BASI C HUMAN NEEDS,

GROWTH&DEVELOPMENT












GUIDELINES
INTRODUCTION TO HUMAN NEEDS
DEFINITION OF HUMAN NEEDS
CLASSIFICATION OF HUMAN NEEDS
MASLOWS HIERARCHY OF NEEDS
INTRODUCTION TO GROWTH AND
DEVELOPMENT
DEFINITION OF GROWTH &
DEVELOPMENT
PRINCIPLES OF GROWTH &
DEVELOPMENT
AGE RELATED GROWTH &
DEVELOPMENT







INTRODUCTION-
Needs are constant through all human cultures and across historical
time periods. Human needs can be understood as a system - i.e. they
interrelated and interactive. From the moment of birth to the moment
of death, every human being has needs. Needs motivate the individual
to behave or act so that these needs will be met, if at all possible.
Needs are also defined according to the existential
categories of being, having, doing and interacting, and from these
dimensions, a 36 cell matrix is developed
Meeting Needs
When needs are felt, individuals are motivated (stimulated) to act. If
the action is successful and the need is met, satisfaction, or a feeling
of pleasure or fulfillment, occurs. If the need is not met, tension, or
frustration, an uncomfortable inner sensation or feeling, occurs.
Several needs can be felt at the same time, so individuals must decide
which needs are stronger. For example, if individuals need both food
and sleep, they must decide which need is most important, because an
individual cannot eat and sleep at the same time.
Individuals feel needs at different levels of intensity. The more
intense a need, the greater the desire to meet or reduce the need. Also,
when an individual first experiences a need, he/she may deal with it
by different actions in a trial-and-error manner, a type of behavior
frequently seen in very young children. As they grow older, children
learn more effective means of meeting the need, and are able to
satisfy the need easily.

DEFINITION- Needs are frequently defined as a lack of something
that is required or desired.
A Need is something that is necessary for a organisms to live a
healthy life.
CLASSIFICATION-
Need
Being
(qualities)
Having
(things)
Doing
(actions)
Interacting
(settings)

Subsistence
physical and
mental health
food, shelter,
work
feed, clothe,
rest, work
living
environment,
social setting

Protection
care,
adaptability,
autonomy
social security,
health systems,
work
co-operate,
plan, take
care of, help
social
environment,
dwelling

Affection
respect, sense
of humour,
generosity,
sensuality
friendships,
family,
relationships
with nature
share, take
care of, make
love, express
emotions
privacy,
intimate spaces
of togetherness

Understanding
critical
capacity,
curiosity,
intuition
literature,
teachers,
policies,
educational
analyse,
study,
meditate,
investigate,
schools,
families,
universities,
communities,

Participation
receptiveness,
dedication,
sense of
humour
responsibilities,
duties, work,
rights
cooperate,
dissent,
express
opinions
associations,
parties,
churches,
neighbourhoods

Leisure
imagination,
tranquility,
spontaneity
games, parties,
peace of mind
day-dream,
remember,
relax, have
fun
landscapes,
intimate spaces,
places to be
alone

Creation
imagination,
boldness,
inventiveness,
curiosity
abilities, skills,
work,
techniques
invent, build,
design, work,
compose,
interpret
spaces for
expression,
workshops,
audiences

Identity
sense of
belonging,
self-esteem,
consistency
language,
religions, work,
customs,
values, norms
get to know
oneself, grow,
commit
oneself
places one
belongs to,
everyday
settings

Freedom
autonomy,
passion, self-
esteem, open-
mindedness
equal rights
dissent,
choose, run
risks, develop
awareness
Anywhere




Maslows Hierarchy of Needs: Abraham Maslow (1954) attempted
to synthesize a large body of research related to human motivation.
Prior to Maslow, researchers generally focused separately on such
factors as biology, achievement, or power to explain what energizes,
directs, and sustains human behaviour .Maslow posited a hierarchy of
human needs based on two groupings: deficiency needs and growth
needs. Within the of these needs has been satisfied, if at some future
time a deficiency is detected, deficiency needs, each lower need must
be met before moving to the next higher level. Once each the
individual will act to remove the deficiency.

