Introduction

Let us first understand the meaning of these two important terminologies. ‘Growth’ and

‘Development’ are often used as synonymous terms. But, in fact, growth is different from

development. Growth means an increase in size, height, weight, length etc. which can be

measured. Development, on the other hand, implies change in shape, form or structure resulting

in improved working or in functioning. Improved functioning implies certain qualitative changes

leading to maturity. Growth and Development are the important characteristics of a living

organism. Development involves a series of progressive, orderly and meaningful changes leading

to the goals of maturity. Normally Growth contributes to Development. In reality though

‘Growth and Development’ are different, but they are inseparable. Generally process of Growth

and Development goes on simultaneously.

Meaning of growth and development

What is Growth

1. It is indicative i.e. increase in body, size, weight etc.

2. It is quantitative progress

3. It is physical change

4. It is external in nature

5. stops at certain stage

6. It is physical progress

What is Development

1. It is not indicative

2. It qualitative progress

3. It is psychological change

4. It is internal in nature

5. It is continuous process

6. It is cognitive progress

Growth : Physical growth is an increase in size. Development is growth in function and

capability. Physical growth and development depend on a combination of factors, including

genetics, nutrition, and the environment.

Definitions of growth

Merriam dictionary ,Growth is defined as a gradual development in maturity, age, size, weight

or height. An example of growth is a wild teen aged girl becoming much calmer in her late

twenties.
Wiki defined , Growth is the progressive increase in the size of a child or parts of a child.

Development is progressive acquisition of various skills (abilities) such as head support,

speaking, learning, expressing the feelings and relating with other people. Growth and

development go together but at different rates.

Definitions of development

J.E. Anderson (1950) , the term development means the progressive series of changes that

occurs in an orderly predictable pattern as a result of maturation and experience

Marmor( 1979) development refers to process of change in growth and capability over time , as

function of both marturation and interaction with the environment

Webster dictionary , development is the series of changes which an organism undergoes in

passing from an embryonic state to maturity.

Characteristics of growth and development

1. Quantitative as well as qualitative.

2. External and internal

3. There are wide individual differences in growth pattern

4. Development is predictable

5. Development is affected by many factors

6. Different aspects of growth develop at different rate

7. Continuous process

8. Individual differences.
Difference between growth and development

Growth Development

1. Growth is quantitative. 1. Development is quantitative as well as

qualitative.

2. In this with the physical changes

2. Growth comprises of height, weight,
cognitive social and emotional change are
size and shape of body organs like brain,
also included.
etc.

3. It happen due to motor and adjust

3. It is due to cell division.
mental processes and their interplay.
4. Growth is for limited period.
4. Development takes place till death.

5. It can be observed by matured

5. Growth can be measured.
behavior.
6. Growth tells about one aspect of
6. Development deals with all the aspect
personality but in limited scope.
of personality and has a vast scope.

7. Development refers to overall changes

7. Growth refers to increase in physical
in the whole of the organism.
aspects of the organization,
8. Growth is structural. 8. Development is functional.

9. Growth is quantitative 9. Development is qualitative.

10. Growth is cellular. 10. Development is organizational.

11 . Growth stops when the organisation 11. Development is a life long process.

reaches the stage of maturity.

12. Development involves changes from

12. Growth involves body changes. origin to maturity.

13. Growth influences the process of 13. Development occurs without growth.

development, but not always.

Principles of growth Development

There is a set of principles that characterizes the pattern and process of growth and

development. These principles or characteristics describe typical development as a predictable

and orderly process; that is, we can predict how most children will develop and that they will

develop at the same rate and at about the same time as other children. Although there are

individual differences in children's personalities, activity levels, and timing of developmental

milestones, such as ages and stages, the principles and characteristics of development are

universal patterns.

Principles of Development

1. Principles of proceeds from the head downward. This is called the cephalocadual

principle. This principle describes the direction of growth and development. According to

this principle, the child gains control of the head first, then the arms, and then the legs.

Infants develop control of the head and face movements within the first two months after

birth. In the next few months, they are able to lift themselves up by using their arms. By 6

to 12 months of age, infants start to gain leg control and may be able to crawl, stand, or

walk. Coordination of arms always precedes coordination of legs.

