Dynamics of
Care in Society
Human Growth & Development
1
Human Growth & Development Objectives
…List factors influencing growth & development in
humans.
…Describe major developments for each stage of life.
…Explain Kubler-Ross Stages of Grief
…Compare Developmental Theories of Erikson, Havighurst
& Freud
…Describe the levels of Maslow Hierarchy of basic human
needs.
…Recognize and describe the stages of grief
DEVELOPMENTAL MILESTONES
 Embryo (0-8 weeks gestation)
 Fetus (8 weeks – birth)
 Neonate (birth to 1 month)
 Infant (1 month to 1 year)
 Toddler (1-3 years)
 Preschool child (3-6 years)
 School-aged child (6-12 years)
 Adolescent (12-18 years)
 Young adult (18-40 years)
 Middle-aged adult (40-65
years)
 Older adult (>65 years)
Watch: Baby Steps
Factors Influencing Growth and Development
1. Heredity
2. Prenatal factors
(ex: mother’s age/health/nutrition during pregnancy)
3. Caregiver factors (ex: physical or mental illness,
support system)
4. Individual differences
(ex: vision & hearing impairments)
5. Child’s health or illness and access to health care
6. Environment (ex: culture, poverty, climate)
7. Nutrition
8. Other relationships
(siblings, extended family,
friends, teachers…)
People with Developmental Disabilities –
Developmental disabilities are a group of conditions due
to an impairment in physical, learning, language, or
behavior areas. These conditions begin during the
developmental period, may impact day-to-day functioning,
and usually last throughout a person’s lifetime.
These include:
ADHD, autism spectrum disorder, cerebral palsy,
hearing loss, intellectual disability, learning disability,
vision impairment, and others…
Motor experience may be limited because of
physical, psychological, or sociological issues.
They may exhibit characteristics of a certain stage
-even though their chronological age may be older.
They may have normal physical development, but
have significant delays in cognitive or emotional
development.
PIES
PHYSICAL
Involves the actual growth
of all body tissues
Bones, muscles, organs
and body systems become
bigger and able to
perform more complex
actions
Fine motor skills – based
on the growth of small
muscles
Gross motor skills – based
on the growth of large
muscles
INTELLECTUAL
Learning depends on brain
growth and stimulation of
the brain and central
nervous system by the five
senses
Brain growth during the
earliest years of life is
critical to cognitive
development (ability to
understand and learn)
EMOTIONAL
Emotional development is
the process of developing
positive feelings about
oneself, family, friends
and the world.
Every child is born with a
temperament (sensitive,
placid, aggressive)
Children need to develop a
full range of feelings and
learn to handle the
feelings appropriately
PIES
SOCIAL
Social development
progresses from being
completely self-centered
and dependent as an infant
to becoming an independent
adult
Mature social skills include
being able to make and
keep friends, form intimate
relationships, get along with
others, function as an
individual and as part of a
team.
PIES prezi
PIES in adulthood
Dynamics
Development Paper Doll –
in class project
1. Life Stage & age range
1
6. Key Emotional
Development Features
2. Key Cognitive/Intellectual
Features
3
6
2
3. Key Physical
Development
Features
4. Fun Fact for
this
stage
5. Key Social Development
Features
4
5
Create outline of stage shape
10 points each area (min 2 facts
each stage)
20 points time & effort evident
(easy to read, visually appealing,
accurate information)
7. Erikson’s theory of development stage with key facts
1. Life Stage & age range
3. Key
Physical
Development
Features
5. Key
Social
Development
Features
2. Key Cognitive/Intellectual
Features
Or make 7
paper dolls,
each one
containing
features
4. Fun Fact for
this stage
6. Key Emotional
Development
Features
7. Erikson’s theory
of development
stage with key
facts
THEORIES
OF
DEVELOPMENT
Erik Erikson
Erickson = E = Erik Erickson Eight stages
Emotional dev
Successful completion of a prior phase is necessary to
transitioning into a subsequent one.
 Each of 8 stages is characterized by
key issues that must be resolved
 These goals are influenced by environment & significant
others
 Each stage is also characterized by a life-stage virtue,
which is the outcome when this occurs successfully.
