basic human needs, growth and development (from conception to death ).

1. By:-
Shalini joshi
M.Sc. Nsg 1st year

2. BASIC HUMAN NEEDS
GROWTH AND DEVELOPMENT

3. Outline of the content
› Development of fertilized ovum
› Growth and development of
embryo and fetus
› Growth and Development Of The
New Born, infant, Toddler and
preschooler school age children
› Growth and development of
adolescence
› Adulthood growth and
developmental
› Freud theory (sexual development)
› Piaget theory (cognitive
development)
› Erikson theory
› Basic human need definition
› Maslow’s Hierarchy of Human
Need
› Basic human needs and related
nursing action
› Implication of human needs in
nursing practice
› Growth and development
› Characteristics of growth and
development
› Stages or period of growth
› Stages of prenatal development

4. ›
“A basic human need is want of something or
requirement for biological, social or spiritual
functioning experienced by a person without
which a person cannot survive”

5. HIERARCHY
“Hierarchy means that in any list of items some
items are classed as more important than
others.”

6. Maslow’s Hierarchy of Human Needs
Abraham Maslow identified in 1968 five basic level of
basic human needs that are arranged in the order of
priority for satisfaction.

8. PHYSIOLOGICAL NEEDS
They are the lower level needs. They have the highest priority
overall the other needs because they are essential to life. They
include the needs for
Air,
Food,
Water,
Temperature maintenance,
Rest or sleep,
Elimination,
Sexuality
Avoidance of pain

9. “A primary nursing
function is to meet
these needs as they
are vital to the
survival of patients”

10. SAFETY AND SECURITY NEEDS:-
Adequate shelter and
protection
Physical safety
Psychological
safety

11. LOVE AND BELONGING NEEDS
Understanding,
Group acceptance,
Affection,
Mutual trust,
The feeling of the belonging to other

12. Every individual either sick or well
desires the companionship and
recognition of his family or
friends.
The nurse should always consider
love and belonging needs of
the patients by way of care and
by establishing a nurse – client
relationship based on mutual
understanding and trust.

13. Self esteem needs
It is necessary to feel pride, to feel a sense of
accomplishment, in what one does, and to believe that others
also share this regard.
Self esteem gives the importance

14. Lack of self esteem gives
A feeling of inferiority feeling of self dislike
Inadequacy
weakness helplessness
frustration and sense of failure.

15. Nurses can meet
patient’s self esteem
needs by accepting
their values and beliefs,
encourages them to set
attainable goals and
facilitating support by
family or friends.

16. SELF ACTUALIZATION NEED
Self actualization is the highest level of human needs. When
the need for self esteem is satisfied the individual strives
for self actualization, of one’s potential through full
development of one’s unique capabilities.

17. › The nurse must focus on the
strength and capabilities
rather than on problem to
meet patient’s self
actualization needs. She
must aim at caring the total
individual need (holistic
care), and must provide a
sense of hope to maximize
his potentials.

19. Implication of HUMAN NEEDS in nursing
practice:-
Knowledge of human needs helps nurses to:-
Understand themselves, so that they can meet their personal
needs outside the health care setting,
Eg:- maintenance of body temperature.
Set priorities as in giving care.
Eg:- working and playing will assume a low priority
during a period of critical illness.
Better to understand patient’s behavior so that they can
respond therapeutically rather than emotionally.

20. Relieve the distress of patients,
eg:- helping a patient to meet his unmet need of
love and affection.
To get used to all ages and in all health care setting both at
health and illness. It is an approach for holistic nursing care.
Help client to develop and grow,
eg:- nurse can help clients to move towards self
actualization by helping them to find meaning on their
illness experience.
Provide a framework and be applied the nursing process at
the individual and family level.

22. GROWTH AND DEVELOPMENT

23. ›The term growth and development both refer to dynamic processes
often used interchangeably, these term have different meaning. The
period of growth and development extends throughout the life cycle;
however, the period in which the principle changes occur is from
conception to the end of adolescence.

24. Growth refers to the increase in physical size of the whole
or any of its parts and can be measured in inches or
centimeter and in pounds or kilograms. Growth results
because of cell division and the synthesis of proteins. It
causes a quantitative change in the child’s body.
Dorothy Marlow,
GROWTH

25. Growth refers to the changes that can be measured and
compared, for example- taking the height and weight of a
pediatric client and comparing the measurements to the
standardized growth charts.
Potter and Perry,
GROWTH

26. DEVELOPMENT
It is an increase in the complexity of function and skill
progression.
It is a capacity and skill of a person to adapt to the
environment.
Development is the behavioral aspect of growth. Eg:- a
person develops the ability to walk, to talk and to run.
Development takes place from birth to death.

