A: uman Ghoik and Developme?

Unit: 1 to51h Total age: (4t3)

Human Deveiopment as a Discipline from Infancy
to Adulthood

1.1. INTRODUCTION

Human beings keep changing. Durine their lives. tkey chage in sige, appeurance ad

psychological makeup. The way they chainge ditfers fron individual lo individual.
However, the fundamental underlying patterns of growh and development remain more or
less the same and take place in an orderly way. Each individual, with his unique heredity
and the way he is nurtured. determines the way he traverses the broad highway of his life

at his rate of progress. He will attain the size. shape. capacities and developmental status

in a way. which is peculiar to him at each stages of life.

In this unit, shall discuss the concepi.

we
principles ane various strges of gowth &\
development. Children diufer ir physicai. <oynitive. »uu iai, alnd emoional growth pattems.
They also differ in the ways tlhey interact with and respond to their environment as well as
.

play, affection. Having an understand ing of the sequence of growth and development
prepares teachers to help and give attention to all the childen.

1.2. OBJECTIVES

After studying this unit you should be able to

.Tounderstand about Human Developnent

To understand about
various stayes of Human Development
list the meani.ng of developnental changes
Understand the conceptual differences between the terms
 Provide suitnble examples to describe cach term

1.3. HUMAN DEVELOPMENT

Can you recall events from your carly childhood say the second or third year"You
might have a lew vague and blurred meimorics about your childhood. The experience
of that period form the basis of thie type of person you are today.)How human beings

grow. change nnd adjust themnelves to their environment is the focus of development
and behaviour also the concepts,
ns
principles and theories of growth of development.
The human being is never static. From conception to death, he undergoes changes.
There are progressive changes in response to environnental conditions. 1is oody
organs and psychological functions show the curves of capacity and achievement as
well as slow crosion and decay. Cognitive abilities develop and then degenerate; basic

metabolism reaches a peak. then declines. the endocrine function tlourishes, and then
fades. There is rise and fall of physical energy in terms of both the force and
a
speed
of action with age. In fact, no organ or function of human beings has yet been found
which is independent of age determinants. At the
time 6f conception. a child has
yenetic potentialities that are partly predictable and partly unpredictuble.

1.4.
STAGES OF HUMAN DEVELOPMENT
Any devclopment proceeds through some stages and cach development
process
difers fron the
other. Each stage of stage
have
development has its characterist ic.
Psychologists
separated human life '
span into stages or periods and identified
that may be
expected during each stage. The transition specific changes
from one stage to the
radual rather than sudden. "The next is
age groups assigned
to cach
are
general as shown stage uf the
in the Table 1.0. development

Table 1.0
Stages of Development

Page 8 of 738
 Age
Stage of
Groups Description of Each Stages
(Years Development
Birth to 2
Infancy Neonate This stage is a period from birthto two
MecksBabyhoodThis stage is ofrapid growth
and development. There are changes in body

proportions as well as intellectualgrowth,

2 to 6
Early childhood is the is also called the
This preschool period. It
pre-gang age. In this stage. the child seeks gain

control over his environment. He also starts to

learnto make social adjustment.
6 to 12
Late childhood This is the primary school age. Here child is
expected to acquire the rudiments of knowledge
that are considered essential for successful

adjustment to adult life/He/She are also expected

to tearri certain essential skills,
12 to 18 Adolescence This is the period of physiological change, It is i
the period when
children become sexually
mature It is also the period of intensified
personal interaction with peers of the same and
opposite sex.
18 to 40 Young adulthood The
responsibilities of
adulthood include|
important decisions like choosing a
career a life
partner,etc. Young adulthood begins with setting
goals and aspirations. j m .
40 to 60 Middle adulthood After settl1ng down in thirties and
having lived
through with ropting phase. the individual starts
feeling sense of uprooting and
during the forties. Aphysical
dissatisfaction
decline in the form
of wrinkles, thickenjng
****** ***
waistlines, greying and

Page 9 of 738
 thinning uir start appenringhe changes are
often ternned middle lile translt lon, middle age
revolt, mld-carecy crinis or middle nge slg
These terms point U, the losg of youth aml l

