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GAET VASANT VIHAR HIGH SCHOOL & JR. COLLEGE 2021-2022 GRADE:10 (III GROUP) SUBJECT: PHYSICAL EDUCATION CHAPTER: 1. HUMAN GROWTH AND DEVEMPOMENT The words growth and development are mostly come in pairs. They are used to project different concepts of Psychology defines growth as the physical changes that a particular individual undergoes and development includes the term growth in it but growth does not include development. Development is the change that results it but growth does not include development. Development is the change that results from complex interactions between many processes-biological, social and cognitive. GROWTH AND DEVELOPMENT: Growth: - According to Elizabeth Hurlock growth in size, in proportion, disappearance of old features and acquisition of new ones . According to Crow and Crow growth refers to structural and physiological changes. Growth is related to quantitative improvement. Growth takes into account the increase in size and weight; Growth signifies the series of physical changes that occur from conception through maturity. Growth is used to speak about something that grown or is growing. It is external in nature and it stops at certain stage. In other words, growth refers to cell multiplication or quantitative changes in size, weight and number. It can be measured in inches or centimeters and in pounds or kilograms e. g. growth in height, weight, size etc. DEVELOPMENT: According to Elizabeth Hurlock the term development means progressive series of changes that occur in an orderly predictable pattern as a result of maturation and experience . According to J.E. Anderson Development is concerned with growth as well as those changes in behavior which result from environmental situations. Development is the sequence of age-related changes that occur as a person progresses from conception of death. It includes both the biological and the behavioral changes that take place as people grow older. Process of development is reasonably orderly and cumulative. Some of the examples of development are infant s ability to grasp objects, a child s gradual mastery of grammar, a young adult increasing commitment to a vocation and adults transition into the role of grandparents etc. DIFFERENCE BETWEEN GROWTH AND DEVELOPMENT: GROWTH DEVELOPMENT 1. 2. 3. 4. 5. The term is used in purely physical sense. It generally refers to increase in size, length. Changes in the quantitative aspects come into the domain of growth It is a part of developmental process Development in its quantitative aspect is termed as growth. Growth does not continue throughout life. It stops when maturity has been attained. The changes produced by growth are the 2. 3. 4. 5. 1. A progressive series of changes that occur as a result of maturation and learning. Changes in the quality or character rather that the quantitative aspects come in this domine. It is a comprehensive and wider term and refers to overall changes in the individual. It contains throughout life and is progressive. Developments implies improvement in functioning and behavior, and hence bring 6. 7. subject of measurement. They may be quantified. Growth is cellular. It takes place due to the multiplication of cells. Growth may or may not bring development e. g. increase in brain weight. 6. 7. qualitative changes which are difficult to be measured directly. Development is organizational. It is organization of all the parts which growth and differentiation have produced. Development is also possible without growth, e. g. intellectual functions in abstract thinking. DIFFERENT TYPES OF STAGES: 1) Prenatal: - (conception to birth) the one-celled organism transforms into a human baby with remarkable capacities to adjust to life outside the womb. 2) Infancy: -(Birth to 2 years) Dramatic changes in the body and brain support the emergence of a wide toddlerhood array of motor, perceptual and intellectual capacities and first intimate ties to other. 3) Early childhood: -(2-6 years) during the play year motor skills are refined, thought and language expend at an astounding pace, a sense of morality is evident and children being to establish ties to peers. 4) Late childhood: -(6-12years) the school years are marked by advance in athletic abilities; logical thought processes; basic literacy skills; understanding of self, morality and friendship; and peer-group membership. 5) Adolescence: - (12-19 years) Puberty leads to an adult-sized body and sexual maturity. Thought becomes abstract and idealistic and school achievement more serious. Adolescence focusses on defining personal values and goals and establishing autonomy from the family. 6) Early Adulthood: - (19-40 years) Most young people leave home, complete their education and being fulltime work. Major concerns are developing a career; forming an intimate partnership; and marrying children, or establishing other lifestyles. 7) Late Adulthood: - (40-65 years) Many people are at height of their careers and attain leadership position. They must also help their children being independent lives and their parents adapt to aging. They become more aware of their own morality. 