PICTURES AND BOLD TEXT OR PHRASES ARE INCLUDED IN THE PPT

PHOTO FOR THE PHYSICAL SELF

(INTRODUCTION)
This 'Universal Man' represents the beauty, complexity, and symmetry of the human frame.

Physical Self refers to the body, this marvelous container and

complex, finely tuned, machine with which we interface with our
environment and fellow beings. It is the concrete dimension, the
tangible aspect of the person that can be directly observed and
examined. Physical self is also interrelated with how an individual
perceive or see his or her self and other people by their physical
appearance or body.
The physical body is all of the physical parts, including head, arms,
and legs, as well as the internal organs. Internal organs is the reason
behind all bodily functions of a human being. To survive and reproduce,
the human body relies on major internal body organs to perform certain
vital functions.
 The human brain is the body's control center, receiving and sending
signals to other organs through the nervous system and through
 secreted hormones. It is responsible for our thoughts, feelings,
memory storage and general perception of the world.
 The human heart is a responsible for pumping blood throughout our
body.
 The job of the kidneys is to remove waste and extra fluid from the
blood. The kidneys take urea out of the blood and combine it with
water and other substances to make urine.
 The liver has many functions, including detoxifying of harmful
chemicals, breakdown of drugs, filtering of blood, secretion of bile
and production of blood-clotting proteins.
 The lungs are responsible for removing oxygen from the air we
breathe and transferring it to our blood where it can be sent to our cells. The
lungs also remove carbon dioxide, which we exhale.
All of the vital organs work independently and coordinate with each other for an individual to
function and perform very well on its physical body.
What are these vital functions? Breathing, walking, sleeping, eating

(ISINGIT MU NA LAAANG TUUU, KAHIT YUUNG SA

TRANSITION NA LANG LALABAS)
Physical qualities, actions, or things are connected with a person's body.
 “The body is a beautifully and
wonderfully made instrument of the soul,
and that it is something to be used and
cared for with great love and
consideration. The physical body has a
specific purpose and it must be treated in
such a manner that it is able to perform
its specific functions with the highest
degree of efficiency.” (Charlie Lutes)

"Man is a transitional being? This body is a bridge." (Sri Aurobindo).

The physical self does stay as what it is, it develops and perform the process of transition, period by period. It
transitions through the means of the physical body. The physical body is the embodiment of how the physical self
develops and transition. The transition occurs through the changes happening in the whole structure of the human body,
enlargement or increase in the size of the body, by length, weight and height. Now, we’ll further discuss these transitions
or growth or development from the beginning up until the end of the process. First, let me define how growth and
development are different from each other.
Growth and development are both processes common to all living organisms.

Growth – refers mainly to changes and increase in magnitude, size, thickness, of

organs, tissues, and of in individual as a whole
Development – refers not mainly on the changes in the magnitude but development
refers to an improvement of circumstances
Growth is termed as a physical change, where as development is said to be physical as well as social or psychological
change. Development also means transformation or improvement. While growth is related to quantitative improvement,
development is related to quantitative as well as qualitative improvement.

Growth and development are:

 intimately linked in time
 partially independent,
 genetically determined
 susceptible to environmental modification
 DEVELOPMENTAL STAGES
Physical Growth and Development

1st Period – PRENATAL PERIOD

GROWTH
Germinal stage begins at conception when the sperm and egg cell unite in one
of the two fallopian tubes. The fertilized egg, known as a zygote, then moves
toward the uterus, a journey that can take up to a week to complete. Cell division
begins approximately 24 to 36 hours after conception.
Cell division continues at a rapid rate and the cells then develop into
what is known as a blastocyst. The blastocyst is made up of three layers1:
 The ectoderm (which will become the skin and nervous system)
 The endoderm (which will become the digestive and respiratory systems)
 The mesoderm (which will become the muscle and skeletal systems).
Embryonic Stage
At this point, the mass of cells is now known as an
embryo.
 The beginning of the third week after
conception marks the start of the embryonic
period, a time when the mass of cells becomes distinct
as a human. The embryonic stage plays an important
role in the development of the brain. This is where the
forebrain, midbrain, and hindbrain are developed.
 Approximately four weeks after conception, the
neural tube forms. This tube will later develop into
the central nervous system including the spinal cord
and brain.
 Around the fourth week, the head begins to form quickly followed by the
eyes, nose, ears, and mouth.
 During the fifth week, buds that will form the arms and legs appear.
 By the time the eighth week of development has been reached, the
embryo has all of the basic organs and parts except those of the sex organs.
It even has knees and elbows
 end of the embryonic period, the basic structures of the brain and central
and peripheral nervous system have been established.
Fetal Stage
Once cell differentiation is mostly complete, the embryo enters the next stage
and becomes known as a fetus. The fetal period of prenatal develop marks
more important changes in the brain.
During the period between the 9th and 12th week:
 the earliest reflexes begin to emerge and the fetus begins to make
reflexive motions with his arms and legs.
 Synapses, or the connections between neurons, also begin to develop.
 the fetus continues to develop, put on weight, and prepare for life outside
the womb. The lungs begin to expand and contract, preparing the
muscles for breathing.