CONCEPT OF THEORY: Maslow set up a hierarchical theory of needs.
The animal or physical needs were placed at the bottom, and the
human needs at the top. This hierarchic theory can be seen as a
pyramid, with the base occupied by people who are not focused on
values, but just staying alive. A person who is starving dreams about
food, thinks about food and nothing else. Each level of the pyramid is
somewhat dependent on the previous level for most people.

He believed that people are not merely controlled by mechanical
forces (the stimuli and reinforcement forces of behaviorism) or
unconscious instinctual impulses of psychoanalysis, but should be
understood in terms of human potential. He believed that humans
strive to reach the highest levels of their capabilities. People seek the
frontiers of creativity, and strive to reach the highest levels of
consciousness and wisdom. Other psychologists labeled people at this
level and below as "fully functioning" or possessing a "healthy
personality". Maslow called the people who were at the top "self-
actualizing" persons.




MASLOWS HIERARCHY OF NEEDS


Physiological needs are often called physical,biological, or basic
needs. These needs are required by every human being to sustain life.
They include food, water, oxygen, elimination of waste materials,
sleep, and protection from temperature extremes. If any of these goes
unmet, death will occur.
Other physiological needs include sensory and motor needs. If these
needs are unmet, individuals may not die, but their body functions
will be affected. Sensory needs include hearing, seeing, feeling,
smelling, tasting, and mental stimulation. When these needs are met,
they allow the individual to respond to the environment. If these
needs are not met, the person may lose contact with the environment
or with reality.
Physiological Needs
Safety Needs
Safety becomes an important issue when physiological needs have
been met. Safety needs include the need to be free from anxiety and
fear and the need to feel secure in the environment. The need for
order and routine is another example of an individuals effort to
remain safe and secure. Individuals often prefer the familiar to the
unknown.
Love and Affection
The need for love and affection occupy the third level of Maslows
Hierarchy of Needs. When an individual feels safe and secure, and
after all physiological needs have been met, the individual next strives
for social acceptance, friendship, and to be loved. The need to escape
loneliness and alienation and give (and receive) love and affection
and experience the sense of belonging motivates an individuals
actions at this point. The need for love and affection is satisfied when
friends are made, social contacts are established, acceptance by others
is received, and the individual is able to both give and receive love.
Maslow states that sexuality is both a part of the need for love and
affection as well as a physiological need. Sexuality in this context is
defined by peoples feelings concerning their masculine/feminine
natures, their abilities to give and receive love and affection, and
finally, in their roles in reproduction of the species.
Self Esteem
Maslows fourth level includes the need for esteem. Esteem includes
the need for a stable, firmly based, high level of self-respect, and
respect from others in order to feel satisfied, self confident and
valuable. Individuals will engage in activities that bring achievement,
success, and recognition in an effort to maintain their need for esteem.
If these needs are not met, the person feels inferior, weak, helpless
and worthless.
Failure in an activity can cause a loss of confidence and lack of
esteem. When esteem needs are met, individuals gain confidence in
themselves. When others show respect, approval, and appreciation, an
individual begins to feel esteem and gains self-respect. The self-
concept, or beliefs, values, and feelings people have about
themselves, becomes positive. Individuals will engage in activities
that bring achievement, success, and recognition in an effort to
maintain their need for esteem. If these needs are not met, the person
feels inferior, weak, helpless and worthless.
Self-Actualization Self-actualization means that people have obtained
their full potentials, or that they are what they want to be. People at
this level are confident and willing to express their beliefs and stick to
them. They feel so strongly about themselves that they are willing to
reach out to others to provide assistance and support. Maslow's basic
position is that as one becomes more self-actualized and transcendent,
one becomes more wise (develops wisdom) and automatically knows
what to do in a wide variety of situations.

OVERVIEW :A human being is a complex creation of body, heart,
mind and soul. Our total health is dependent on meeting each of our
needs, and as long as we can find constructive ways to meet our needs
we shall continue to grow as human beings. To avoid fulfilling one of
our needs will have an adverse effect on our total health and
happiness as well as others in which we are involved. No human need
can go unsatisfied without suffering the consequences. Thus the
pursuit of all human beings is to recognize and satisfy the true needs
of human life.