2. Principles of proceeds from the center of the body outward.

This is the principle of proximodistal development that also describes the

direction of development. This means that the spinal cord develops before outer parts of

the body. The child's arms develop before the hands and the hands and feet develop

before the fingers and toes. Finger and toe muscles (used in fine motor dexterity) are the

last to develop in physical development.

3. Development depends on maturation and learning.

Changes in the brain and nervous system account largely for maturation. These

changes in the brain and nervous system help children to improve in thinking (cognitive)

and motor (physical) skills. Also, children must mature to a certain point before they can

progress to new skills (Readiness). For example, a four-month-old cannot use language

because the infant's brain has not matured enough to allow the child to talk. By two years

old, the brain has developed further and with help from others, the child will have the

capacity to say and understand words. Also, a child can't write or draw until he has

developed the motor control to hold a pencil or crayon. Maturational patterns are innate,

that is, genetically programmed. The child's environment and the learning that occurs as a

result of the child's experiences largely determine whether the child will reach optimal

development. A stimulating environment and varied experiences allow a child to develop

to his or her potential.

4. Principles of proceeds from the simple (concrete) to the more complex.

Children use their cognitive and language skills to reason and solve problems.

For example, learning relationships between things (how things are similar), or

classification, is an important ability in cognitive development. The cognitive process of

learning how an apple and orange are alike begins with the most simplistic or concrete

thought of describing the two. Seeing no relationship, a preschool child will describe the

objects according to some property of the object, such as color. Such a response would

be, "An apple is red (or green) and an orange is orange." The first level of thinking about

how objects are alike is to give a description or functional relationship (both concrete

thoughts) between the two objects. "An apple and orange are round" and "An apple and
 orange are alike because you eat them" are typical responses of three, four and five year

olds. As children develop further in cognitive skills, they are able to understand a higher

and more complex relationship between objects and things; that is, that an apple and

orange exist in a class called fruit. The child cognitively is then capable of classification.

5. Principles of continuity

One stage of development lays the foundation for the next stage of development.

For example, in motor development, there is a predictable sequence of developments that

occur before walking. The infant lifts and turns the head before he or she can turn over.

Infants can move their limbs (arms and legs) before grasping an object. Mastery of

climbing stairs involves increasing skills from holding on to walking alone. By the age of

four, most children can walk up and down stairs with alternating feet. As in maturation,

in order for children to write or draw, they must have developed the manual (hand)

control to hold a pencil and crayon.

6. Principles of proceed from the general to specific.

In motor development, the infant will be able to grasp an object with the whole

hand before using only the thumb and forefinger. The infant's first motor movements are

very generalized, undirected, and reflexive, waving arms or kicking before being able to

reach or creep toward an object. Growth occurs from large muscle movements to more

refined (smaller) muscle movements.

7. Principles of individual differences

Each child is different and the rates at which individual children grow is

different. Although the patterns and sequences for growth and development are usually
 the same for all children, the rates at which individual children reach developmental

stages will be different.

8. Different aspects of growth develop at different rates

Neither all parts of the body grow at the same rate nor do all aspects of mental

growth proceed equally. They reach maturity at different times.

9. Development is predictable:

It is possible for us to predict at an early age the range within which the mature

development of the child is likely to fall. But mental development cannot be predicted

with the same degree of accuracy.

10. Development is a product of interaction of the heredity and environment.

Child at any stage of his growth and development is a joint products of both

heredity and environment. But it is not possible to indicate exactly in what

proportion heredity and environment contribute to the development of an

individual. The two work hand in hand from the very conceptions. The

environment bears upon the new organism from the beginning. Among, the

environmental factors like nutrition, climate, the conditions in the home, the type

of social organisation in which individual move and live, the roles they have to

play and other.

Stages of development

When you examine the sequence of changes over the entire life span you find broad

patterns in different phases of life. A baby shows patterns of behaviour which are different from

a young adult who, in turn, is different from an old person, although, as we have discussed

earlier, changes are very slow and unnoticeable from one day to the next. Development proceeds

through different phases which exhibit typical patterns. Across the life-span, we develop in

stages. These stages are broad patterns of development characterized by some dominant features.