The principal determinants of fetal development are fetal genotype and in utero
environment. Environmental factors include maternal and paternal genetics, maternal
size, and the capacity of the placenta to provide nutrients to the fetus.

(ISANG SLIDE TO MAMEEH)

2nd Period – INFANCY
Infancy is defined as the first year of life after birth. For the first month after birth,
an infant is called a newborn. Infancy is the period of most rapid growth after birth.
Growth during infancy is even faster than growth during puberty.

From birth to two weeks of life

According to A.D.A.M., Inc., a program accredited by URAC, also known as the
American Accreditation HealthCare Commission, soon after birth, infant normally loses
about 5% to 10% of their birth weight. By about age 2 weeks, an infant should start to gain
weight and grow quickly.
3rd Period – Babyhood

2 weeks to 2nd year

True foundation of development. It is the age of rapid growth and development.
Many behavioral patterns, skills, attitudes, and emotional expressions are
established. Critical period for personal growth and emotional adjustments
 Gross motor - controlling the head, sitting, crawling, maybe even starting
to walk
 Fine motor - holding a spoon, picking up a piece of cereal between thumb
and finger
 Sensory - seeing, hearing, tasting, touching and smelling
 Language - starting to make sounds, learning some words, understanding
what people say
 Social - the ability to play with family members and other children

By 6 weeks after birth, babies typically start smiling and making vocal
sounds.
 By 6 months, they spend a lot of time babbling. They have also learned to
sit and are starting to crawl.

By 12 months, they are saying their first words. They can stand with help
and may have started to walk.
4th Period – Early Childhood

Early childhood is a time of tremendous growth across all areas of

development. The dependent newborn grows into a young person who can take
care of his or her own body and interact effectively with others. For these
reasons, the primary developmental task of this stage is skill development.
 Between three and five years of age, children continue to grow rapidly
and begin to develop fine-motor skills.
 Physical growth slows down between five and eight years of age, while
body proportions and motor skills become more refined.
  Over the first three years of life, children develop a spoken vocabulary of
between 300 and 1,000 words. and they are able to use language to learn
about and describe the world around them.
 By age five, a child's vocabulary will grow to approximately 1,500 words.
Five-year-olds are also able to produce five-to seven-word sentences.
 A key moment in early childhood socioemotional development occurs.
This is the time when attachment formation becomes critical. The quality
of emotional attachment, or lack of attachment, formed early in life may serve
as a model for later relationships.
 From ages three to five, growth in socioemotional skills includes the
formation of peer relationships, gender identification, and the
development of a sense of right and wrong.
But there are cases where early childhood development is not attained.
According to the study of Deki Pem (2015) more than 200 million children
under five years old fail to reach their potential in cognitive and social
development due to poverty, poor health, malnutrition, and deficit care. This is
prevalent in all country, especially on our country’s case. Poverty leads to lack of
education, which is one of the most important factors in terms of parenting and
development of the child. The prevalence rate of cognitive development problem in
Bhutan is 15%, 33.5% of children less than five years are stunted and 9.9% of
infants are born with low weight of less than 2,500 grams.
Pem identified that the five main factors that contributes to growth and
development at early childhood are:
 Nutrition
 parent’s behaviors
 parenting
 social and cultural practices
 environment
According to the WHO New 2016 estimation, it reveals that 250 million, or 43%, of
children in low- and middle-income countries are unable to realize their full
development potential
5th Period – Late Childhood