27. Growth and Development are independent, interrelated
processes. For eg:-an infant muscle, bones and nervous
system must grow to a certain point before the infant is able
to sit up or walk.

28. Characteristics of Growth and Development :-
Individual differences:- each child has an individual rate of
growth, but the pattern of growth shows less variability.
Readiness for certain tasks:- the critical periods; measurable
period lasting from a few days to few weeks, during which the
learning of certain behaviours occur, are termed as critical
periods.
Rate of development:- during the period of growth and
development of the total body and its subsystems, growth is
sometimes rapid and at times it slows down.

29. Stages of Growth and Development
• Prenatal
- Embryonic (conception- 8 w)
- Fetal stage (8-40 or 42 w)
• Infancy
- Neonate
- Birth to end of 1 month
- Infancy
- 1 month to end of 1 year
• Early Childhood
- Toddler
- 1-3 years
- Preschool
- 3-6 years
• Middle Childhood
- School age
- 6 to 12 years
• Late Childhood
- Adolescent
- 13 years to approximately
18 years

30. DEVELOPMENT OF FERTILIZED OVUM

31. THE INNER CELL MASS
The trophoplast is developing into the placenta,
which will nourish the fetus, the inner cell mass is
forming the fetus itself. The cells differentiate
into three layers, each of which will form
particular parts of the fetus.

32. The Ectoderm
mainly forms
the skin and
nervous system.
The
Endoderm
forms mucous
membranes and
glands,
The
Mesoderm
forms bones
and muscles
and also the
heart and
blood vessels,
including those
which are in
the placenta.
Certain
internal
organs also
originate in
the mesoderm.

33. THE EMBRYO
The developing offspring after implantation and until 8
weeks after conception. During the embryonic period
all the organs and system of the body are laid down
in rudimentary form so that at its completion they
have simply to grow and mature for a further 7
month. The conceptus is known as a fetus during this
time.

34. Growth and Development of Embryo and
fetus

35. Growth and Development of Embryo and fetus
04-8 weeks
• Very rapid cell division
• Head and facial feature
develop.
• All major organs are laid
down in primitive form
• External genitalia develop
but sex not distinguishable.
• Early movements.
• Visible on ultrasound on 6
weeks
0-4 weeks after conception
• Rapid growth
• Formation of embryonic
plate
• Primitive central nervous
system forms
• Heart develops and begins
to beat.
• Limb buds form

36. Growth and Development of Embryo and
fetus
› 12-16 weeks
• Rapid skeletal development
– visible on x-ray.
• Meconium present in gut.
• Lenugo appears.
• Nasal septum and palate
fuse.
08-12 weeks
• Eye lids fuse
• Kidneys begin to function and
fetus passes urine from 10
weeks
• Fetal circulation functioning
properly
• Sucking and swallowing begin
• Sex apparent
• Fetus moves freely
• Some primitive reflexes
present

37. Growth and Development of Embryo and
fetus
20-24 weeks
• Most organ become
capable of functioning
• Periods of sleep and
activity
• Respond to sound
• Skin red and wrinkled
16- 20 weeks
• Quickening- mother felts
fetal movement
• Fetal heart beat heard
on auscultation
• Vernix caseosa appears
• Finger nails can be seen
• Skin cells begin to be
renewed

38. Growth and Development of Embryo and
fetus
28-32 weeks
› Begins to store fat and
iron
› Estes descend into
scrotum
› Lenugo disappears from
face
› Skin becomes paler and
less wrinkled
24-28 weeks
• Survival may be
expected if born
• Eyelids reopen
• Respiratory movements.

39. Growth and Development of Embryo and
fetus
36-40 weeks
• Term is reached and
birth is due
• Contours rounded
• Skull firm
32-36 weeks
• Increased fat makes the
body more rounded
• Lenugo disappears from
the body
• Head hairs lengthens
• Nails reach tips of the
fingers
• Ear cartilage soft
• Planter creases visible

40. Growth and Development Of The New
Born
New born refers to the baby ages from birth to
four weeks. First week of age is known as early
neonate period. Late neonate period ranges
from 7-28 days of life.

41. Adjustment to extra uterine life to all system
Respiratory system:- the most critical immediate physiologic
changes required of the new born is the onset of breathing The
stimuli that help to initiate respiration are primary.
a) Chemical stimuli- chemical factor in the blood (low oxygen,
high carbondioxide and low ph ), which initiate impulses that
excite the respiratory centre in the medulla.
b) Thermal stimuli- it is the sudden chilling of the infant who
leaves warm environment and enters a relatively cooler
atmosphere. This abrupt change in temperature excites sensory
impulses in the skin that are transmitted to the respiratory
centre.