In each stage of development a person shows typical capabilities, patterns of behaviour and

characteristic modes of functioning. These, in turn, make the person ready to face typical

challenges and events in life. Developments in early childhood, for example, prepare the child

for formal education in case he can go to school. Biological development during adolescence

prepares the individual for marriage and family roles. Life events, such as schooling, marriage,

job and social expectations of an individual vary from one stage of life to another. In order to

face these challenges, for different life events and to meet the social demands or expectations, a

person must accomplish the required skills or reach the expected level of development. As a

result each stage of development involves different developmental tasks. The way one looks at

the stages of development and the developmental tasks may vary from one society to another

depending on how one conceptualizes human development and goals of life. Some of the

important features of stages are as follows.

 1. Each stage of life is based on the developments up to the previous stage and is also a

preparation for the next phase of life. Thus, each stage shows consolidation of previous

developmental changes and a preparation for development during the future stages of life.

2. Within a person, the rate of development of different aspects of his/her functioning

varies from one stage to another. For example, growth of brain cells and physical motor

skills are much faster during infancy compared to adulthood.

3. There are variations between individuals in the rate of their development and progression

from one stage to another. Thus, the time or chronological age of transition from one

stage of development to another may vary from person to person.

Pre-natal Stage

The developments from conception till birth of a baby constitute the prenatal stage. The

approximate period of prenatal development is taken to be 9 calendar months

Prenatal stage is further divided into three phases. The first phase - the germinal period - is the

period from conception until implantation. Conception occurs when a sperm penetrates the wall

of a ripened ovum forming a zygote. In about 8-14days, the zygote gets firmly attached to the

wall of the mother’s uterus. This is called implantation which brings the germinal period to end.

The second phase of prenatal development is the period of the embryo which lasts from the

beginning of the third week to the end of the eighth week. During this time all major organs are

formed and the heart begins to beat.

The third phase is the period of the fetus. It lasts from the third prenatal month until the baby is

born. The major organ systems begin to function and the growth of the organism is quite rapid.
Infancy

The period from birth to two years constitutes the infancy stage of life. During the prenatal

period the fetus faces the task of preparing itself for the birth process and to overcome the odds

against normal development. Thus, the new born baby has the capacity for all life sustaining

activities such as breathing, sucking and swallowing, and discharging bodily waste. The neonate

(birth to one month) also displays several reflexes as well as skills which help the process of

development. The new born infant responds to pressure or touch on the cheek by turning the

head towards the touch and opening the mouth. This automatic and involuntary response or

reflex, known as rooting reflex, helps the baby feed from the mother’s breasts or a nipple by

orienting her to the breast or bottle. Feeding is further facilitated by sucking reflex by which the

neonate sucks on objects placed into the mouth. The rooting reflex disappears over the first few

weeks of life and is replaced by voluntary head turning. The sucking reflex is also gradually

modified over the first few months of life as sucking comes under voluntary control. Among

many other reflexes, full- tern neonates display swimming reflex of active movements of the

arms and legs and involuntary holding of breath when in the neonate is immersed in water. The

swimmingreflexkeepstheinfantfloatinginwaterforsometime.Althoughthisreflexdisappearsinthefirs

t4-6months, some swimming instructors have used this

reflextoteachinfantspreliminaryswimming long before they can walk. Much before birth, the

fetus responds to sounds and within few hours after birth, the neonate can discriminate between

different sounds of language (e.g. /ba/ and /ga/ sounds) and between mother’s voice and other

human voice. This shows that human infants are remarkably well prepared to receive spoken

language and learn the same. During infancy, the physical and motor development is quite rapid.
Primarily due to maturation, children show regularity in development of locomotion and motor

skills.

The rate of growth is very rapid during the first two years. A normal two year old infant grows to

a height which is almost half of the adult height and the birth weight increase nearly four times

by that age. The body proportion also changes dramatically from birth till adulthood. The head of

a newborn baby is nearly one fourth its body length, almost as long as the legs. But, at adulthood,

the length of the head is about 12% of adult height whereas legs account for 50% of total height.

