Difference Between Growth and Development

by MS. RAHAT SIDDIQUI

Keywords; difference between growth and development, define growth, define development,  characteristics of growth and development, principles of “growth” and “development”, stages of “growth” and “development”, educational implications of growth and development

Difference Between Growth and Development

GROWTH

Growth refers to quantitative changes in size, which include physical changes in height, weight, size, internal organs, etc. During babyhood and childhood, the body steadily becomes larger, taller and heavier.  To designate this change the term growth is used. Growth involves changes in body proportions as well as in overall stature and weights.  The terms growth thus indicates an increase in bodily dimensions.  However, the rate of growth differs from one part of the body to the other.

DEVELOPMENT

Development, by contrast, refers to qualitative changes taking place simultaneously with quantitative changes of growth.  It may be defined as a progressive series of orderly, coherent changes.  The term progressive signifies that changes are directional, that they lead forward rather than backward.  Orderly and coherent suggest that a definite relationship between the changes taking place and those that precede or will follow them.  Development represents changes in an organism from its origin to its death, but more particularly the progressive changes that take place from origin to maturity.

DIFFERENCE BETWEEN GROWTH AND DEVELOPMENT

·        Growth is physical changes, whereas development is overall development of the organism.

·        Growth is cellular but development is organizational.

·        Growth is the change in shape, form, structure, size of body. Development is structural change and functional progress of the body.

·        Growth is the part of development.  Development also includes Growth.

·        Growth and development go side by side.

·        Growth is quantitative while development can be both qualitative and quantitative in nature.

·        Growth is a subset of Development.  Development is a part of Growth.

·         Growth takes place on a limited scope.  The scope for development is rather vast.

·        Growth may refer to the physical growth of an individual pertaining to physical characteristics such as height, weight, etc., and the Development of a person can refer to physical factors and also to other more qualitative factors such as mentality, spirituality and emotional spheres.

·        Growth can be measured, while Development can be observed.

·        Growth is used to convey the sense of maturity while Development is used to convey the idea of a stage of growth.

·        Growth and Development are inter-related.  Both are inter-dependent and influence each other. When growth stops because of illness, or there is premature stoppage of growth, development is equally effected.

CHARACTERISTICS OF GROWTH AND DEVELOPMENT

1.     Development is continuous:

Development is a continuous process; it may be overt or covert.  Disease or severe mal-nutrition may halt its continuity for a time.

2.     Development is orderly:

It proceeds from general to specific responses.

3.     Development  is sequential:

It follows a pattern i.e., various steps follow one another e.g., puberty before full physical stature.

4.     Development is unique:

Children differ individually with regard to their time schedule.  For example, all children will first sit up, crawl and stand before they walk.  But individual children will vary in regard to timing or age at which they can perform these activities.

5.     Development is inter-related:

All the three types of development i.e., mental, social and emotional; are inter-related.  Ultimately social development and emotional development are the two sides of same coin.  Social development is nothing but a reference of emotional development.  An emotional development is nothing but a psychological reference of social behavior.

Principles of “Growth” and “Development”

            Following are the fundamental principles of growth and development:

1.     Continuity:

The growth and development of a child follows the principle of continuity.  It means that these are continuous processes.  We cannot practically separate different stages of growth and development.  However, psychologists have divided this process in certain stages such as infancy, boyhood, adolescence, adulthood and old age.

2.     Sequence or order:

Another principle followed by child’s growth and development is a proper order and sequence.  For example, for the great mass of children, learning patterns follows each other in a fix order.  A child learn to stand before he walks and he passes through the babble stages of syllables in language before he speaks clearly

3.     Creativity:

Growth and development is a creative process.  It means that certain psychological actions are stimuli for next ones.  For example, a child first stands, then walks, thus standing and walking are creative processes for running etc.

4.     Individual Differences:

In different individuals, growth takes place at different rate.  For example, girls and boys grow at different rates at different stages of life.  From 1 to 10 years, boys grow rapidly.  After this stage boys grow slowly and girls grow rapidly.  After 16 years, the process is again reversed.

5.     Rate Differences:

It means that the rate of growth is different in different organs.  For example, growth process is in progress up to 5 to 6 years.  Then it becomes slow up to 12 years.  After this, the rate increases up to 16 years, 18 – 20 years are negligible with respect to growth.

6.     From general to specific responses:

Development proceeds from general to specific responses.  For example, at first an infant shows his happiness by total bodily expression.  But when he grows older, he responds with a smile.

7.     Correlation of Traits:

Most traits are correlated in development.  The child whose intellectual development is above average is generally above average in health, size and attitudes.

8.     Unified Development:

The child develops as a uniform.  His intellect is related to his physical well-being.  His physical health is affected by his emotions.  His emotions are influenced by successes or failures in school.

9.     Conspicuous at certain stage

At certain stage, the development and growth take place very rapidly; but they are negligible at certain stages.  For example, 1 – 5, 13 – 16 and 16-25 years, growth process is very rapid and hence conspicuous.