Coming of old nge In women, hormnonalelg#

menstriAtH) generHle
0I enopuNe (ending of
Ixiety and depression
which caues
oss ol vially
Over 60 Late aduthood 8ng s a procens,
iheir
concernd aboul
mne
Aged ndulhs are
tdocors is more
visil to
heulth and denth, Their
has the
WOrsi pacl on
Retlrement
lrequet,
lheir sense ofl
gradually ose
aged nduls. They
interests in
Some develop
menningliulness n lile,
their tne in financial
90cial service And
spend
twavelling, vis|ling religious
planming, reading,
nalure,
phces nnd enjoylng

1.5. INFANCY
to us a) infant. Mevelopmental
he child is relerred
From birth untilthe livst year,
assessmenl ofinlanu
ypiyehology, and the
wilely in their
psyehoogIsts vary clea
certain nspects are relatively
the outside world has upon i, but
in/luence
this wleep is
time is spont in sleep, Al lirst
The majority of'a newvborn intant's
inlant
the day und night, but aler u couple ofmonihs,
evenly spread throughout
generally become diurnal.

Infants can be seen to have six states. grouped into pairs:

when REM sleep occursS)

quiet sleep and active slecp (dreaming,
quiet waking, and active waking ça
tussing and crying

Page
10 of7.38
1.5.1. Infant perception

nrant
perception is what a newbom can see. hear, smell, laste. and
C eatures are better known as one's "five senses". Infants respond to dtimuli
l

differently in these ditferent states.

ISton is
significantly worse in infants than in older children. Infant signt i
O Oe blurTyn early stages but improves over time. Color perception similar to

that seen in adults has been demonstrated in infants as young as four months.

using habituation methods. In fants get to adult-like vision in about six months.

Hearing is well-developed prior to birth. unlike vision. Newborns preler

complex Sounds to pure tones. human speech to other sounds. mother's voIce to

other voices. and the native language to other languages. Scientist believes these

features are probably learned in the womb. Infants are fairly good at detecting

the direction a sound comes from. and by 18 months their hearing ability is

approximately equal to an adult's.

Smell and tuste are present, with infants showing different expressions of

disgust or pleasure when presented with pleasant odors (honey. milk. etc.) or
unpleasant odors (rotten eyg) and tastes (e.g. sour taste). Newborns are born

with odor and taste preferences acquired in the womb from the smell and taste
of amniotic fluid, in turn influened by what the mother eats. Both breast- and

bottle-fed babies around 3 days old prefer the smell of human milk to that of
formula. indicating an innate preference. There is good evidence for older
in fants preferring the smell oftheir mother to that of others.
Touch and feel is one of the berter-developed senses at birth considering it's
one of the first senses to develop inside the womb. This is evidenced by
the primitiyxe reflexes described above. and the relatively advanced development

of the somatosensory coitex.

Page 11 of 738
 Pain: nfanis feel pain similarly. if not more strongly than older children but
pain-relief in intants has not received so much attenti1on as an area of
research. Glucose is known to relieve pain in newborns.

1.5.2. Language

Babies are born with the ability to

discrim inate virtually all sounds of all human
20
languages. Infants of around six months can differentiate between phonemes in their own
language. but not betwecn similar
phonemes in another language. At this stage infants
also start to babble. producing
phonemes.
1.5.3. Infant cognition: the Piagetian era
An early theory infant
development was the sensorimotor stage ofPiaget's theof of
cognitive development. Piaget suggested that an intant's
perception and understanding of
the world
depended on their motor development. which was
link visual, tactile and motor
required for the infant to
representations of objects. According to this view, it is
through touching and handling objects that infants
developkobiect permanence the
understanding that objects are solid. penanent. and continue to exist when out of sight.

A
Special methods are used in tine psy chological study of infants.

Page 12 of 738
 Piaget's sensorimotor stage
out of comprised six
sub-stages. In the
nmovements caused early stages. development arises
from byprimitive reflexes. Discovery of new
classical and operant conditioning, and the formation of
behaviors results
infant is able to habits. From eight months the
uncover hidden object but will
a
persevere when the object 1s imoved.
P1aget came
to his conclusion that infants lacked a complete
pemanence before18 honths ater observing understanding of oDject
infants' failure before this age to
object where it was last seen.
Instead infants continue to look for an look for an
seen.
committing the "A-not-B error." Some researchers have object where it was first

eght to nine months. infants' inability to understand

suggested that before the age of
which explains why infants at this
object permanence entends to people.
age do not cry when their mothers are gone ( "Out of sight.
out of mind").

