LEARN · PRACTISE · DISCOVER
Growth, Development and Maturation
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LEARN · PRACTISE · DISCOVER
Join to unlock this lesson and the full course library, or log in if you are already a member.
LEARN · PRACTISE · DISCOVER
“Growth”, “development” and “maturation” are often used as if they mean the same thing, but in child psychology they are different, and APTET frequently tests the difference. This lesson explains each concept, the principles of development that teachers use to plan learning, the factors that influence development, and the main branches of psychology.
| Concept | Meaning | Nature | Example |
|---|---|---|---|
| Growth | increase in size, height, weight | quantitative, physical, measurable; stops at physical maturity | a child’s height increases from 110 cm to 120 cm |
| Development | progressive changes in structure, function and behaviour | quantitative and qualitative; continues throughout life | a child moves from scribbling to writing sentences |
| Maturation | unfolding of inherited potential through biological ripening, largely independent of training | internal, genetically guided | a baby walks when muscles and nervous system are ready |
Growth is one part of development. Development is wider: it includes physical, cognitive, emotional, social, language and moral changes. Growth can be measured with a scale or a tape; development is often observed in behaviour and abilities.
Learning depends on maturation. Teaching a skill before a child is ready usually wastes effort. This idea is called readiness. For example, teaching writing to a child whose fine motor muscles are not yet ready leads to frustration. Good teachers watch for readiness and provide experiences at the right time.
| Principle | Meaning | Classroom example |
|---|---|---|
| Continuity | development is a continuous process | learning builds steadily from earlier skills |
| Predictable sequence | development follows a definite, orderly pattern | children crawl before they walk |
| Cephalocaudal | development proceeds from head to toe | head control comes before sitting and walking |
| Proximodistal | development proceeds from the centre of the body outward | arm control comes before finger control |
| General to specific | broad responses come before precise ones | whole-hand grasping before pincer grip |
| Individual differences | each child develops at their own rate | not every child reads at the same age |
| Interaction of heredity and environment | development results from both | a musically gifted child needs practice and encouragement |
| Interrelatedness | areas of development are linked | a child with poor hearing may show delayed speech |
Cephalo means head and proximo means near (the centre). So cephalocaudal = head to tail, proximodistal = near to far.
Heredity is the transmission of characteristics from parents to children through genes, for example eye colour, body build and some aspects of temperament and potential.
Environment includes everything outside the person that influences development: nutrition, health care, family, school, culture, socio-economic status and opportunities to learn.
Modern psychology sees development as the result of interaction between heredity and environment, not one or the other.
Psychology is the scientific study of behaviour and mental processes. Some major branches:
In a Class 1 classroom in Vizianagaram, a teacher notices some children can hold a pencil firmly while others still grip it with their whole fist. Applying the proximodistal and general to specific principles, and respecting individual differences, she gives the second group playdough, bead threading and large crayons to strengthen finger control before expecting neat writing.