STAGES OF “GROWTH” AND “DEVELOPMENT”

1.     Infancy: Birth to 18 Months

Ego Development Outcome:  Trust v/s Mistrust

Basic Strength: Drive and Hope

Infancy as the Oral Sensory Stage (as anyone might who watches a baby put everything in his/her mouth) where the major emphasis is on the mother’s positive and loving care for the child, with a big emphasis on visual contact and touch.  If we pass successfully through this period life, we learn to trust that life is basically okay and have basic confidence in the future.  If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deep-seated feeling of worthlessness and a mistrust of the world in general (Erikson).

The most significant relationship is with the maternal parent, or whoever is our most significant and constant caregiver.

2.     Early Childhood: 18 Months to 3 Years

Ego development outcome: Autonomy v/s Shame

Basic Strengths: Self-control, Courage, and Will

During this stage we learn to master skills for ourselves.  Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training.  Here we have the opportunity to build self-esteem and autonomy and we gain more control over our bodies and acquire new skills, learning right from wrong.   And one of our skills during the “Terrible Two’s” is our ability to use the powerful word “NO!”  It may be pain for parents, but it develops important skills of the will.

It is also during this stage, however, that we can be very vulnerable.  If we’re shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result.

The most significant relationships are with parents.

3.     Play Age: 3 to 5 Years

Ego Development Outcome: Initiative v/s Guilt

Basic Strength:  Purpose

During this period we experience a desire to copy the adults around us and take initiative in creating play situations.  We make up stories with Barbie’s and Ken’s, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult.  We also begin to use that wonderful word for exploring the world --- “WHY?”

The most significant relationship is with the basic family.

4.     School Age: 6 to 12 Years

Ego development Outcome: Industry v/s Inferiority

Basic Strengths: Method and Competence

During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry.  This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and self-esteem (Constance Clancy-Fisher EdD).

As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.

5.     Adolescence: 12 to 18 Years

Ego Development Outcome: Identity v/s Role Confusion

Basic Strengths: Devotion and Fidelity

Up to this stage, development mostly depends upon what is done to us.  From here on out, development depends primarily upon what we do.  And while adolescence is a stage at which we are neither a child nor an adult.  Life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues (Craig Haen).

Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society.  Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a “moratorium”.  And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval.

A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not.  The problem is that we don’t have much experience and find it easy to substitute ideals for experience.  However, we can also develop strong devotion to friends and causes.

It is no surprise that our most significant relationships are with peer group.

6.     Young Adulthood:  18 to 35

Ego Development Outcome: Intimacy and Solidarity v/s Isolation

Basic Strength: Affiliation and Love

In the initial stage of being an adult we seek one or more companions and love.  As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today don’t start their families until their late thirties.  If negotiating this stage is successful, we can experience intimacy on a deep level (Erikson).

If we’re not successful, isolation and distance from others may occur.  And when we don’t find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others.

Our significant relationships are with marital partners and friends.

7.     Middle Adulthood:  35 to 55 or 65

Ego Development Outcome:  Generativity v/s Self Absorption or Stagnation

Basic Strength: Production and Care

Now work is most crucial.  It is observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family.  Also, middle adulthood is when we can expect to “be in charge”, the role we’ve longer envied.

The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment.  Strength comes through care of others and production of something that contribute4s to the betterment of society, which Erikson calls generativity, so when we’re in this stage we often fear inactivity and meaninglessness.

As our children leave home, or our relationships or goals change, we may be faced with major life changes --- the mid-life crisis --- and struggle with finding new meanings and purposes.  If we don’t get through this stage successfully, we can become self-absorbed and stagnate.

Significant relationships are within the workplace, the community and the family.

8.     Late Adulthood: 55 or 65 to Death

Ego development Outcome: Integrity v/s Despair

Basic Strengths:  Wisdom

It is felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we’ve made a contribution to life, a feeling Erikson calls integrity.  Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life.

On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering “Was the trip worth it?”  Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct.

EDUCATIONAL IMPLICATIONS OF GROWTH AND DEVELOPMENT

Educational Implications of Growth and Development are described below:

1.     “Learning is modification of behavior through experiences”.  There is a sort of inter-action always going on between the individual and his environment, both influencing and changing each other.  He inherits only a few fixed patterns of responses.  His interests, attitudes, appreciations, skills and achievements are primarily the product of learning.

2.     Growth and development basically occur as a result of both maturation and learning.  Maturation refers to change in a developing organism due to unfolding and ripening of abilities, characteristics, traits and potentialities present at birth.  Learning denotes changes in behavior due to activity, training or experience.  Maturation and the learning process are interacting.

3.     Maturation is a process of growth and development which takes place regularly in the individual with special conditions of stimulation, such as training and practice.  Learning on the other hand is a change of behavior which depends on the stimuli provided by the environment outside the individual.  It involves training and practice e.g. at a particular age all children normally learn to crawl, walk of talk.  They have not to put in much conscious effort to learn these activities.  Whereas they have to learn the skill of cycling.  Maturation and learning are actually very much interconnected with and inter-dependent upon each other.  Both contribute to the development of the individual. Some functions like crawling, walking, etc., are mostly due to maturation and less due to learning.  Functions like swimming, cycling etc., are more due to learning and less due to maturation.