1.5.4. Recent findings in infant cognition

In the 1980s and 1990s. researchers have developed many methods of

new
assessing
infants' understanding of the world wih far more precision and subtlety than Piaget was
able to do in his time. Since then. many studies based on these methods suggest that
young infants understand far more about the world than first thought.

Other research has suggested that young infants in their first_six months of life may

possess an understanding ofumerous aspects ofthe world around then. including:

an early numerical cognition, that is. an ability to

represent number and even compute
the outcomes ofaddition and subtraction operations:
an ability to infer the goals of people in the ir environment:
An abilty to engage in simple causal reasoning.

1.5.5. Critical periods of development

Page 13 of 738

4
 which development of
childhood during
and
in inlancy crucially on
There are critical periods language
systems
depends
social and
deprived of adequate
sensorimotor,
certain perceptual. Genie,
such as
children
stimulation. Feral
environmental
unable to learn in later childhood
skills and are

fail to acquire important the

in neurophysiology. from
stimulation.
well-established

The concept of critical periods is aso

others.
work of Hubel and Wiesel among

1.5.6. Developmental delays

Children with developmental delays (DID) are at heightened risk for developing clinically
significant behavioral and emotional difficulties as compared to children with typical
development (TD). However. nearly all studies comparing psychopathology in youth

with DD employ TD control groups of the same chronological age (CA).This

comorbidity of DD and a mental disorder is often referred to as dual diagnosis.
Epidemiological studies indicate that 30-50% of youth with DD meet the clinical cutoff
for behavioral and emotional problems and/or diagnosable mental disorder. Studies that

include comparison samples of children with typical development (TD) highlight the
considerable difference in risk for
psychopatlhology. with the relative risk for youth with
DD (to youth with TD) ranging from 2.8-4.1 to .

1.6. ADULTH0oD

1.6.1. Early adulthood (1-4)

Early adulthood. according to theorists such as

Erik Erikson. is a stage where
development is mainly focused on
maintaining relationships. Examples include
creating bond of intimacy, sustaining
friendships, and ultimately
Some theorists state that
development of intimacy skills rely on making family.
a

orevious developmental stages. A sense of the resolution

of
identity gained in the
also necessary for intimacy to
develop. If this skill is not learned
previous stages is
the alternative
alienation. isolation. a fear of commitment. and the is
nability depend on
to
others.

Kkinki p - întmacy- Page 14 of

fviendsaP maKinga738fwi
 is that of emergin
lile span
A related framework for studving this part of the arc
not
Arnett.
us Jeflrey
adulthood. Scholars of emerwing adulthood, such suggests
that
this concept
nstead.
neccssarily interested in relationship development. c h a r a c t e r i z e d
as

not
period
people transit ion after their teenage years into
a
but with years of
with lile,
and overall sense of constancy
eatonship building an
on.
and experimentat
v
ing with parents. phuses of self-discovery,

1.6.2. Middle Adulthood

40to bO
Middle adulthood a this
between ages 25 to69. During
the period
MIddle adulthood generally refers to
and stagnation.
period. middle-aged
adults experience a conflict between generativity
the next generation
or
thei
They may either
feel a sense of contributing to society.
or a sense of
purposelessness.
immediate community
reaction time,
decline in museular
strength,
experience a
Physically, the middle-aged menopause
anda
experience
keenness, and cardiac output. AIso. "women
scnsory endocrine system
Men experience an cquivalent
the hormone estrogen.
sharp drop in with physical and
is hormone fluctuation
Andropause in males
a
event to menopause. As
those seen in menopausal females.
that can be similar to
psychological effects and a decline
levels can cotribute to mood swings
testosterone
men age. lowered
can also be affected. including delays
count. Sexual responsiveness
in sperm
stimulation required to achieve ejacu lation.
of penile
in erection and longer periods

Lateral Adulthood (Old Age) Lat Adutt haod 6o

1.6.3.

