Growth And Development (Infancy &Childhood)

1. CHAPTER 3:
Infancy and Childhood
Growth and Development:

2.  Emotional Development
 Patterns of Growth and Development
Physical Growth and Development
Cognitive Development
Social Development

3. (birth to 2 years)
1st
part of life
Dependent on others
very quiet and sleep a lot
very active look and act
differently
needs
feelings

4. (2-14 YEARS)
tantrums
hyperactive
independent
playful

5. fetus develop in the mother’s body according to a relatively fixed time schedule
FETAL BEHAVIOR refers to turning and kicking depending upon the growth stages of
fetus.

6. A premature baby is one who is born too early, before 37
weeks. Premature babies may have more health problems
and may need to stay in the hospital longer than babies born
later. They also may have long-term health problems that
can affect their whole lives.
Premature Baby
(7 to 8 months)

7. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
• Two infants born at the same time may be very different. Not all children
go through the sequence at the same rate.
Many kinds of behavior follows an orderly
sequence:
 AT BIRTH, infants cannot control their body movements.
 FIRST MONTHS, infants see objects 10 inches away from face
 FOUR MONTHS, controls muscles and nervous systems, sits, holds head,
and can roll from their side to stomach.
 FIVE MONTHS, most babies can roll over.
 SIX MONTHS, visions is more fully developed
• An infant can only perform any motor activity when he is ready for it.

8. 1. Appearance at birth
O Head- about ¼ of its entire body length
O A heavy growth of soft hair often covers the body
O FACE- broad and short because of lack of teeth and
undeveloped jaws
O ARMS & LEGS-small in relation to the head the abdominal region
of the trunk is large & bulging while the shoulders are narrow.
O HANDS & FEET- small
O MUSCLES-soft and uncontrolled; muscles of the arms and hands
are more developed, than those of the legs and neck
O BONES- soft and flexible
O FLESH- Elastic white skin is soft and elastic.
O GROWTH OF BODY PARTS
Oa
 PHYSICAL GROWTH
&DEVELOPMENT

9.  CHILD YOUTH RESEARCH CENTER
 conducted longitudinal study among 250 Filipino children
EXAMINATION:
 Monthly-1st
year of life
 Quarterly- 2nd
year
 Semi- Annually- here- after
 Follow up evaluation growth-during the first three months was
conducted at home after.
 (All follow up evaluation was made at the center.)
SUBJECT:
MALE FEMALE
Weight 3.05 kg (approximately 6.7 lbs.) 2.94 kg. (Approximately 6.5 lbs.) at birth
One hundred seven subjects who reached 6th
YEAR (60 males and 47 females of life
4 MONTHS : weight is doubled
ONE YEAR: Tripled
THIRD YEAR: Quadrupled
5 YEARS: 1 year weight
Weight gain is greatest during the first six months of life with the males generally heavier
than females.

10. MALE BABY FEMALE BABY
Ave.
Length
48.85 cm 48.14 cm.
ONE YEAR: lengthens by 50 percent of his birth length
TWO YEARS: Infant grows by 75 percent of his length at birth
FOUR YEARS he doubles his birth length
First TWO YEARS males are significantly longer than the female
PRE SCHOOL PERIOD males superiority in length measurement becomes negligible and
reverses. The Females actually have longer mean length than the males.
FIRST YEAR gains about 11 cm. which is about one-third of the head circumference at birth
FIVE YEARS head circumference increases by about one-third of the head circumference at
birth.

11. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
IN MOST LINEAR MEASUREMENT:
1ST
SIX YEARS OF LIFE: most males have longer have longer measurement than the females except in
symphisis/pubis length/height, crown_rump or sitting height and hip width where females have an
upper hand from 3-6 years.
FROM BIRTH-TWO YEARS there is rapid growth
8-11 YEARS period of slow growth up to the time of puberty, or sexual maturing.
CHILDHOOD STAGE girls grow faster than boys because of their earlier puberal development.
PRE-SCHOOL AGE both height and weight, the female shows a faster growth rate, so we find
boys shorter and lighter than the females of the same age at this period.
FIRST 2 OR 3 MONTHS OF LIFE AND AT PUBERTY.
Rapid growth causes a child to consume his energy that makes him easily fatigued, moody and
irritable.
the child who is not getting enough nourishment for his growth needs, becomes tired and
irritable and shows little interest in schoolwork and play and makes poor social adjustment.
Rapid growth is also accompanied awkwardness in movements.
The pubic symphysis or symphysis pubis is the midline cartilaginous joint (secondary cartilaginous) uniting the superior rami of the
left and right pubic bones. It is located anterior to the urinary bladder and superior to the external genitalia; for females it is above
the vulva and for males it is above the penis.

12. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
END OF FIRST YEAR Average Filipino infant has eight teeth.
Four lower incissors and four upper incissors
AGE 0F 18 MONTHS the child has 12 primary teeth, the incissors and the first molars
END OF SECOND YEAR the child has 16 primary teeth-the complete set of incissors, first molars
and guspids.

13. (Age range= 20-20 years) started in 1976 based in 1976 based on 1975 survey.
Norms and measurement for 37 different body parts of Filipino Children and Youth
These norms were established using 22,499 children from 10 demographic regions.
Early Childhood (4-7) improvements in the height and the weight of the childhood
population.
Adolescence(11-18) improvements are as much as 3 to over cms.
Improvements are more marked among males, than females.
Increase in height is more pronounced than increase in weight
2-3 and 8-10 yrs.old didn’t change significantly.
2 yrs. Old are even lighter than their counterpart 10 yrs. Ago

14. Jean Piaget Swiss psychologist undertook several studies on human development. He
identified the different stages and described specific characteristics of eachstage.
Cognitive development involves changes in cognitive process and abilities. In Piaget's view,
early cognitive development involves processes based upon actions and later progresses to changes
in mental operations.

15. Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
The Sensorimotor Stage:
(birth-2 years) the child seeks satisfaction from the things he senses and touches and learns
these objects by manipulations so that object remains “the same object” with changes in
location and point of view.
The Preoperational Stage:
(4-7 YEARS) At this stage, kids learn through pretend play but still struggle with logic and
taking the point of view of other people. They also often struggle with understanding the
ideal of constancy.
For example,
a researcher might take a lump of clay, divide it into two equal pieces, and then give a
child the option of choosing two pieces of clay to play with. One piece of clay is rolled into a
compact ball while the other is smashed into a flat pancake shape
The Concrete Operational Stage:
(7-11 YEARS) Kids at this point of development begin to think more logically, but their
thinking can also be very rigid. They tend to struggle with abstract and hypothetical
concepts.
At this point, children also become less egocentric and begin to think about how other
people might think and feel. Kids in the concrete operational stage also begin to
understand that their thoughts are unique to them and that not everyone else necessarily
shares their thoughts, feelings, and opinions.
The Formal Operational Stage:
(11-15 YEARS) increase in logic, the ability to use deductive reasoning, and an
understanding of abstract ideas. At this point, people become capable of seeing multiple
potential solutions to problems and think more scientifically about the world around
them.

16. 1. The child’s mind is perceptually oriented. He makes judgement of how things look to him.He goes
beyond his perception to perform displacements upon the data mind that conservation appears.
Conservation
is possessed by the child when he is able to tell the quantity remains the same if it has not
been changed despite changes in perceivable features.
Perception-
having or showing an ability to understand or notice something easily or quickly. (observant)
Variable-
able or more likely to change or be changed. Not always the same.
2. The child centers on one variable only (centration) and usually it is the variable that standsout
visually. Lacks The ability to coordinate variables.
(Ex. Blocks collapse)
3. The child does not see that every logical operation is reversible. Ex.( clay rolled into different
shapes).
4. Child is not able to take the view of others.
Stendler (cited in Goldman, Storke and Burke, 1971) summarized the major aspect of
the child’s thought at this period.
PRE-OPERATIONAL PERIOD (2-7) is characterized by the primarily intuitive functioning of
the child’s mind at this stage.

17. Tayag, Camagun and Segovia (1966)
Investigates the development of children’s ideas of conservation of quantity.
SUBJECT:
89 children aged 5-8 years drawn from the Philippine Normal College Child Study
Center, the Laboratory Elementary School and from outside the school setting.
TWO TESTS:
1. Conservation of continuous quantity which made use of colored
liquid.
2. Conservation of discontinuous quantity which made use of colored
beads.
BOTH TESTS HAD THREE FEATURES:
Conservation of water when they are poured from a big vessel into a half-sized vessels of
the same shape.
Conservation of water or beads when they are poured from a big vessel into two equal-sized
vessels of different shape.
Conservation of water/beads when they are poured from a big vessels of different sizes and
shapes.

18. WHAT HAS BEEN FOUND?
 Ability to understand conservation of quantity whether continuous or
discontinuous increases with age.
 Children aged 5 and 6 years are confused at the idea of conservation.
 Understanding of continuous quantity precedes conservation of discontinuous
quantity, the first beginning at age 7 and the second at age 8.
 5 and 6 years old children are non conservers.
 Boys were found to understand conservation of continuous quantity earlier than
girls.
• Tried to determine the developmental characteristics and levels of functioning of
mental processes of a group of Filipino children during the concrete operation
period as revealed by the performance on seven conservative tasks.
SUBJECT:
Make use of 5 to 12 year old children, instead of only 7-11 years ( period of concrete
operation) since the age level for concrete operation has not yet been determined
among Filipino Children.