Late Childhood extends from the age of 6 years to 12 years, beginning with the
child’s entry into formal schooling and ending in the advent of puberty. This is
the period of excellence and pseudo - maturity. New interests develop for the
child and besides some maturity in sex; the child also develops certain amount
of physical and mental growth.
This is the period where:
 Children gain greater control over the movement of their bodies,
mastering many gross and fine motor skills that eluded the younger child.
 Changes in the brain during this age enable not only physical
development, but contributes to greater reasoning and flexibility of
thought. School becomes a big part of middle and late childhood, and it
expands their world beyond the boundaries of their own family.
 Peers start to take center-stage, often prompting changes in the parent-
child relationship. Peer acceptance also influences children’s perception
of self and may have consequences for emotional development beyond
these years.
Parents, educators and psychologists apply various names to the late childhood
and these names reflect the important characteristics of the period.
 Parents’ name this period as – the troublesome age and quarrelsome age;
 Educators call it as elementary school age and critical period
  Psychologists named the late childhood as - gang age, creative age and
play age.
First signs of puberty typically begin to appear in late childhood
What is Puberty?
Puberty is when a child's body begins to develop and change as they become an
adult.
Features of Puberty ADRENARCHE PUBARCHE MENARCHE
GONADARCHE THELARCHE SPERMARCHE
PUBERTY SIGNS FOR FEMALES
FIRST Signs LATER Signs After 4 Years
 breasts begin to  girls' breasts  breasts becomes
develop. continue to grow adult-like
and become fuller  pubic hair has
 It's normal for  around 2 years after spread to the inner
breast buds to beginning puberty, thigh
sometimes be very girls usually have  genitals should now
tender or for one their first period be fully developed
breast to start to  pubic hair becomes  girls stop growing
develop several coarser and curlier taller
months before the  underarm hair
other one. begins to grow –
some girls also have
 Pubic hair also starts hair in other parts of
to grow, and some their body, such as
girls may notice their top lip, and this
more hair on their is completely
legs and arms. normal
 girls start to sweat
more
 girls often get acne
– a skin condition
that shows up as
different types of
spots, including
whiteheads,
blackheads and pus-
 filled spots called
pustules
 girls have a white
vaginal discharge
 girls go through a
growth spurt – from
the time their
periods start, girls
grow 5 to 7.5cm (2
to 3 inches)
annually over the
next year or two,
then reach their
adult height
 most girls gain
weight (which is
normal) as their
body shape changes
– girls develop more
body fat along their
upper arms, thighs
and upper back;
their hips grow
rounder and their
waist gets narrower

PUBERTY SIGNS FOR MALES

FIRST Signs LATER Signs After 4 Years
 testicles get bigger  the penis and  genitals look like an
and the scrotum testicles grow and adult's and pubic
begins to thin and the scrotum hair has spread to
redden gradually becomes the inner thighs
 pubic hair also starts darker (read more  facial hair begins to
to appear at the base about penis health) grow and boys may
of the penis  pubic hair becomes start shaving
thicker and curlier  boys get taller at a
 underarm hair starts slower rate and stop
to grow growing completely
at around 16 years
  boys start to sweat of age (but may
more continue to get more
 breasts can swell muscular)
slightly temporarily  most boys will have
– this is normal and reached full adult
not the same as maturity by the age
"man-boobs" of 18
 boys may have "wet
dreams"
(involuntary
ejaculations of
semen as they sleep)
 their voice "breaks"
and gets
permanently deeper
– for a while, a boy
might find his voice
goes very deep one
minute and very
high the next
 boys often develop
acne – a skin
condition that shows
up as different types
of spots, including
whiteheads,
blackheads and pus-
filled spots called
pustules
 boys go through a
growth spurt and
become taller by an
average of 7 to
8cms, or around 3
inches a year, and
more muscular
Children who begin puberty either very early (before the age of 8) or very late (after
14) should see a doctor just to make sure they're in good health.
6th Period – Adolescence