Old age
finds "no general agreement on the age at which a

The World Health Organization

countries" set the age as 60 or 65. However,
old." Most *developed
person becomes

to make "active contribution to society,

not
countries inability
in developing
the beginning of old age. According to Erikson's stages of
chronological age marks
DSychosocial development. old age is
the
stage in which individuals assess the quality
In reflecting on their lives. people in this age group develop a feeling of
oftheir lives.
Page 15 of 738

5
 ery it
deciding that their lives were suceesstul or
evauatin of one's a fecling of despair if
life indicates a ailure o achieve goals.
hy oder
peopk experience a decline in muscular strength, reaction
xdnina, earing. distance perception. and the time
sense of smell. They also are
pibk to diseases such
more
as cancer and
System. pneumonia due to a weakened immune
Programs aimed baiance, muscle
at
strength. and mobility have been shown
toreduce disability among mildiy (bui not more
severely) disabled elderly.
eXuai
exprassion depends in large part
upon the emotional and
the indivriduai.
Many okder physical health of
aduis continue to be
their exual activity. sexually active and satisfied with

Mentai
disiniegration may also occur. leading to dementia or ailments
as
zheimer's disease. It is
generally belie ved that crystallized
such
up to oki age. while fluid intelligence increases
inteliigence decreases with age. Whether or not
intelligece increases or decreases with normal
age depend on the measure and
study. Longitudinai studies show that
perceptual speed. inductive reasoning, and
spatial orientation deciine. An arnice on adult cognitive development reports
that cross-sectional studies
show thar "some abilities
remained stable into
age. early old

1.7 SUMMARY

The individual from infancy to adulthood grows and

develops with
specifies abilities and aptitudes, interest and talent,
temperament and traits,
capacity and capability. The sequential physical and mental, social and
emotional developments have great significance in the
acquisition of learning
experiences. Each developmental period accounts for
differential

Page 16 of 738
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 1 5

1
evelopmental Domains & Typical Sequenees of
As
previously stated. when looking at child
Devclopment (A ed-T
developmental areas are considered: development, several domains or
communication/language, motor/physical,
and self-help. Each cognitive, sociallemotiona.
the typical don+ain and bricf
developmental sequences for each are noted below description ota

aMotor/Physical Damain
The motor/physical domain involves both
gross motor and fine motor skills
physical growth. Since muscle and bone tissue as well as
grows very rapidly during the first two
years infant growth is very rapid and increases in
OccurTypical infant growth and development proceed strength, coordination, and stamina
from the head
body outward, At birth, the newborn's head is äbout downward
the center of the and from

eventual adult size creating an infant that is top-heavy. The same

-
70 percent of its
OcCurs for
muscle control with infants gaining control over musclesdevelopmental
that support
sequence
their head
and neck first, then the
trunk, and eventually developing muscle control needed for
reaching. Muscle control needed for walking is the last io develop. During infancy, motor
abilities evolve in a specific
of motor development differs
sequential order. However, it is important to note that the rate
among children (e.g.. standing, walking).
*

Developmental Motor Domain Milestones

Period
The typical sequence of motor
Birth 4 months and chest sitting up with adult
deyelopment begins with raising head|
support, rolling over and battingat TtehRin
objects
4 - 8 months Infants begin to gain control of head, trunk, and arm movements, .
and sit up alone
Infants begin to reach for and grasp objects, begin to creep, and
8 -12 months stand up holdingon. Pincer grasp has evolved which allows a child
to pick up dbjects bringing together the thumb and index
finger
12-24 months oddlers begin tocreep, stand alone, and then walk alone. Toddlers
begin to creep up stairs, run, draw on paper, and kick a ball.
Child can use crayons, ride a tricycle, and jump off a step. Children
24 36 months are typically not ready for toilet training until the end of their second
year or beginning of their third year,Prior to this time, muscles that
retain and release urine and bowel movements cannot be contro!led.
rr AAeanaim. -A
2Cognitive Domain Me albiW
The cognitive domain refers to intellect or mental abilities. Cognition involves
processing, and organizing information that has been perceived through the sensesreceiving,
and
using the informatíon appropriately. COgnition entails interaction between the individual
child and his/her environment or evenis in thhe environment. Survival and
in infants begin with reflexive behaviors. primitive learning
-

Developmental
Period Cognitive Domain Milestones
-

**** - - -
 objects. begin to
During the first few months of lifc. babies track
mouth objects.
some lastes, begin to
he Study their hands, distinguish
Birth 4 months of a
the direction
gestures that are modeled, and look in
tate
sound source.
to realize
that they can
LaUSe and effect is developed. Babies begin learned at this age s
duse interesting reactions. A nother concept than previousy
4-8months ODJect permanence- the world is more permanent
Uhought. The toy that was hidden under the box did actuaiy
not
is also
vanish but is still there under the box. Depth perception
evident.
can follow simple instructions, reach for toys
that are out or
- 1 2 months
Babies
reach but within sight, and show appropriate use ofeveryday lc
by pretending.
in
Children enjoy object-hiding activities, use three to four objects
12-24 months combination, namemany everyday objects, and move objects acrOSS
he midline (passes something from one hand to another).
24-36 months By age 3, children say on average. 272 words, understand simple
pictures, like to look at books, and say phrases and simple sentences.