INTRODUCTION- Growth and development begins at birth and ends
at death. It starts from the antenatal period or from the conception in
the uterus of the mother. The growth and development extends
throughout the lifecycle. Growth is a physical process of becoming
larger or longer whereas development is a process, either physical or
chemical, in which something transforms (mostly positive) in to a
different stage; from a simple inadequate stage to a complex state.
DEFINITION-
GROWTH- Growth is the physical maturation resulting in increase in
size or number of body tissues and its various organs.
DEVELOPMENT- Development is a process of functional,
physiological maturation of the body. It is the progressive increase in
skill and capacity to function.
PRINCIPLES OF GROWTH AND DEVELOPMENT:
1) Growth and development are continuous and orderly process
with individual difference.
2) Growth and development proceed by stages and its sequence is
predictable.
3) There is a coordination between increase in size and maturation
of organ and system.
4) Growth and development occurs in cephalo-caudal direction and
also in proximal-distal direction.
5) Growth and development depends on combination of many
interdependent factors especially by heredity and environment.
6) Development proceeds from simple to complex .
7) All human beings follow the same pattern of development.
8) Development become increasingly differentiated.
9) The pace of growth and development is uneven.
10 Certain stages of growth and development is more critical than
others.

AGE- RELATED DEVELOPMENT
(sperm fertilizes egg - birth)

o Embryo - fertilization - 8 weeks after fertilization)
Zygote, the single cell stage which occurs after fertilization
Blastocyst, the stage prior to implantation, when the embryo is a hollow sphere
Post-implantation embryo, the period 1 8 weeks after fertilization (3 to 10
weeks gestation)
o Fetus, (10th week of pregnancy - birth).
o Neonate (newborn) (0 30 days)
o Infant (baby) (0 month - 12 months)
o Toddler (1 3 years)
o Play age (45 years)
o Primary school age (middle childhood also called prepubescence) (4-12)
Elementary school age (6-12)
Preadolescence (preteen.The child in this and the previous phase are called
schoolchild (schoolboy or schoolgirl), when still of primary school age.) (10
12 years)
o Adolescence and puberty (13 19 years)
Peripuberty (8
[3]
-10
[4]
until 15
[4]
-17
[5]
)
Adulthood (20+ years)
o Young adulthood (20 39 years)
o Middle adulthood (40 59 years)
o Advanced adulthood/Senior citizen (60+ years)
Death (occurs at various ages, depending on person)
o Decomposition (breakdown of the body after death)







By the end of the first year, most infants have 10 12 teeth. At birth,
vision is poor and eye movements are not coordinated. By 1 year of
age, close vision is good and the infant can readily focus on small
objects. Sensory abilities are good at birth but become more refined
and exact.


GROWTH AND DEVELOPMENT ACCORDING TO AGE
Infancy birth to 1 year.

Physical Growth: The most dramatic and rapid changes in growth
and development occur during the first year of life. A newborn baby
usually weighs 6 to 8 pounds and measures 18 to 22 inches. By the
end of the first year of life, weight has usually tripled, to 18 24
pounds and height has increased to 29 30 inches.
The muscular and nervous systems are very immature at birth. Certain
reflex actions present at birth allow the infant to respond to the
environment.
Muscle coordination develops in stages. At first, infants are able to
life the head slightly. By 2 months, they can usually roll from side to
back. By 4 to 5 month, they can turn the body completely around,
accept objects handed to them, grasp stationary objects, and with
support, hold the head up while sitting. By 6 to 7 months, infants can
sit unsupported for several minutes, grasp moving objects, and crawl
on the stomach. By 12 months, infants frequently can walk without -
assistance, grasp objects with the thumb and fingers, and throw small
objects.

Mental Development: Newborns respond to discomforts such as pain,
cold, or hunger by crying.As their needs are met, they become more
aware of their surroundings and begin to recognize individuals
associated with their care. As infants respond to stimuli in the
environment, learning activities grow. At birth, they are unable to
speak. By 6 months of age, infants understand some words and can
make basic sounds; and by 12 months, infants understand many words
and may use single words in their vocabularies.
Emotional Development: Newborns show excitement. By 4 to 6
months of age, distress, delight, anger, disgust, and fear can often be
seen. By 12 months of age, elation and affection for adults is evident.
Events that occur during the first year of life when these emotions are
first exhibited can have a strong influence on an individuals
emotional behavior during adulthood.