8) Old Age: -(65 years to death) People adjust to retirement, to decreased physical strength and health, and often to the death of a spouse. They reflect on the meaning of their lives. DEVELOPMENT CHARACTERISTICS AT DIFFERENT STAGES OF GROWTH: I. Infant Stage: -(0-2 years) the world infant is derived from Latin word, infants Meaning unable to speak. In this period, from birth to approximately two years, the child s ability to speak the language beings to flourish. a) Physical Development: - Generally it is seen that an infant s weight doubles by five months of age, triple by twelve months of age and quadruples by the age of twenty-four month. The infant s length does not change as rapidly as its weight, for the infant s length at birth is already 75 percent of what it will be at two years of age. 2 months- able to lift head up by oneself. 3 months- can roll over. 4 months- can sit propped up without falling over. 6 months- is able to sit up without support. 7 months- beings to stand while holding on to things for support. 9 months- can being to walk, sit using support. 10 months- is able to momentarily stand on their own without support. 11 months- can stand alone with more confidence 12 months- being walking alone without support 14 months- can wall backward without support 17 months- can walk up steps with little or no support. 18 months- able to manipulate objects with feet while walking, such as Kicking ball. b) Cognitive Development: - Infant babble, coo and gurgle. They study their hands and feet. They turn to locate the source of sounds. Infants can focus on and follow moving objects with their eyes. They explore things with their mouths. By 12 months, many infants speak their first understandable words. Waving goodbye and acting out for attention are more common at this age as well. These are all signs of normal intellectual development 12-18 months infants can from images of objects and actions in their minds. Infants understand that objects exist even when out of sight. By age 2, the infant becomes aware of his or her sex, as a boy or a girl. c) Social and Emotional Development: - Infant develops trust as their parents meet their needs such as feeding them when they are hungry and holding them when they cry. They cry to express anger, pain and hunger. It is their way of communicating. Infants smile in response to a pleasant sound or a full stomach. They fear strangers. They get angry and frustrated when their needs are not met in a reasonable amount of time. If an infant successfully develops trust, he or she will feel safe and secure in the world. Failure to develop trust in fear and a belief that the world is inconsistent and unpredictable. II. Childhood stage: -(2 to 12 years) During the play years motor skills are refined, thought and language expend at a surprisingly, a sense of morality is evident and children being to establish ties to peers. The school years are marked by advances in athletic abilities; logical thought processes; basic literacy skills; understanding of self, morality, and friendship; and peer-group membership. a) Physical Development: - During childhood period children are a good leaner and athletic. Girls and boys during this period have similar body shapes and proportions until both sexes reach puberty. Girls and boys grow about 2 to 3 inches and gain about 7 points per year until puberty. Skeletal bones and muscles broaden and lengthen, which may cause children (and adolescents) to experience growing pains. They lose deciduous teeth or baby teeth. Gross motor involves the use of large bodily movements and fine motor skills involve the use of small bodies movements. Both gross and fine motor skills continue to refine during childhood. Children play baseball, ride bikes, roller skate, take karate lessons, take ballet lessons and participate in gymnastics. Children enjoy using their hands in detailed ways too. Children learn and practice fine motor skills. Children cut, past, mound, shape, draw, paint, create, and write. These children also learn such skills as trying shoelaces, untying knots and flossing their teeth. In short, along with the physical growth of children comes and development of fine motor skills, including the sense of competence and confidence to use these skills. b) Cognitive Development: - During the age 3-7 years children acquire the ability to internally represent the world through language and mental imagery. More complex behavioral and cognitive abilities become possible as the central nervous system matures. Children are able to engage in increasingly difficult cognitive tasks, such as, performing a series of tasks in a reasonable order. An example is assembling a mechanical toy; unpacking the pieces, connecting the parts, making the model move by adding a power source, a series of tasks that must be completed in the correct order to achieve certain result. c) Social and Emotional Development: - Soon after children enter age 5 or 6, they begin to make comparisons with other children. For example, a child might describe himself as being faster than one boy but slower