3 Social/Emotional Domain
The social/emotional domain encompasses fçelings and emotions, behaviors, attachmenis
and relationships with others, independence,self-esteem,andtemperament.InfantsTike to
be heldand cuddled when awake and begin to establish a bond or emotional attachment
with parents and caregivers which evolve into a
sense of trust and security.

Developmental Social/Emotional Domain Milestones

Period
Infats can react diferent+y to changes
in adult voices (frown,
smile), coo and squeal when awake, stop crying when
Birth-4 montns
9arent/caregiver
nears, and recognize and reach out to familiar íaces
and objects.
Infants develop a beginning awareness of self,
4-8months become more
outgoing, laugh out loud, and begin to exhibit stranger anxiety.
Babies want parent/caregiver to be-in constant
sight, offer toys and
8-12 months objects to others, repeat behaviors that get attention, and begin to
exhibit assertiveness.
Babies become less wary of strangers, play
alone for short periods,
12-24 months begin to assert independence, enjoy adult attention, and often
imitate adults in play.
Children begin to show of
signs empathy caring, become
and
24-36 months impatient, often
become defiant, increase temper tantrums, and use
physical aggression if frustrated or angry.

Communication/Language Domain

empsaT
 e communicalion/language domain refers to percciving, understanding and producing
Communicalion/language.
and
Communication abilities will vary on age rangin8 O
lussing
to
eventually communicating with spoken sounds and words.

Developmental
Period Communication/Language Domain Milestones
he infant communicates both directly and indirectly through crying
Birth 4 months uSSing. blinking, shifting eyes, showing preferences tor certain
Sounds, turning head toward voice/sound and making sounds other
than crying.
Babies respond appropriately to their own name and simple requests
4-8 months (1.e. Bye-bye). Babbling begins such as "ba, ba, ba" at this age and
imitates nonspeech sounds
(i.e. cough, lip simacking).
8-12
8-12 months
months Babies begin to shake head for
da" and "ma-ma." "no" and nod for
"yes" and say "da-
Children follow simple
12-24 months Percent of the time and directions. Speech is intelligible around 40
respond to typically uses five to 50 words. Children also
head movement.
simple questions with "yes" and "no" and
appropriate
At 2 years of
age, children use from
50 to 300 different
24 -36 vocabulary increasing constantly. Speech
months percent becomes as
words with
intelligible and
language is more repeatedly ask, "What's that" much as 75
than they developed than
expressive language Receptive
can talk
about). (know more

Self-Help/Adaptive Domain
The self-help or
things for oneself.adaptive domain involves adapting to the
this domain environment and ability
Some skills associated with
toileting, and drinking include to do
independently. feeding, dressing,
Developmental
Period
****

Self-Help/lAdaptive Domain Milestones

Babies express the need for
need for diaper food by
Birth 4 months water changes and express crying. They also
pleasure when signal the
(bathing). placed in warm
Eventually during this time, they
hands to guide the nipple. begin to
help by using their
Babies
4-8months babies canshow interest in feeding own
activities.
pull off own socks, and Also during this time.
Velcro closures
1 2 months
Children begin to hold their
own cup
on
clothin
finger foods. They also begin to and drink, and begin
Generally, children during this agepull off soiled or wet diaperto eat
Children use a spoon to some begin to sleep until 6
or 8
o0od control of a cup. degree to feed am.
12-24 months help with They also begin to themselves and hav
dressing, and by age 2 they try and wash
gainthemselves
bowels and bladder. may begin to
--
"*** -
a*
control of
*AweR PRINCIPLES OFOEVELOPMENT There are len
Prinolples
A
i.
DEVELOPMENT INVOLVES CHANGES
Oevelopmenl
old
involves changes in size and
fealures and
mentally. acqulsitlon of new features. proportions.
The child
There is
disappearai e
d
of
develops both physica) ar
it.
EARLYOEVELOPMENT IS MORE
CRITICAL THAN LATER
Formative years are
DEVELOPMENT:
tend to persist and considered as cruclal
iníluence the individual'speriod of life because early
li. alliludes and behavtour foundal
fhroughout e
DEVELOPMENT IS THE PRODUCT OF
MATURATION AND LEARNING
Development results from the
Probably, interaction of hereditary and
heredity sets the limits
expression of the and stimulaling environment
enviroimental factors.
genetic potentials. is essential for
Tui
iv.
THE DEVErOPMENT PATTERN IS
PREDICTABLE
Development follows a
prediclable paltern in
Development hás both
two laws of
developmental directlon:prenatal and post natal life.