Social Development: Social development progresses from self-
centeredness to the recognition of others in the environment. By 4
months of age, infants recognize their caregivers, smile readily, and
stare intently at others. By 6 months of age, infants watch the
activities of others, show signs of possessiveness, and may become
shy or withdraw when in the presence of strangers, but they socialize
freely with familiar people, and mimic and imitate gestures, facial
expressions, and vocal sounds.Infants are dependent on other for their
needs.
Early Childhood 1 to 6 years
Physical Development: By age 6 the average weight is 45 pounds and
the average height is 46 inches. Skeletal and muscle development
helps the child assume a more adult appearance. The legs and lower
body tend to grow more rapidly than do the head, arms and chest.
Muscle coordination allows the child to run, climb, and move freely.
As muscles of the fingers develop, the child learns to write, draw, and
use a fork and knife. By age 2 or 3, most teeth have erupted, and the
digestive system is mature enough to handle most adult foods.
Between 2 and 4 years of age, most children learn bladder and bowel
control.

Mental Development: Verbal growth progresses from the use of
several words at age 1 to a vocabulary of 1,500 to 2,500 words at age
6. Two-year-olds have short attention spans but are interested in many
different activities. They can remember details and begin to
understand concepts. Four-year-olds ask frequent questions and
usually recognize letters and some words. They begin to make
decisions based on logic rather than on trial and error. By age 6,
children are very verbal and want to learn how to read and write.
Memory has developed to the point where the child can make
decisions based on both past and present experiences.

Emotional Development: At ages 1 to 2, children begin to develop
self-awareness and to recognize the effect they have on other people
and things. Limits are usually established for safety, leading the 1 or 2
year old to either accept or defy such limits. Children feel impatience
and frustration as they try to do things beyond their abilities. Anger,
often in the form of temper tantrums, occurs when they cannot
perform as desired. Children at this age also like routine and become
stubborn, angry, or frustrated when changes occur. From ages 4 to 6,
children begin to gain more control over their emotions. By age 6,
most children also show less anxiety when faced with new
experiences, because they have learned to deal with new situations.


Social Development: In the early years, children are usually strongly
attached to their parents or to the individuals who provide their care
and they fear any separation. They begin to enjoy the company of
others, but are still possessive. Playing alongside other children is
more common than playing with other children. They learn to trust
other people and make more of an effort to please others by becoming
more agreeable and social. Friends of their own age are usually
important to 6 year olds.
Late Childhood Ages 6 to 12: Also known as pre-adolescence.
Physical Development: Weight gain averages 5 to 7 pounds a year
and height usually increases 2 to 3 inches per year. Muscle
coordination is well developed, and children can engage in physical
activities that require complex motor sensory coordination. During
this age, most of the primary teeth are lost, and permanent teeth erupt.
The eyes are well developed, and visual acuity is at its best. During
ages 10 to 12, sexual maturation begins in some children.

Mental Development: Much of the childs life centers around school.
Speech skills develop more completely, and reading and writing skills
are learned. Children learn to use information to solve problems and
the memory becomes more complex. They begin to understand more
abstract concepts such as loyalty, honesty, values, and morals.
Children use more active thinking and become more adept at making
judgments.

