reasoning.

27. Concrete operations
- ages 7-11
Can Seriate – e.g. take about 5 rods of unequal length and
arrange them in increasing or decreasing length.
classify with more than 1 attribute and with hierarchical
thinking – uses logic and reasoning.
• Susan is taller than Nargis
• Susan is shorter than Priya
• Who is the tallest of the three?

28. Formal operations
• ages 12 and up
• child uses logical operations in a systematic
fashion
• Capable of abstract thinking
• Higher order thinking is well developed

29. Language
Development
• Ability to communicate through
meaningful words and sentences
• Language development starts early in life
• Bilingualism (Ability to speak two
languages)
• Learning second language easier for
children.
• Children’s ability to pronounce second
language with correct accent decreases
with age; sharp drop after age 10 to 12.
• Has positive effect on children’s cognitive
development.

30. Stages of language
development - 1 of 2
1. Phonological – ability to produce recognizable speech
2. Semantic development – development of understanding the
meaning of spoken or written language
3. Development of grammar – rules of the language – syntactic

31. Stages of language
development – 2 of 2
• Typically, children develop receptive language
abilities before their verbal or expressive language
develops. – mother calls out to the baby, sings
lullaby, child stops crying.
• Receptive language is the internal processing and
understanding of language. - Receptive skills
include understanding when you listen and when
you read. E.g. Children hear bedtime stories
• As receptive language continues to
increase, expressive or productive language begins
to slowly develop - Productive skills are speaking
and writing. – More parents talk to children, the
earlier they try to emulate.

32. Syntactic Developmental stages – 1 of 3
Stage 1 – 1 to 1 1/2 years- Starts with "one-word stage."
• use one-word utterances called "holophrases" that
express an entire sentence. In addition, children's
receptive skills are more advanced than their production
abilities.
• Eg. child who wants candy may say "candy" or Mommy
instead of expressing a full sentence.
Stage 2 – Modification - "two-word stage" Stage 1 1/2 to 2
years
• in which children begin to produce "mini-sentences" that
are composed of two words, such as "doggy bark“; “Ken
water" ; Ami mommy

33. Syntactic
Developmental
stages – 2 of 3
Stage 3, - 2 to 3 years - Structure
• Learn grammatical elements Viz. progressive - ing, then
the prepositions, Subject and predicate and so on.
• "You are going where?" instead of "Where are you
going?"
• “Where daddy is?” instead of “Where is daddy?”
• " cup water," instead of saying, "Fill my cup with water."
Stage 4 – Operational changes – Age 30 to 48 months
• Learn the elements of the language – Can ask Where is
Daddy

34. Syntactic
Developmental
stages – 3 of 3
Stage 5 – Categorization – Age 3 ½
to 7 years.
• This stage is characterized by
production of complex structures
• Grammar rules are better Eg. I
would like some milk.
Stage 6 – Complex structure – Age
5 to 10 years

35. Economic Status and Language Development
Learning to speak includes
• Comprehension
• Building up a vocabulary
• Mastering pronunciation
• Children from a higher SES generally have a better
language development in terms of using longer,
more complex and better constructed sentences
• Vernacular students may find it difficult to speak
English
• Cumulative deficit phenomenon – resist speaking
for fear of others ridiculing them.

36. Developmental
tasks – 1 of 2
These are milestones which an individual has to
master at the specified stage in life before he / she
reaches the next stage of life.
Birth to 6 years
• Learning to walk, talk, take solid foods
• Bladder and bowel control
• Learning to adjust in school
• Learn about sex differences
• Achieving psychological stability – get over the
separation anxiety
• Develop physical and social interaction with
peers and others
• Relate to parents, siblings and others
emotionally
• Distinguish between right and wrong and
develop a conscience

37. Developmental
tasks – 2 of 2
6 to 12 years
• Learning physical skills of ordinary games
• Develop a wholesome attitude
• To get along with age mates
• Learn an appropriate masculine or feminine role
• Develop fundamental skills in reading, writing and
calculating
• Develop concepts for everyday living – life skills
• Achieving personal independence
• Developing attitudes towards social groups and
institutions

38. Go through the ppt and the notes. Solve
the Question bank.
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