The development of children ages 12 through 18 years old should include

expected physical and mental milestones.
In other cases, Adolescents are defined as individuals in the 10-19 year age
group, “youth” as the 15-24 year age group. The Government of India, however,
in the National Youth Policy defines youth as the 15-35 age group and
adolescents as 13-19 years.
Adolescence has been described as the transition period in life when an
individual is no longer a child, but not yet an adult.
It is a period in which an individual undergoes and experience enormous:
 Physical Changes
 Psychological Changes
 Social Expectation and Perceptions
But, on an article published by Forani (2018), a new opinion piece in the Lancet
Child & Adolescent Health journal stated that a group of seven academics make
a case for redefining adolescence from ages 10-19 to 10-24. It is a redefinition,
they say, that reflects an evolving society where puberty hits earlier, bodies develop
into the 20s, and where young people leave home, get married, have children and
gain economic independence later than ever.
 Early Adolescence (ages 11-13
Stage with Age
years)
Physical Puberty: Rapid growth
Growth period
Secondary sexual
characteristics begin to appear
Intellectual / Concrete thought dominates
Cognition “here and now”
Cause and effect
relationships are
underdeveloped
Stronger “ Self” than “Social
awareness”
Autonomy Challenge the authority of
family structure
Lonely
Wide mood wings
Begins to reject childhood
likings
Argumentative and
disobedient
Body Image Preoccupied with physical
changes and critical of
appearance
Anxiety about secondary
sexual characteristics
Peers are idealized as a
standard for normal
appearance (comparison of self
with peers)
Peer Group Intense friendship with same
sex
Contact with opposite sex in
groups
Identity "Am I normal?"
Development Day dreaming
Vocational goals change
frequently
Begin to develop own value
system
Emerging sexual feelings and
sexual exploration
Imaginary audience
Desire for privacy
Magnify own problems: "no
one understands"
Middle Adolescence (ages 14-15
years)
Secondary sexual
characteristics further develop
95% of adult height reached
Growth in abstract thought
Reverts to concrete thought
under stress
Cause and effect relationships
are better understood
Highly self-absorbed
Conflict with family
predominates due to ambivalence Vocational/ technical/college
about emerging independence and/ or work
Less concern about physical
changes but increased interest in body image
personal attractiveness
Excessive physical activity
alternating with lethargy
Strong peer allegiances- fad
behaviours
Sexual drives emerge and
adolescents begin to explore
ability to date and attract a
partner
Experimentation - Sex, drugs,
friends, jobs, risk-taking
behaviour
Late Adolescence (ages 16-
18 years)
Physical maturity and
reproductive growth
levelling off and ending
Abstract thought
established
Future oriented; able to
understand, plan and
pursue long term goals
Philosophical and
idealistic
Emancipation:
-adult lifestyle
Usually comfortable with
Decisions /Values less
influenced by peers
Relates to individuals
more than to peer group
Selection of partner
based on individual
preference
Pursue realistic
vocational goals or career
employment
Relates to family as adult
Begin to distinguish their
imaginations from real
Establishment of sexual
identity, sexual activity is
more common
SOURCES:
https://medlineplus.gov/infantandnewborndevelopment.html

https://medlineplus.gov/ency/article/002456.htm

https://www.slideshare.net/nva226/psychology-babyhood

https://www.ck12.org/book/CK-12-Biology-Advanced-Concepts/section/17.88/

http://www.maharishiphotos.com/lecture86.html

https://www.livescience.com/37009-human-body.html

https://www.all-about-psychology.com/the-concept-of-physical-self-in-psychology.html

https://depts.washington.edu/uwleah/sites/default/files/seminarFiles/%3Cem%3EEdit%20Event%3C/em%3E%20Physic
al%20Growth%20and%20Development%20during%20Adolescence/Phys%20grwth%20%20devt%2011-4.pdf

https://www.who.int/topics/early-child-development/en/

https://www.omicsonline.org/open-access/factors-affecting-early-childhood-growth-and-development-golden-
1000days-APN-1000101.php?aid=66362

https://www.nhs.uk/live-well/sexual-health/stages-of-puberty-what-happens-to-boys-and-girls/

http://www.kkhsou.in/main/education/late_childhood.html

https://www.livestrong.com/article/88282-late-childhood-physical-development/

https://socialsci.libretexts.org/Bookshelves/Human_Development/Map%3A_Lifespan_Development_-
_A_Psychological_Perspective_(Lally_and_Valentine-French)/5%3A_Middle_and_Late_Childhood

http://vikaspedia.in/health/women-health/adolescent-health-1/management-of-adolescent-health/adolescent-growth-
and-development

https://www.ctvnews.ca/sci-tech/adolescence-now-lasts-from-10-to-24-scientists-suggest-1.3766854

https://medlineplus.gov/ency/article/002003.htm