Emotional Development: The child continues to achieve a greater
independence and a more distinct personality. At age 6, children are
often frightened and uncertain as they begin school. Reassuring
parents and success in school help children gain self-confidence.
Gradually, fears are replaced by the ability to cope.
Emotions are slowly brought under control and dealt with in a more
effective manner. By ages 10 to 12, sexual maturation and changes in
body functions can lead to periods of depression followed by periods
of joy. These emotional changes can cause children to be restless,
anxious, and difficult to understand.
Social Development Children from ages 8 to 10 are more group
oriented, and they typically form groups with members of their own
gender. They are more ready to accept the opinions of others and
conform to rules and standards of behavior followed by the group.
Toward the end of this period children make friends more easily, and
they begin to develop an increasing awareness of the opposite gender.
As children spend more time with others their own age, their
dependency on their parents lessens, as does time spent with parents.
Needs of children in this age group include the same basic needs of
infancy and early childhood along with the need for reassurance,
parental approval, and peer acceptance.
The most obvious physical changes in adolescents relate to the
development of the sexual organs and the secondary sexual
characteristics, frequently called puberty. Secretion of sex hormones
Adolescence Ages 12 to 20 Often a traumatic life stage
Physical Development: Physical changes occur most dramatically in
the early period. A sudden growth spurt can cause rapid increases in
weight and height. A weight gain of up to 25 pounds and a height
increase of several inches can occur in a period of months. Muscle
coordination does not advance as quickly. This can lead to
awkwardness or clumsiness in motor coordination. This growth spurt
usually occurs anywhere from ages 11 to 13 in girls and ages 13 to 14
in boys.
leads to the onset of menstruation in girls and the production of sperm
and semen in boys. Secondary sexual characteristics in females
include growth of pubic of breasts and wider hips and distribution of
body fat leading to the female shape. The male develops a deeper
voice; attains more muscle mass and broader shoulders; and grows
pubic, facial, and body hair.

Mental Development: Mental development primarily involves an
increase in knowledge and a sharpening of skills. Adolescents learn to
make decisions and to accept responsibility for their actions. At times,
this causes conflict because they are treated as both children and
adults, or are told to grow up while being reminded that they are
still children.

Emotional Development: Emotional development is often stormy and
in conflict. As adolescents try to establish their identities and
independence, they are often uncertain and feel inadequate and
insecure. They worry about their appearances, their abilities, and their
relationships with others. They frequently respond more and more to
peer group influences. At times, this leads to changes in attitude and
behavior and conflict with values previously established. Toward the
end of adolescence, self-identity has been established. At this point,
teenagers feel more comfortable with who they are and turn attention
toward what they may become. They gain control of their feelings and
become more mature emotionally.
Social Development: Social development usually involves spending
less time with family and more time with peer groups. As adolescents
begin to develop self-identity and independence, they seek security in
groups of people their own age who have similar problems and
conflicts.
If these relationships help develop self-confidence through the
approval of others, adolescents become more secure and satisfied.
Toward the end of this life stage, adolescents develop a more mature
attitude and begin to develop patterns of behavior that they associate
with adult behavior or status.
Early Adulthood Ages 20 to 40
Frequently the most productive life stage.
Physical Development: Physical development is basically complete,
muscles are well developed and strong, and motor coordination is at
its peak. This is also the prime childbearing time and usually produces
the healthiest babies. Both male and female sexual development is at
its peak.

Mental Development: Many young adults pursue additional
education to establish and progress in their chosen careers.
Frequently, formal education continues for many years. The young
adult often deals with independence, makes career choices,
establishes a lifestyle, selects a marital partner, starts a family and
establishes values, all of which involve making many decisions and
forming many judgments.
Emotional Development: Emotional development usually involves
preserving the stability established during previous stages. Young
adults are subjected to many emotional stresses related to career,
marriage, family, and other similar situations. If emotional structure is
strong, most young adults can cope with these worries. They find
satisfaction in their achievements, take responsibility for their actions,
and learn to accept criticism and to profit from mistakes.

Social Development: Social development frequently involves moving
away from the peer group, and young adults instead associate with
others who have similar ambitions and interests, regardless of age.
The young adult often becomes involved with a mate and forms a
family. Young adults do not necessarily accept traditional sex roles,
and frequently adopt nontraditional roles. For example, males fill
positions as nurses and secretaries, and females enter administrative
or construction positions. Such choices have caused and will continue
to cause changes in the traditional patterns of society.

Middle Adulthood Ages 40 to 65 Frequently called middle age

Emotional Development: Middle age can be a period of contentment
and satisfaction, or it can be a time of crisis. The emotional
Physical Development: The hair begins to gray and thin, the skin
begins to wrinkle, muscle tone tends to decrease, hearing loss
starts, visual acuity declines, and weight gain occurs. Females
experience menopause, or the end of menstruation, along with
decreased hormone production that causes physical and
emotional changes. Males also experience s slowing of hormone
production. This can lead to physical and psychological changes.