19. O The ability to conserve marks the
transition from the preoperational stage
to the concrete operational stage of
cognitive development.
Psychology, 4/e by Saul Kassin ©2004 Prentice Hall
Results:
Task used to test conservation
5-8 YEARS Subject were still non
conservers
9-10 YEARS concepts of conservation
of substance were attained
8-9 YEARS concept of water line is
achieved
5 YEARS number concept seemed
to have been developed
among the subjects but the
conservation of area
seemed to have been
difficult to attain

20. E. OROJANA (1979)
Administered one cognitive role taking task and two perceptual role taking
task and two perceptual role taking task to determine its relationship
among 5-12 Filipino Urban Children.
 PERCEPTUAL ROLE-TAKING TASK is a person’s ability to predict the other
person’s visual perspective by pointing to a photograph which
corresponds to the view that the latter sees from another place.
 COGNITIVE ROLE-TAKING TASK is a person’s thought by telling the story
which he thinks the other person would tell about a given set of
pictures.
Chandler & Greenspan (1972); Chandler (1974) Neale (1966)
Considered the tasks to be essential in a child’s social development and
people known to be developmentally deficient in these tasks appropriate social
maturity.
STUDY REVEALED:
 Perceptual Role taking precedes cognitive role-taking age.
 I.Q. and SES were found to be significantly related to perceptual Role-taking
with the older, the more intelligent and the higher SES Ss.
 Cognitive role-taking was affected only by age and intelligence
 Sex was not found to be related to the performance of the children on both
tasks.

21. OREJANA’S STUDY Require children’s ability to take another persons role.
Role Playing can be used as a technique for many group activities especially
among older and more intelligent children.
CONSUELLO CALLANG (1978)
Investigated the effect of SESAME STREET on the reading readiness,
vocabulary and number concept development among 4-6 years old children.
Sesame Street was born in the late 1960s during a time when the importance of early childhood
experiences began gaining more traction. Since our founding, Sesame Street has revolutionized early
learning by using media to make educational opportunities accessible, helping children grow smarter,
stronger and kinder.
FINDINGS:
Sesame street produces significant improvements in the readiness and vocabulary
and of the Ss but did not produce significant effects on number readiness.
Readiness for numbers already possessed by the Filipino Kindergarten children as
shown by the earlier studies (Pengson, 1966; Tayag, 1967)on number readiness.

22. Kearney and Levine .
the introduction of Sesame Street led to a positive impact on performance
throughout elementary school. In particular, children with greater exposure to
the show were more likely to be academically on track.
Piaget’s Cognitive theory
considered the evolution of notion of left and right as an index of Intellectual
development.
What is left and right discrimination problem?
is a thought process that results in confusion when processing or
communicating anything that has an “either/or” relationship.
Zenaida de Leon 1978 investigated the developmental relations between
the use of reference systems and children’s discrimination of left and right.
SUBJECT: 200 randomly selected children ages 6-12
FINDINGS:
 Filipino subjects is a year behind their Swiss counterpartsin right and left discrimination
although both groups (Filiipino & Swiss) successfully discriminated left and right relations
using their body parts.
 Sex was not found to be related to the discrimination of left and right but I.Q. played a
significant role.
 Discrimination of left and right from the children’s point of view was attained at age 7, while
low I.Q. group is at age 11.
 Left and right discrimination from another person’s point of view was attained by the high
IQ Ss at the age 8 while the low I.Q. group attained this at age 12.

23. CYRC Uses sixty eight parents and 80 childrens as subject.
As SS- an interview of the parents and vocabulary test using the
vocabulary test portion of the WISC
FINDINGS:
1.Compared with the six year old-the seven year old acquires the ability to use language
more efficiently.
2.they were critical, uses language more freely and adaptively, not only to establish rapport,
but running comments on matter at hand.
3. Vocabulary wise.
 74% of 7 YEARS ask spelling of new words in contrast to 59% at age 6.
 7 YEAR OLD has a growing need for words to express his multifarious thoughts,
ideas, and feelings.