42. CIRCULATORY SYSTEM
Once the lungs are expanded the inspired oxygen dilates the [pulmonary vessel which
decreases the pulmonary vascular resistance and consequently increases the pulmonary
blood flow
As the lungs receive blood, the pressure in the right atrium, right ventricle and
pulmonary artery decrease
At the same time there is progressive rise in systemic vascular resistance from the
increased volume of blood through the placenta at cord clamping

43. This increases the pressure in the left side
of the heart.
Since blood flows from an area of high
pressure to that of low pressure, the
circulation of blood through fetal shunts
is reversed

44. Structure Before birth After birth
Umbilical vein Bring arterial blood to the
heart
Obliterate: becomes round
ligament of the liver
Foramen Ovale Connects right and left
auricles
Obliterated usually.
Lungs Contain no air and very little
blood; filled with fluid,
Filled with air and well
supplied with blood
Pulmonary arteries Bring little blood to lungs Bring much blood to lungs
Ductus Arteriosus Shunts arterial and some
venous blood from the
pulmonary artery to aorta
Obliterated; becomes
ligamentum arteriosum.
Umbilical Arteries Bring arterio venous blood to
placenta
Obliterated; becomes vesical
ligame on anterior abdominal
wall.
Ductus venousus hunts bring arterial blood into
inferior vena cava
Obliterated; becomes
ligamentum venosum.

45. Thermoregulation
› Large surface area
› Radiation
› Non shivering thermogenesis;- produces cellular
respiration
A unique thermogenic source to a full term newborn is brown
adipose tissue (BAT)or brown fat. It has greater capacity for
heat production through intensified metabolic activity than does
ordinary adipose tissue

46. Hemopoetic Systems
› The blood volume of the newborn depends upon the
amount of placental transfer of blood. The blood
volume of the full term infant is about 80-85
ml/kg of body weight.
› After birth the total blood volume averages
300ml,

47. DEVELOPMENT OF THE NEW BORN
Physical growth:- newborn loses some weight shortly after birth.
This weight usually is regained within 10 to 12 days. Most
newborns gain about 4 oz (113 g) to 8 oz (227 g) a week and grow
about 1 in. (2.5 cm) to1.5 in. (3.5 cm) in the first month.
Cognitive development. Cognition is the ability to think, learn, and
remember. Newborn's brain is developing rapidly. To promote
healthy brain growth every time mother need to interact in a
positive way with baby.

48. Emotional and social development. Newborns quickly learn to
communicate. They seek interaction with you and express how
they feel with sounds and facial expressions. At first,
instinctual behaviors, such as crying when uncomfortable, are
the baby's ways to signal his or her needs.
For example, baby's eyes will track mother’s movements. And his
or her face will brighten when mother cuddle and talk
soothingly. Even at a few days old, baby may try to mimic by
sticking out tongue.
› Language development:- newborn is listening to and absorbing
the basic and distinct sounds of language. This process forms
the foundation for speech.

49. • Language development:- newborn is listening to and
absorbing the basic and distinct sounds of language. This
process forms the foundation for speech.
• Sensory and motor skills development. Newborns have all
five senses. Newborn quickly learns to recognize face, the
sound of voice, and how you smell. Newborn's sense of touch
is especially developed, particularly around the mouth. Baby
also has a strong sense of smell,
• Motor skills develop as baby's muscles and nerves work
together. Movements are mostly controlled by reflexes

50. Growth and Development Of The infant

51. Physical growth
A baby's growth is dramatic during this first year.
Babies grow taller, and their heads get bigger.
The first year is characterized by rapid physical growth.
A normal baby doubles its birth weight in six months and triples it in a
year.
During that time, there is great expansion of the head and chest, thus
permitting development of the brain, heart, and lungs, the organs most
vital to survival.
The bones, which are relatively soft at birth, begin to harden, and the
fontanelles, the soft parts of the newborn skull, begin to calcify
Brain weight also increases rapidly during infancy : by the end of the
second year, the brain has already reached 75% of its adult weight.

52. Cognitive development. Babies make great advances in being
able to learn and remember.
Emotional and social development. Babies start to show their
emotions and how they feel about other people.
Language development. Babies quickly learn language by what
is spoken around them.
Sensory and motor development. Babies become strong
enough to sit. Some will stand, and others will begin to take
their first steps.

53. Growth and Development Of The Toddler
Toddler ranges from the time when children begin to
walk independently until they walk and run with ease
which is form 12 to 36 months.