Mental Development: Mental ability can continue to increase during
middle age, a fact that has been proven by the many individuals in
this life stage who seek formal education. Middle adulthood is a
period when individuals have acquired an understanding of life and
have learned to cope with many different stresses. This allows them to
be more confident in decision- making

foundation of previous life stages and the situations that occur during
middle age determine emotional status during this period.
Job stability, financial success, the end of child rearing, and good
health due to disease prevention can all contribute to emotional
satisfaction. Stress created by job loss, fear of aging, loss of youth and
vitality, illness, marital problems, or problems with children or aging
parents, can contribute to emotional feelings of depression, insecurity,
anxiety.
Social Development: Family relationships may see a decline as
children begin lives of their own and parents die. Relationships
between husband and wife can become stronger as they have more
time together and opportunities to enjoy success. Divorce rates are
also high in this group because many couples have remained together
for the childrens sake and separate after the children leave home.
Friendships are usually with people who have the same interests and
lifestyle.

Late Adulthood Ages 65 and up
Physical Development: Physical development is on the decline. All
body systems are usually affected. The skin becomes dry, wrinkled,
and thinner. The skin becomes dry, wrinkled, and thinner. Brown or
yellow spots, age spots, appear. The hair becomes thin and frequently
loses its luster or shine. Bones become more brittle and porous and
are more likely to fracture or break. Cartilage between the vertebrae
thins and can lead to a stooping posture. Muscles lose tone and
strength, which can lead to fatigue and poor coordination. A decline
in the function of the nervous system leads to hearing loss, decreased
visual acuity, and decreased tolerance for temperatures that are too
hot or too cold. Memory loss can occur, and reasoning ability can
diminish. The heart is less efficient, and circulation decreases. The
kidney and bladder are less efficient. Breathing capacity decreases
and causes shortness of breath.
Mental Development: Mental abilities vary among individuals. Some
90-year olds remain alert and well oriented, while other elderly
individuals show decreased mental capacities at much earlier ages.
Short-term memory is usually first to decline. Many elderly
individuals can clearly remember events that occurred over 20 years
ago, but do not remember yesterdays events. Diseases such as
Alzheimers disease can lead to irreversible memory loss,
deterioration of intellectual functions.

Emotional Development: Emotional stability varies among
individuals in this age group. Some elderly people cope well with
stresses presented by aging and remain happy and able to enjoy life.
Emotional adjustment is necessary throughout this cycle. Retirement,
death of a spouse and friends, physical disabilities, financial
problems, loss of independence, and knowledge that life must end all
can cause emotional distress. The adjustments that the individual
makes during this stage are similar to those made throughout life.

Social Development: Retirement can lead to a loss of self-esteem,
especially if work is strongly associated with self-identity.Less
contact with coworkers and a more limited circle of friends usually
occurs. Many elderly individuals engage in other activities and
continue to make new social contacts. Others limit their social
relationships. Death of a spouse and friends, and moving to a new
environment can also cause changes in social relationships.




OVERVIEW :Each child is an individual and will develop at their
own pace.As individuals go through life their health and well-being is
affected by a number of different factors that will affect an
individuals growth and development, positively and negatively.
There are four areas of development physical , intellectual, emotional
and social, these areas of development will overlap with each
other. The fastest period of growth and development is during the
infancy and early childhood life stages. There are recognised
expected patterns of physical growth and change, as well as
intellectual, emotional and social developments, norm of
development. Knowledge of these factors is needed to be able to
understand the affects they have on the physical, intellectual,
emotional and social development, as well as an individuals self
concept.