Ex: Adam presently is at Erikson’s “infant stage.” The challenges it presents are
“basic trust” versus “mistrust” of primary caregivers. The child must have
confidence that caregivers are reliable and will respond to her/his needs. When
successfully resolved this stage results in “hope.”
Erik Erikson
https://www.youtube.com/watch?v=dGFKAfixHJs
• Robert Havighurst
Believed that
 Living & growing are based on learning
 A person must learn continuously in order to
adjust to changes in society
 Learned behaviors are noted as developmental
tasks at certain periods of life.
Robert Havighurst
Six Major Stages in human life
Infancy & early childhood (Birth - 6 years old)
Middle childhood (6–13 years old)
Adolescence (13–18 years old)
Early Adulthood (19–30 years old)
Middle Age (30-60years old)
Later maturity (60 years old and over)
Robert Havighurst
Three sources for Developmental Tasks:
1. Tasks that arise from physical maturation: Learning
to walk, talk, control of bowel and urine, behaving in
an acceptable manner to opposite sex, adjusting to
menopause.
2. Tasks that arise from personal values: Choosing an
occupation, figuring out ones philosophical outlook.
3. Tasks that have their source in the pressures of
society: Learning to read, learning to be responsible
citizen.
 Sigmund Freud
(1856-1939)
Identified that underlying human behavior is sexuality
(aka “Libido”)
His series of developmental stages are based on sexual
motivation.
During each stage, an unsuccessful completion
means that a child becomes fixated on that
particular erogenous zone and either over– or
under-indulges once he or she becomes an adult.
Freud’s Stages of
Psychosexual
Development
Maslow’s hierarchy of needs
Psychologist
Abraham
Maslow
(1908-1970)
Basic needs
must be met,
at least at a
minimum
level, before
other needs
can be
considered…
Just FYI
Changes to the original five-stage model are highlighted & expanded in
the 1970s
1. Biological and Physiological needs - air, food, drink, shelter, warmth,
sex, sleep, etc.
2. Safety needs - protection from elements, security, order, law, limits,
stability, etc.
3. Social Needs - Belongingness and Love, - work group, family, affection,
relationships, etc.
4. Esteem needs - self-esteem, achievement, mastery, independence,
status, dominance, prestige, managerial responsibility, etc.
5. Cognitive needs - knowledge, meaning, etc.
6. Aesthetic needs - appreciation and search for beauty, balance, form,
etc.
7. Self-Actualization needs - realizing personal potential, selffulfillment, seeking personal growth and peak experiences.
8. Transcendence needs - helping others to achieve self actualization
Death and Dying
Elisabeth Kübler-Ross, a Swiss-born American
psychiatrist, pioneered the concept of providing
psychological counseling to the dying.
In her first book, On Death and
Dying (published in 1969), she described
five stages she believed were
experienced by those nearing death—
denial, anger, bargaining, depression,
and acceptance.
She also suggested that death be
considered a normal stage of life, and
offered strategies for treating patients Watch
Death & Dying Clip
and their families as they negotiate
these stages.
THE FIVE STAGES OF GRIEF
was first introduced by Elisabeth Kübler-Ross
in her 1969 book, On Death and Dying.
1. Denial
"I feel fine."; "This can't be happening, not
to me." Denial is usually only a temporary
defense for the individual.
2. Anger
"Why me? It's not fair!"; "How can this
happen to me?“
3. Bargaining
"Just let me live to see my children
graduate."; "I'll do anything for a few more
years."; "I will give my life savings if..."
THE FIVE STAGES OF GRIEF continued
4. Depression
"I'm so sad, why bother with anything?"; "I'm
going to die... What's the point?"; "I miss my
loved one, why go on?“
5. Acceptance
"It's going to be okay."; "I can't fight it, I may as
well prepare for it." The individual begins to come
to terms with their mortality or that of their
loved one.
• Kübler-Ross originally applied these stages to people suffering from terminal
illness, later to any form of catastrophic personal loss (job, income, freedom).
• These steps do not necessarily come in the order, nor are all steps experienced
by all patients.
• Often, people will experience several stages in a "roller coaster" effect—
switching between two or more stages - before working through it.