54. Physical growth of the toddler
 Biological growth:- the rate of biological growth slows down
compared with that during infancy.
 Weight and height:- the toddler rate of weight gain markedly
differ in comparison with the infant. The toddler gains about
1.8 to 2.7 kg a year.
 The average weight at 2 years of age is 12 kg. at 2 ½ years of
age the child’s weight is about four times that at birth.
 The gain in height is greater than that of weight during the
toddler period. Height increases about 10 to 12.5 Cms per
year and is largely a result of growth in the length of the legs.
 The height of 2 years of age is about 85 cms. Boys tend to be
slightly taller than girls, although this difference is slight.

55. Body proportion:- the young toddler has a relatively
large head in comparison with the size of the rest of
the body. The head circumference in the second year
increases by 25cm. by 2 years of age the hest
circumference exceeds that of the head.
Dentition:- at 2 years, the toddler has about 16 teeth,
and 21/5 years the full set of 20 temporary teeth
have erupted

56. Growth of the preschooler
Ages 2 through 6 are the early childhood years, or
preschool years. Like infants and toddlers,
preschoolers grow quickly—both physically and
cognitively

57. › Children begin to lose their baby fat, or chubbiness,
around age 3.
› Toddlers soon acquire the leaner, more athletic look
associated with childhood.
› The child's trunk and limbs grow longer, and the
abdominal muscles form, tightening the appearance
of the stomach
› Three‐year‐old preschoolers may grow to be about 38
inches tall and weigh about 32 pounds

58. Development of the toddler up to
preschooler
• Physical development. In these years, a child becomes
stronger and starts to look longer and leaner.
• Cognitive development. A child this age makes great
strides in being able to think and reason. In these years,
children learn their letters, counting, and colors.

59. Emotional and social development. Between
the ages of 2 and 5, children gradually learn
how to manage their feelings. By age 5,
friends become important.
Language. By age 2, most children can say at
least 50 words. By age 5, a child may know
thousands of words and be able to carry on
conversations and tell stories.
Sensory and motor development. By age 2,
most children can walk up stairs one at a
time, kick a ball, and draw simple strokes
with a pencil. By age 5, most can dress and
undress themselves and write some lowercase
and capital letters.

60. HANDOUTS

61. Growth and development of school age
children
› School-age period is between the age of 6 to
12 years. The child's growth and development
is characterized by gradual growth

62. Biological changes
Growth in height and weight assumes a slower but steady pace as
compared with the earlier years. Between ages 6 to 12, children will grow
an average of 5cm per year to gain 30-60 cm in height and will almost
double their weight, increasing 2 to 3 per year.
Age 8-9:Male/female
Weight:- 19.6-39.6 kg
Height:- 117-141.8 cm
Age 10-12: Male/female
Weight:- 24.3-58 kg
Height:- 127.5-162.3 cm
Age 6: Male/female
Weight:- 16-23.5 kg
Height:- 106.6-123.5 cm
Age 7: Male/female
Weight:- 17.7-30 kg
Height:- 111.8-129.7 cm

63. Physiological changes
Physical maturation is evidenced by other body tissues and
organs.
Bladder capacity, greater in girls than boys.
Heart grows slowly in the middle years and small in size when
compared with the size in the other age period. Heart rate and
respiratory rates steadily decreases and blood pressure
increases during this age period
Immune system becomes more competent in its ability to
localize infection and produce an antibody-antigen response.
Bones continue to grow and musculoskeletal system continues to
mature, in size and coordination.

64. At the age of 7 years
› Repeats the performance to
master them
› More caution in performing new
things
› Uses brush and combs the hair
At the age of 6 year
› Aware of hand as a tool
› Returns to finger feedings
› Likes to draw and print
› Color vision reaches
maturity
› Uses knife to spread butter
or jam on bread.

65. At the age of 8-9 years
Often graceful
Always on the go; jumps skip.
Increased smoothness and speed in fine motor
control
At the age of 10-12 years
› Mostly children will have the normal
characteristics similar to adults.

66. Developmental tasks of school age children
 Develop the concepts of number
 Counts 13 coins
 Knows the time as morning and afternoon.
 Knows right from left hand
 Does simple calculation
 Perform bed time activities
 Takes bath alone
 More independent in doing things
 Occasional temper tantrum can be seen.

67. At 7-11 years, the child now is in the concrete
operational stage of cognitive development. He
is able to function on a higher level in his
mental ability.
Greater ability to concentrate and participate
in self-initiating quiet activities that challenge
cognitive skills, such as reading, playing
computer and board games.

68. Emotional development
The school–age child:
•Fears injury to body and fear of dark.
•Jealous of siblings (especially 6–8 years old child)
.
•Curious about everything.
•Has short bursts of anger by age of 10 years but able
to control anger by 12 years.