BIBLIOGRAPHY:-

1. Manoj Yadav PV A Textbook of Child Health Nursing
1
st
edition, S.Vikas Medical Publications, 2012,Pp-69-75.
2. TNAI Fundamentals of Nursing A Procedure Manual
1
st
edition, TNAI Publications 2005 pg-246.
3. Bhatia etal Mental Hygiene for Nurses in India
2
nd
edition, 2005, Pp74-75.
4. Basheer etal A Concise textbook of Advanced Nursing Practice
1
ST
Edition Emmess Medical Publications, 2012 Pp-566-567
5. Simmers, Louise. Diversified Health Occupations, 4
th
Edition. New
York: Delmar Publishers, 1998.
6. "germinal stage". Mosby's Medical Dictionary, 8th edition.
Elsevier. Retrieved 6 October 2013.
7. www.basichumanneeds.org
8. www.nursingdirectorys.com/5-human-basic-needs.html
9. http://www.connect.net/georgen/maslow.htm
10. http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html










ASSESSMENT OF ANTHROPOMETIC MESURMENT
1) WEIGHT: Weight is important element for assessment of growth and a
good indicator of health and nutrition of child and care provided by parents.
The weight of the full term neonate at birth is approximate 2.5 to 3.8 kg in
Indian babies. There is 20% loss of weight during first week of life which
regains by 10 days of age. The weight gain is about 25-30 gram per days for
the first three months and 40 gm per month till one year of age.. the infant
doubled their weight by 5 months of age, tripled by one year of age, four
times by two years, five times by three years, six times by five years, seven
times by seven years, and ten times by ten years of age.


2) LENGTH OR HEIGHT: Height improvement is a good indicator of a good
skeletal growth. At birth, average length of a healthy Indian new born baby
is 50 cm. It increases to 60 cm at 3 months, 70cm at 9 months..for
measurment, infantometer or simple tape measures are used for assessing the
crown-heel length by placing the child on hard surface in supine position
with extended legs. In older children standing height is measured by vertical
height scale. Standing height can be measured against a wall while the child
stands bare feet on floor surface, arms hang by the side and occiput, upper
back, buttocks and heels touch the wall along with straight head in parallel
vision. A flat object is placed at the top of the head and the height is then
marked and measured accurately by using simple tape measures aand writing
the reading in records.

3) BO0DY MASS INDEX: BMI is an important base to aseess the normal
growth and its deviations like : malnutrition and obesity to chi;ld.
BMI = Weight in Kilograms/Height in (meter)2
4) CIRCUMFERENCE : These are:
a) Head Circumference: it is a good indicator of brain growth and
development of intracranial organ of child. Average head circumference is
measured about = 35 cm at birth.
At 3 months it is about= 40 cm.
At 6 months it is about = 43 cm
At 1 year it is about = 45 cm
At 2 year it is about= 48 cm
At 7 years it is about= 50 cm
At 12years it is about= 52 cm

Fontanelle Closure: anterior and posterior fontanelles are usually present at
birth. Posterior fontanelles closes early within few weeks (6-8 weeks of age).
The anterior fontanelle normally closes by 12-18 months of age. Posterior
fontanelle closes by 2- 3 months of age.
b) Chest circumference: Measurment of thoracic diameter is an important
parameter of assessment of growth and nutritional status. At birth, chest
circumference is 2-8cm less than head circumference. At 6-12 months of
age both become equal..
c) Mid- upper arm Circumference: Mid upper arm circumference helps to
find out the nutritional condition of children. At birt average mid-upper
arm circumfernceis about 11-12 cm in a normal new born baby. The
mesurment is taken at the mid- point of upper arm between the tip of
acromian process of scapula and oleocranon process of ulna.

5) Dentition or Eruption of teeth: first teeth commonly the lower central
incisors may appear in 6-7 months of age. It can be delayed even upto 15
months of age. In children, temporary or milk teeth is called as deciduous
teeth, which erupt at the rate of one tooth every month. By the age of 2.5 to 3
years the child has full set of temporary teeth numbering 20 and follows
permanent teething. After the temporary teeth the first permanent teeth
usually erupts at the age of 6 years .total permanent teeth numbering 32
usually erupt within 12 years of age.

6) Osseous growth: bony growth is essential for the proper height of child.
Bony growth follows a definite pattern and time schedule form birth to
maturation. It can be calculated by the appearance of ossification center by
x-ray study. Skeleton maturation is a good indicator of physiological
development. Skeletal maturation starts from intrauterine life and continues
upto 25 years of age.