a)
Bevelopment follows the
ls,
in
in
develo pment
slruclure
the "cephal
andspreads over the ocau
ads
oDhalocaudal law"
(cephalo head,
head tó
caudal

fool. Ihis means that developn

-

il), g
tail)

ebodyfrom
leg reglon.functions
b
Ihen in the trunk and la
b) firsi in the head region,
come first
m
Development follows the"
proceedsirom
children the
centralproxtmodlstal -irom near lo far
-
thal is, developme
of the law",-ro
can dlstal law",
axls
use
use of fingers. thelr O the body towards the exlremitles. For exampl
arms belore thelrbody
hands anu can use their hands beiore
v. THE
AHeDEVELOPMENT
Important PATTERN HAS SPECIFIC
çharacleristlcs
of child CHARACTERISTICS
a) There is
similarlly in the developmenl
are as
iO
b)
c) Development development
proceeds from general lo all children.
of
Developmentis
d) Different areas continuous. specific responses.
e) There is develop at different rales.
cofrelatlon in
dovelopmenl with growlh.
.
THERE-ARE INDIVIDUAL
DIFFERENCE IN DEVELOPMENT
Individual differences
Tha are found
oraclical significance In both
that It emphasizes the
of
knowledge ofphysical and
individual psychologlcal
needs. portance of
trainine chlldrandifferences in developmen
development
according to their
Individu
 Total-36P.
C6jo212
LSD
BSD
vii.
THERE ARE PERIODS IN THE
DEVELOPMENT RATTERN
ne imporlant developmental
perlods are prenalal period, Infancy,
dhood, late childhood and baoyrno
VIl.
disequlibrium during these periods.puberty..There are imes of equllbriurm SA
THERE ARE DEVELOPMENTAL TASKS TO BE REACHED FOR
EVERY DEVELOPMENT PERIOU
The
developmenlal lasks enable parents and teachers to khow at what
are
capable of ages chlldre
maslering different paltern of
development:
iEVERY AREA OF DEVELOPMENT HAS POTENTIAL HAZARDS
At every age there are likely to be hazards in sonie areas that
interfere with It
normal developnienl of children, for inslance. phy sical or psychological
alter or arrest the pallern af development.
: hazards co

x. HAPPINESS VARIES AT DIFFEMENI STAGES IN THE

DEVELOPMENT PERIOD »

I n general the first yoar o 1S USually the happlest and puborty ls lhe
atnheonu
unh neriod. There are 3'A's of happiness
durlng chlldhood namely; miost
Affaction. Achlevement. tarly childhood happlness has a profound Acceplance.
Hater-adjustmeni.and SuCcess in lIfe effect on chlldron's

AheAC OE
DEVELOPMENT Though the
growth and
HmEOUS and continuous process, tor the purpose ofdevelopment
beller
of a chilld Is
overall an
a eas have been ldenilied. he following are the areas understanding, some Important
belng focused:
Physical Development,
Motor Development,
Language pevelopment,
i Cognitive Deyelopment,
Emotionel Development,
Soclal Development, and
Play Development.

PHYSICAL DEVELOPMENT

It isimportant lo know how children develop physically because

iefluence chlldren's behaviour direcly by delermining what they physical development
theiraltliludes towards self and olhers. Physical and can do
development
terms involkIves indirectly
size and body proporlions whlch is measured in of heighl and changes in
body
developmenl Involves grown and
of
bones, fat muscle. leeth,
daeeth, pubertv
weight.
ont.The Dhu
characlerisllcs neurological puberty changes
ysical of
and secondary
primary