69. Social development
The school–age child is :
•Continues to be egocentric.
•Wants other children to play with him.
•Insists on being first in every thing
•Becomes peer oriented.
•Improves relationship with siblings.
•Has greater self–control, confident, sincere.
•Respects parents and their role.
•Joints group (formal and informal).
•Engage in tasks in the real world.

70. ADOLESCENT

71. ADOLESCENT
Adolescence is a transition period from childhood
to adulthood. Its is based on childhood
experiences and accomplishments.
It begins with the appearance of secondary sex
characteristics and ends when somatic growth is
completed and the individual is psychological
mature.

73. PHYSICAL GROWTH:
Height:
• By the age of 13, the
adolescent triples his birth
length.
• Males gains 10 to 30cm in
height.
• Females gains less height
than males as they gain 5
to 20cm.
• Growth in height ceases at
16 or 17 years in females
and 18 to 20in males
Weight:
• Growth spurt begins
earlier in girls (10–14
years, while it is 12–16 in
boys).
• Males gains 7 to 30kg,
while female gains 7 to
25kg.

74. Appearance of secondary sex characteristics
Secondary sex characteristics in girls
• Increase in transverse diameter of the pelvis.
• Development of the breasts.
• Change in the vaginal secretions.
• Growth of pubic and axillary hair.
• Menstruation (first menstruation is called menarche, which occurs between 12
to 13 years).

75. Secondary sex characteristics in boys:
• Increase in size of genitalia.
• Swelling of the breast.
• Growth of pubic, axillary, facial and chest hair.
• Change in voice.
• Rapid growth of shoulder breadth.
• Production of spermatozoa (which is sign of puberty).

76. Cognitive development:
Through formal operational thinking, adolescent can deal with a problem.
Emotional development:
This period is accompanied usually by changes in emotional control.
Adolescent exhibits alternating and recurrent episodes of disturbed behavior
with periods of quite one. He may become hostile or ready to fight, complain
or resist every thing.
Social development:
He needs to know "who he is" in relation to family and society, i.e., he
develops a sense of identity. If the adolescent is unable to formulate a
satisfactory identity from the multi-identifications, sense of self-confusion will
be developed according to Erikson:-
Adolescent shows interest in other sex.
He looks for close friendships.

77. EARLY ADULTHOOD GROWTH AND
DEVELOPMENTAL
 Age frame is from about late teens to thirty (20-40
years)
 Peak of physical health and fitness (occurs on average at
approximately age 30)
 Height of cognitive abilities
 Healthy, vigorous, energetic

78. Physical growth:-
In 20 years
May still gain height
Gain in muscle, fat
Brain still increasing in size and weight
(although no new neurons are being formed)
Senses optimal

79. DEVELOPMENTAL TASK
 Establish personal and economic independence
 Forming a support group of friends and others
 Developing work skills/career
 Making a commitment in a relationship
 Establishing a family
 Managing optimal healthy lifestyles

80. Middle Adulthood development
Age frame from about the thirties to the mid sixties
Expand personal and social involvement and
responsibility
Adjusting to physiological and emotion changes
Reaching and maintaining job satisfaction/ preparing
for retirement
Observing maturation of children
Managing chronic health conditions

81. Late Adulthood development
› Age time frame from mid sixties to death.
Aging is influenced by heredity, nutrition,
exercise, lifestyle choices such as smoking,
and lifelong adjustments to change.

82. Young-Old development
Age frame 65-74 years
If healthy may not experience ages from middle years
Beginning social and emotional adjustments to
decreasing physical strengths and changes in body such
as vision and hearing limitations
Adjusting to retirement with loss of job related
activities
Adjusting to changing family roles with children, spouse
and grandchildren.

83. Middle Old and Old- Old development task
Middle old, 75-84
› Adjusting to more chronic conditions, such as arthritis
› Adjusting to losses of abilities to drive car
› Losses of friends and siblings
› Need to accept life’s experiences

84. Old-Old, 85 and older
• Accept physical limitations and dependence on others
• Acceptance of losses (deaths and activities).
• Acceptance to alternate living conditions, such as
assisted living or long term care

86. COGNITIVE DEVELOPMENTAL THEORY
Jean Piaget (1896-1980)
• A Swiss developmental
psychologist
• Gave cognitive
developmental theory
• It is a comprehensive
theory about the
nature & development
of human intelligence

87. Piaget theory
(cognitive development

88. ERIKSON STAGE THEORY
PSYCHOSOCIAL THEORY
(1963)

89. SUMMARY