than another. They understand that other people are looking at the judging them the same way that they are looking at and judging others. Young children are most strongly attached to their parents. III. Adolescence Stage: - (12 to 19 years) According to G. Stanley Hall adolescence period is a period of storm and stress. Adolescence is defined as the years between the onset of puberty and the beginning of adulthood. The adolescence, the child continues to grow physically, cognitively and emotionally, changing from a child into an adult. The body grows rapidly in size and the sexual and reproductive organs become fully functional. Puberty leads to an adult-sized body and sexual maturity. Thought become abstract and idealistic and school achievement more serious. Adolescents focus on defining personal values and goals and establishing autonomy from the family. a) Physical Development: - In comparison to the period between 20 to 30 years, an individual in 30s and 40s will take time to recover from muscular strain and their sensory abilities diminish. Visual acuity diminishes. Many people in their late 30s and early 40s begin to notice that their eyes are changing and they need eyeglasses. Hearing loss because of damage to the hair cells in the inner ear ma happen during the age of 30 to 40 years. It is during the age of 40 to 50 years many people first begin to suffer from ailment such as high cholesterol and high blood pressure as well as low bone density. Women experience menopause, which usually occurs at around age 50. Some women may react more negatively to menopause, as they feel they have lost their femininity and the chance to bear children, whereas, as other women may regard menopause as freedom from menstrual discomfort and unwanted pregnancy. Most men never completely lose their fertility, but they do experience a gradual decrease in testosterone levels. b) Cognitive Development: - Adulthood is making by increases, as well as decreases, in cognitive abilities. Abilities that involve intensive information processing being to decline in early adulthood, but those that depend on accumulated knowledge and experience strengthens. Years of accumulating and organizing information can make older adults practiced, skillful, and wise. During early and middle adulthood period, adult do better on tests of vocabulary, comprehension and general knowledge especially if they are engaged in enriching activities such as travel or reading. Adults can see both the possibilities and the problems in every course of action in deciding whether to start a new business, back a political candidate, move to a new place or change jobs. Middle-aged adults are good at making sensible decision on matters relating to emotions, social issues and personal relationship. They tend to weigh various solutions to problems rather than just accepting the first one that springs to mind. After the age of sixty-five or so, some intellectual abilities decline noticeably especially on matters that require active thinking and reasoning and sheer mental efforts, older adults, when asked to perform an unfamiliar task or to solve a complex problem they have not seen before, are generally slower and less effective. They have difficulty in doing tasks that require them to divide their attention between two activities and are slower at shifting their attention back and forth between those activities. The greatest threat to cognitive abilities in late adulthood is Alzheimer s disease. c) Social and Emotional Development: - Adulthood is a time when changes occur in emotional, social relationship and positions. Transitions such as divorcing, being fired, remarrying, losing a spouse to death, being hospitalized, moving back home or retiring are just a few of the turning points that can redirect a person s life path and lead to changes in personality. It is in their twenties. Too, that young adults become more concerned with matters of romantic love. For many young adults, the experiences of becoming parents represents entry into a major new developmental phase. Young mothers may experience, particular dis satisfactory especially if they resent the constraints infants bring, if they see their careers, as important, if the infants are temperamentally difficult if the partnerships are not strong and if the infants are partners are not supportive. When the father does not do his share of caring for the the baby, both mothers and fathers are dissatisfied. The ability of young parents to provide adequate care for their babies is related to their own attachment histories. At around age forty, people may rethink and modify their lives and relationships. For both, men and women the emerging sexuality of their teenage children, the emptiness of the nest as children leave home or the declining health of a parent may create emotional disturbances. Most people in their sixties want their children to be independent; they may have mixed feelings toward adult children who still need financial support. Men and women who have been employed usually retire from their jobs during this period old age is not necessarily a time of loneliness