4.     Learning is possible only when the organism has reached a certain level of maturation essential to facilitate the sort of learning.  For example, a child is not too mature to learn the abstract principles of algebra before he has learnt to deal with concrete things in arithmetic.  Similarly the child cannot be made to learn walking before he is mature enough to stand.  Training in motor skills may, to some extent, show superiority over other children before maturation, but this soon vanishes when maturity takes place.  For example if a child is given training in climbing a staircase before he is mature enough for this act, he will show this superiority over other children of the same level of maturity.  Burt when maturity is achieved both the children will climb the stairs with the same efficiency.  In this case training before maturity is of little use.  Thus maturation is an important factor in learning.

5.     Education is not only a process and a product of growing.  It aims at the fullest possible realization of all the potentialities of children.  This implies that teachers and parents must know what children are capable of and what potentialities they possess.  Equipped with this knowledge they should provide suitable opportunities and favorable environmental facilities which are conducive to the maximum growth of children.  Apart from these opportunities, it is necessary that their attitudes are helpful, encouraging and sympathetic.

6.     School programmers, procedures and practices should be adjusted to the growth and maturational levels of children, bearing in mind the individual variations in rates of growth.  Since various aspects of growth are interrelated, parents and teachers should pay attention to all aspects.  Good physical growth, for example, through the provision of play, games and sports, is conducive to effective intellectual development; malnutrition has been found to be an important factor that retards development; hence, teachers and parents should cooperate in cultivating among pupils habits of balanced eating.

7.     The principles of development have highlighted the importance of “individual differences” from one child to the other and from one stage to another.  This fact justifies the provision of diversified courses for the development of specific talents, abilities and interests and a rich and varied program of co-curricular activities.  Similarly, the curricular activities should be based on the needs and interests of various stages of growth i.e., childhood, boyhood or later childhood, pre-adolescence and adolescence.

8.     Each stage of growth has its possibilities and limitations.  This implies that teachers and parents should not demand of pupils or children what is beyond their stage of growth.  If they do so, they will only cause frustrations, heighten tension and nervousness in children.  For example, it is wrong to expect a primary school child to appreciate abstract concepts and theories.

9.     The ‘inter-relatedness of growth’ demands presentation of knowledge in an interrelated manner and its integration with action.  Since each child grows in his own unique way, it is but opposite that parents and teachers should treat each child as a unique individual and provide for these special needs and interests.

SOCIAL DEVELOPMENT

The understanding of social laws, principles, and abiding by or following those social laws and principles is called social development.  A socially developed person is that which knows how to deal with the members of the society and who is aware of his duties and rights while living in that society.

Social development refers the development of social skills and emotional maturity that are needed to forge relationships and relate to others.  Often developing empathy and understanding the needs of others is also included in the area of social development.

Parental interactions are the building blocks for healthy social development in children.  By giving lots of love and attention to the baby, parents form a close bond with the child, allowing him or her to grow in a comfortable, secure and socially healthy atmosphere.

The early years of a child’s life present a unique opportunity for healthy development, and research has shown the great importance of the first five years of life.  During these formative years, both positive and negative experiences help shape the children’s cognitive, social, behavioral and emotional development. 

EDUCATIONAL IMPLICATIONS OF SOCIAL DEVELOPMENT

Personality is incomplete with the proper social development of the child.  According to Aristotle, the function of education is to produce good citizens for the society.  So, if a school fails to produce such citizens, it is not a school at all.  It means that the social development of the child is very necessary for the balanced and over-all development of the child.

School should perform at least three clear functions in regard to a child’s social development.

·        It should enlarge its knowledge about his social heritage through the study of science, mathematics, languages, history, geography, literature and folk lore.

·        It should develop appropriate social skills, attitudes, interests and understanding which help him to adjust in society.

·        It should prepare children for change.  In this context it must enable children to perceive and be sensitive to centuries – old fossils and cobwebs of social traditions which are of no value in the modern times.  It should also make children open-minded, democratic, responsible and creative in their behavior, outlook and loyalties.

The school should provide the facilities needed for the proper social development of the child.  The following things should be kept in view in this regard.

Individual Attention

Individual attention should be given to children so that they may learn according to their own peculiar characteristics. The teacher should note the individual differences of each and every child and in the light of those differences; he should use suitable methods of instruction and treatment so that they may get advantage of the teaching according to their own tendencies.  For example the aggressive child must be taught the art of submission.  The shy child needs opportunities for self-assertion.  Similarly, the delinquent child needs to be introduced to the desirability of respecting law.

Provision of Socio-Cultural Activities

Different types of social and cultural activities should be provided in school.  They should be engaged in in-door and out-door recreations.  Games, debates, quiz competitions, etc., are very helpful for the socialization of children.  Such kinds of activities develop a sense of cooperation and group spirit in children.

Personal Relations

Healthy interpersonal relations are also very necessary for the social development of the child.  The relations between pupils and their teacher, between teacher and parents of children etc., should be based on mutual respect, co-operation, friendship and sympathy.  These relations can make the child a socially well-adjusted man in the future.