Principle of development

Principle of Development

Principle # 1. The Principle of Common Direction of Growth/Development:

Though pace of development or growth varies from individual to individual, and in different periods of life, the degree of development or growth may also vary yet the direction of development or growth remains the same in all cases. It is the head of the embryo which develops its shape first; and it does not change so much in size as is the case in regard to other parts of the body after the birth of the baby.

The internal organs, such as heart and lungs, develop to their full functional capacity at a very early stage; the outer parts develop later on. So, the direction of development may be said to be from head to legs, and, from interior towards the exterior.

Principle # 2. The Principle of Common Direction of Growth/Development:

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According to growth and development, the life of an individual is, generally, divided into four parts:

(1) Infancy, from birth to 5 years;

(2) Later Childhood, from 5 years to 12 years;

(3) Adolescence, from 12 years to 18 years of age and

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(4) Adulthood, from 18 years and onwards.

Though it has been surveyed how growth and development occur during these different periods of life, nevertheless, it is not the case that growth and development of one particular period of life cease to continue as soon as the period of one stage ends; the process of growth or development is a continuous feature of human life, or, of any organism, and, continues from the very beginning, and crosses over from the boundary of one period to the other.

Of course, there is an average age by which, generally, an organ or limb or system of human body reaches its maturity and can perform its function very well that may be expected from one of that age.

And, even if one has not become matured enough to perform a certain action by the age which according to the norms of growth and development, one of that age should be able to do, it should not be concluded that the process of growth and development has now ceased for ever; the process should be expected to continue beyond that limit of age—it is the Principle of Continuity.

Principle # 3. The Principle of Sequential Development:

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In spite of there being a similar pattern of growth and development in all cases, the pace and degree vary according to individual differences; nevertheless, the sequence of growth and development is the same in all cases. By the sequence being the same, we mean, in all individual cases some parts or organs grow in size, weight, first, and others, after that.

A child cannot stand until it has developed the capacity to sit; so the sequence of development is that the child learns sitting first before it can stand; it learns standing first before it can walk. The sequence of the appearing of the deciduous teeth is the same in all cases, and so is the sequence of their falling—some fall first, some after them, and the others still later.

During the first three years, the child rapidly grows in size and weight; but there is a sequence in this development too, as to which part grows first and which later. Likewise, a common sequence is found in regard to bodily changes before it is the period of actual pubescence. And, if there is a case where the sequence is not the same, it should be taken as an exception. [Figs. 2.1 (a), (b), (c)].

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 # 4. The Principle of Maturation or Readiness:

A human being has to perform a number of functions in his life. Some of them happen to be very difficult or complicated requiring full skeletal-muscular-neurological development. Nature first matures the child’s muscles and nerves, to enable him to perform a function for which such sort of maturity is essential.

This maturity is time-bound; for different kinds of functions different sorts of skeletal-muscular-neurological development is required. No amount of efforts to train a child to do something, for which he has not achieved maturity or readiness, can enable him to do the same.

Principle # 5. The Principle of Developmental Pace:

Maturity indicators do not appear at regular intervals. Infancy is a period of accelerated growth when maturity indicators appear in various aspects of growth. During the pre-school and early school years, the pace of growth slackens; it is a period of decelerated growth.

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But even during the period of decelerated growth, significant bodily, mental and affectional changes take place. There is a spurt of growth in height with the beginning of adolescence. Certain phases have accelerated growth before “they taper off to the adult level.”

Principle # 6. The Principle of Individual Differences:

We have been talking of individual differences in all references to growth and development—they are there in spite of the facts of common pattern and common sequence. Individual differences are natural because of genetic and environmental differences that one has from the others.

The individual differences are seen in respect of appearing of the deciduous teeth, in respect of the time when a child starts walking independently, in respect of the appearance of signs of puberty both in case of an adolescent boy and a girl. In some cases, maturity is apparent earlier than in others, some do not mature according to their age, they lag behind others.

Principle # 7. Differing Rates of Growth:

Different aspects of growth do not maintain a uniform pace of development all the time. By the age of 12 months, the child uses 3 to 5 words, but during the next 3 to 4 months, he may not acquire any new words; it may be because of his energy being utilised in acquiring the skill of locomotion. It is also likely that he may forget what words he had already acquired.

This continues even during the period of adolescence. The scholastic progress may be adversely affected during this period because of the excessive energy being utilised in the process of rapid growth and development; social and emotional factors also affect the school work.

Parts of body grow with varying rates during the different periods of life. Nervous systems grow rapidly during the early years. Along with this growth, there occurs rapid development in the skill of control over bodily manipulations; and, expansion of intellectual capacities.

During early adolescence, there takes place rapid growth of genital system—”social sexual interests and emotional capacities increase concurrently or soon afterward.”

General Factors Affecting Rate and Pattern of Growth and Development:

In the foregoing paragraphs, some general patterns of growth and development have been given, but in some cases, we find deviations from them. There are certain factors responsible for these deviations. In some cases, genetic accidents happen to be the causes; and because of this, change occurs in the rate as well as pattern of growth and development.

If there is interference, especially, during the prenatal period when the foetus develops its organs and systems of the body, it would mark its permanent impact on the growth and development of the child after birth. The child would become mentally retarded if there has been brain damage during the prenatal period, or during the early days of infancy.

If after birth, the baby does not get an environment which can fully satisfy his physical and psychological needs, it also thwarts the growth and development of the child; his fundamental needs must get full gratification.

Ingalls (1960) has underlined the importance of nutrition, activity, rest, psychological challenges, opportunity to learn, security in affection, an adequate and understanding discipline, and so on, in the realisation of the potentialities ingrained by nature.

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If all these factors are congenial, the development will be fast and to the possible extent. There can be no healthy growth if the child is not getting adequate feeding. Psychological deprivations would also cause the production of damaged personality.

Radiation and pollution are other factors which affect the growth and development in a seriously adverse manner. Cretinism may also be caused because of lack of iodine- salt, with iodine is the remedy.

A child deprived of the warmth of affection, and who is feeling insecure, may develop fear and anxiety as a part of his nature, and the result will be a neurotic personality. Such a personality may also be suffering from grudges or explosive tempers.

On the other hand, if a child gets adequate diet, an environment of affection and security, good teaching and other favourable factors in his circumstances, he will develop to his full potential.

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Fortunately, human personality has great resilience—because of which it can make up temporary retardations “provided, the disturbing factors are removed in time; or the accident damage is not too devastating.”

An environment of too much protection is also not desirable as it would give the child no opportunity to develop immunity to life’s ordinary germs. And, an excessively coddled child is also likely to grow spoilt. For the development of desirable resistance and moral strength, circumstantial adversities are also helpful, if these are not too severe.