and desolation, but it is a time when people generally become more inward looking and cautious. During old age they sense that time is running out and they value positive interactions and become aware that death is approaching. They may feel their health failing, their strength waning and their intellectual capabilities declining. A few years or a few months before death, some accomplishments and see them as meaningful (leading to a feeling of integrity) or meaningless (leading to a feeling of despair). They become more interested in the religious and spiritual side of life. The risk of suicide does increase with age. Factors That Influence Human Growth and Development There can be many factors that influence human growth and development. These factors can be broadly classified into internal (endogenous) and external (exogenous) factors. Internal factors are conditions within the body. It includes intelligence, sex; glands of internal secretion, emotion etc., and External factors are conditions outside the body. It includes environment, nutrition, nationality etc. (i) Hereditary: It is the process by which the features and characteristics are passed from parents to the child before the child is born. The human individual is born when a male sperm fertilizes a female egg. In the nuclei of these parent cells are certain hair like substances called chromosomes. The chromosomes contain chemical substances called genes. These basic substances, chromosomes and genes determine characteristics of the individual and this is what is called heredity. Thus, features like the colour of the skin and eyes, straight or curly hair, pigmentation of the skin, the height, body build, intellect and talents, etc., are all fixed and no one can change them beyond a limit. Generally tall parents have tall offspring. It is not necessary for a child to have resemblance of traits of his or her parents. Child may have resemblance of trait of his or her grandparents of previous seven generations. Heredity is not only responsible for the physical features but also instinct, attitude, perception and emotions. Genetic and chromosomal disorder affect growth and development of a baby. Certain diseases like asthma, diabetes etc. an individual has been generally due to genes they inherit. Maternal diabetes may result in causing more than normal weight baby. Higher intelligence is associated with faster development while lower intelligence is associated with retardation in various aspects of development. (ii) Environmental: Prenatal environment is the environment of the foetus in womb. If the mother gets poor nutrition, is emotionally upset or smokes, drinks or takes some medicine or suffers from certain diseases, the growth of the child can be adversely affected. Emotional climate of home adversely affects the child s growth and development. If there are lot of fights at home or the child is not given enough love and attention or there is physical or mental abuse of the child, then the child s development is adversely affected. Trauma from unstable family, insecurity, sibling jealousy and loss of parents has effect on growth and development. The amount of stimulation the environment provides to the child i.e., the opportunities for exploration of environment; opportunities of interaction with other people, etc. all influence the rate of development. (iii) Gender: Certain skills are faster in girls than in boys and some other skills are faster in boys than girls. For example, language acquisition is faster in girls and skills like jumping catching, throwing is faster in boys. Boys grow up to be taller, heavier and more muscular than girls. Boys on average develop several motor skills earlier than girls. The male-type brain outperforms the female type in various special abilities, whereas the female-type brain is better in verbal and linguistic abilities. Boys typically produce more androgen (male sex hormones), while females produce oestrogen (female sex hormones). (iv) Nationality: Countries sociolect-economic status influences the growth and development as it decides the kind of nutrition, facilities, opportunities and genetic endowment the child gets. Poor sociolect-economic condition affects growth and development. Sanitary conditions, various parasitic morbidity, poor housing, stressful family condition and bad financial situation have a serious effect on child growth and development. Children coming from adequate finances are more likely to grow and develop to optimal levels. (v) Nutrition: Proper nutrition is essential for the healthy development of the child. A malnourished child s growth may be retarded or slow. Malnourished mother produces weak babies. Over nutrition may cause obesity. So, to control the nutritional requirements of mother is necessary to have a healthy child. Lack of proper nutrition can interfere with the maturation of child s brain and body. ***************************************************************************************** QUESTION: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. What do you understand by the term growth? What do you understand by the term