24. Social contacts with adults should be pleasant as this is the foundation of
future social relationship.
PRE SCHOOL AGE
contacts with other children in play groups marks the beginning of a group
activity. This widens the experience and the beginning of cooperative behavior.
PRIMARY SCHOOL PERIOD
 Develops group consciousness
 He begins to identify himself with groups of increasing size and complexity,seeks
the companionship of children of his own age.
 He becomes part of a peer group that, that is a group of individual who are
approximately his equal, size, age and status.
 From his participation in the activities of this group he learns to develop a new
feelings of adequacy and worth as well as of acceptance and belonging.
 He learns to get along with others, to share, take turns and to be cautious and to
assume responsibility. He gains self confidence and self reliance.
 Choice of friends is not influenced by social or economic status

25.  The child has learned by this time something concerning the existence of
prejudices and is frequently puzzled by them.
 Ordinarily attitude of discrimination against other races, nationalities, creeds.
And social classes are not characteristics of the period unless such attitudes
are emphasized in the immediate environment, particularly time.
 Age group is important than adults to primary child nevertheless he is still
sensitive to adult criticism and vulnerable to ridicule and excessive teasing.
 He does not know how to keep loss of prestige
 He is still in need of adult support and tendencies (Kelly,1965)A
BIRTH TO 6 YEARS 6 -12 YEARS
• Walks
• Take solid foods
• Talks
• Control the elimination of body wastes
• Learns sex differences and sexual modesty
• Achieves physiological stability
• Forms simple concepts of social and
physical reality
• Relate one self emotionally to parents,
siblings and other people
• Distinguishes right and wrong developing a
conscience.
• Learns physical skills necessary for ordinary games
• Builds wholesome attitudes toward oneself as a
growing organism.
• Learns to get along with age mates
• Learns an appropriate masculine or feminine self
role
• Develops fundamental skills in reading, writing and
calculating.
• Develops concepts necessary for everyday living.
And scale of values.
• Develop conscience, morality and scale of values.
• Achieves personal independence
• Develops attitude toward social groups and
institutions.

26. SECURITY
Fundamental aspect of emotional development during infancy which bears
direct relationship to future ability to adjust to live situations.
o Parental love
o Affection
o Interest and understanding
o Care
CHILDHOOD’S EMOTIONAL NEEDS
 To be loved
 Valued met by parents, secondarily by the teachers, by the peer group.
 Approved
School experiences should be so planned as this affects child’s personality development.
Fear and anxiety should be guarded as this brings about worry and timidity in children.
Failure, ridicule, loss of prestige and feeling of inadequacy

27.  Children tend to reflect the emotional status not only for their parents but also of
their teachers.
 Teachers anxiety adversely affect children causing them to become fearful and
insecure.
 Teachers who are relaxed and cheerful a preponderance of the children do not
display emotional problems attributable.
 Inconsistency in the behavior of parents and teachers is bound to be reflected in
the emotional reactions of the child, and constitutes an important source for
reactions in children of this age.
THE CHILD AND YOUTH RESEARCH CENTER (CYRC,1972)
 Six year old children show explosions and displayed either verbally or physically
which is an indicator of aggressive behavior.
 They exhibit temper tantrums, they want to have their own ways, they give a
stubborn no personal demands on them except when given immediate rewards.
 Crying is a little controlled especially at the 6 YEARS but an abundance of laughter
and squeals comes after humurous stories and other forms of entertainment.
 Jealousy still exists up to six and siblings. Rivalry is common.
 Begin to worry about death.

28. NEEDS OF CHILD VARY AMONG THEM ARE:
1. A family is a good seedbed for mental health.( Dudley,1980) ;(Razon ,1980) Child
Rearing Practices of Filipino Mothers and their Relationship to children’s Cognitive
Development.
THREE DIMENSIONS OF CHILD REARING
a. love hostility
b. Antonomy Control
c. cognitive training
LOVE HOSTILITY Obtained the most significant correlation.
1. The urban Filipino parents were found to be loving and controlling, contrary to the
hypothesis that they would be loving and permissive.
•The parents who scored high in the love hostility dimension (the higher the score, the
more loving the) have children who scored high in the test of cognitive development.
•Autonomous parents and those who provide stimulating environment had children who
scored high in the cognitive tasks.
•Cognitive training obtained the lowest correlation though significant, which implies that
it is not the amount of teaching that gives rise to high intellectual performance of children
but interaction that happens during the teaching that counts.
2. Child’s mind is very inquisitive. The child should always be with a learning tool and a
learning environment. Television can provide good avenues for learning. Excessive T.V
watching of children should be curbed and if ever allowed should be made a learning
activity not a substitute for made or yayas.
3. Play is vital. It pervades early years of child’s life

29. Solis, 1970 Play is important to child’s normal life. Failure to
acquire play interest in childhood leaves lasting gaps in later life.
PRE-SCHOOL AGE Critical period in child’s life.
Freud basic character structure of an individual is laid down
during the first five years of life and subsequent growth for the most
part is only an elaboration of this basic structure.
1st
SIX YEARS OF LIFE the home is the most significant influence
on child’s growth and development. Child is completely
dependent upon the home. Its influence is profound and
extensive.
HOME constitute child’s first environment and influences all
activities and interests.
-Established foundations for all growth and development and
formation of personality
-Basic habits, attitude, emotions, and ideals upon which all
future conduct is built.