development? State any three differences between growth and development? Name the different stages of growth and of development. What is infancy? Describe the childhood stage of development. Describe the adolescence stage of development. Describe the adulthood stage of development. Name any four factors influence growth and development. How does heredity influence growth and development? How does environment influence growth and development? How does gender influence the growth and development? How does nationality influence the growth and development? ******************************************************************************************** Answers: Q.1 Ans: Growth The term growth of parts of the education means the growth of parts of the body, near be in size , height and weight. Development can be defined as progressive series of changes in an orderly coherent pattern. Q.2 Ans: Development is a process that creates growth, brings in progress and positive change. Development is a healthy sign. Two aspects of development are. Economic growth or increase in people s income. Q.3 Ans: DIFFERENCE BETWEEN GROWTH AND DEVELOPMENT: GROWTH 1. 2. 3. 4. The term is used in purely physical sense. It generally refers to increase in size, length. Changes in the quantitative aspects come into the domain of growth It is a part of developmental process Development in its quantitative aspect is termed as growth. Growth does not continue throughout life. It DEVELOPMENT 2. A progressive series of changes that occur as a result of maturation and learning. 2. Changes in the quality or character rather that the quantitative aspects come in this do mine. 3. It is a comprehensive and wider term and refers to overall changes in the individual. 4. It contains throughout life and is progressive. 5. 6. 7. stops when maturity has been attained. The changes produced by growth are the subject of measurement. They may be quantified. Growth is cellular. It takes place due to the multiplication of cells. Growth may or may not bring development e. g. increase in brain weight. 5. 6. 7. Developments implies improvement in functioning and behavior, and hence bring qualitative changes which are difficult to be measured directly. Development is organizational. It is organization of all the parts which growth and differentiation have produced. Development is also possible without growth, e. g. intellectual functions in abstract thinking. Q.4 Ans: DIFFERENT TYPES OF STAGES: 1) Prenatal: - (conception to birth). 2) Fancy: -(Birth to 2 years). 3) Early childhood: -(2-6 years). 4) Late childhood: -(6-12years). 5) Adolescence: - (12-19 years). 6) Early Adulthood: - (19-40 years). 7) Late Adulthood: - (40-65 years). 8) Old Age: -(65 years to death). Q.5Ans: Infancy is the earliest stage of a child s life. When a baby is born, for the first two months they can be refereed to as a newborn. The time immediately after this is refereed to as the infancy period. The infancy period lasts until they are 1 year old. Q.6 Ans: Physical changes that occur during early childhood include increased fine motor coordination, increased gross motor coordination, and increased balance. Developing fine motor coordination is important to aspects of life such as playing sports, drawing, and writing. Q.7 Ans: There are three main stages of adolescent development early,middle and late adolescence. However the progression from one stage to another terms of psycho social development variously enormously from one young person to another. Q.8 Ans: There are three stages of adulthood including early adulthood, middle adulthood , and late adulthood where major physical, cognitive, and social changes occur. Early adulthood is the period starting at 18 years of age of the mid-30years. Q.9 Ans: Many factors influence the child s development. These are physical,intellectual, spiritual,economic, and social. Q.10 Ans: Genes have an effect on most of the physical characteristics of your child such as height,weight, body structure, the colour of their eye, the texture of their hair and even intelligence and aptitudes. For example , if you are tall, it is most likely that your child will also inherit this trait and be tall. Q.11 Ans: Environmental Factors influencing Development: Social: friends, stimulation, recreation. Emotional: stress, moral reasoning, empathy. Economic: class, access to basic needs, social and recreational amenities. Physical: Housing, weather, climate, and hygiene. Q.12 Ans: Gender is an important mediator of human experiences and the way in which individuals interact with each other and the physical environment. Individuals. Choices of friends, toys, classes taken in middle school, and vocation all are influenced by sex. Q.13 Ans: Gender, poverty and the delivery of basic services, such as healthcare, education and social protection, are closely interwoven. The delivery of public service is essential for helping women and men to reach their full potential and realize their human rights. ********************************************************************************************
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