Early Childhood

Broadly it covers the period from 2 to 6 years of age. This is the time during which the child who

has become mobile is able to widen the sphere of his/her activities beyond the caregivers and the

family. Through his/her interaction with the wider society and the environment the child learns

the rules of appropriate social behaviour and develops mental abilities which prepare him/her for

formal education and schooling.

As we pointed out earlier, most 1-2 year-olds or toddlers appear to be quite clumsy in their

movements and physical motor activities. But as children mature their locomotion skills become

refined and graceful. Body balance while walking and running improves noticeably. A 3-year-

old can run in a straight line and can jump smoothly without falling down. A 4-year-old can skip,

jump on one foot and catch a large ball thrown from a distance. By the age six, the child is

physically quite capable of coordinated actions which require maintaining body balance. Small

muscles coordination required for fine motor

activitiessuchasputtinginshirtbuttonsorcopyingasimplefigureimprovequitedramatically during the

early childhood years.

Capacity for sustained attention continues to improve during the early childhood as also during

the middle childhood and early adolescent years. A 3-year-old child may persist on a task such as

colouring with crayons, playing with toys or watching TV for no more than 15-20 minutes at a

stretch. By contrast, a 6-year-oldcan be found to be working on an interesting task for an hour or

more. Such improvements in attention may be, at least partly, due to maturational changes in the

central nervous system. An area of the brain called reticular formation (which is responsible for

regulation of attention) continues to develop until puberty. Children also become more selective

in their attention. They are able to concentrate and focus on relevant aspects of the total

stimulation ignoring irrelevant or distracting stimuli. As children become more attentive, their

perceptual skills or ability to identify finer aspects of objects also improves.

Adolescence

Adolescence is a period of transition from childhood to adulthood and a period of significance

for human development. It is the period from the onset of puberty till attainment of adulthood.

Puberty marks the beginning of sexual maturity and reproductive capacity of an individual.

Adolescence is characterised by rapid biological and physical change and these changes are

associated with many psychological challenge. Biologically, puberty is associated with release of

sex hormones by the pituitary gland - estrogens or the female sex hormones and androgens or

male sex hormones. These hormones and other biological factors are responsible for a growth

spurt or rapid physiological changes as well as beginning of primary and secondary sexual

characteristics. The primary characteristics, such as ovulation and menstruation among the girls

and production of semen among the boys, are directly related to reproduction and primary sex
organs. The secondary sexual characteristics are associated changes visible on the body such as

development of breast among the girls, beard among the boys and growth of underarm and pubic

hair among the boys as well as girls. Physically adolescents show a sudden and rapid growth or a

growth spurt. During a period of about nine years (from 10 to 19) boys in India gain over 36 cms

in height and 25 kgs in weight where as Indian girls gain over 24 cms in height and 21 kgs in

weight. By the end of adolescence growth spurt, 98% of adult growth is achieved.

Early Adulthood

The period from the end of adolescence, i.e., from approximately 19 years to about 35

years of age is generally viewed as the early adulthood period. This is the period in which

social roles and relationships are materialised. The young adult becomes a fully functioning

social being assuming the role of a married family person and developing intimate social

and sexual relationships. Although most of the physical growth is over by the end of the teen

age, some developments do occur during the early adulthood. These are mostly related to the

process of slow decline with the aging process. For example, lenses of the eyes begin to lose

flexibility and tissues supporting the teeth weaken. Reaction time, strength of the body muscles

and capacity of the sense organs reach their peak during the twenties and decline by the

midthirties. On the whole, however, physical change is less dramatic and slow during this stage

of life.

Middle Adulthood

The period of life from about thirty five years of age to sixty is viewed as the mid-life during

which people become aware of some decline in their physiological functions. Muscular strength

and performance of major organ systems such as digestive and circulatory systems deteriorate.

Middle adulthood is characterised by some dramatic changes in the functioningof reproductive

system and sexual activity. Such changes are called climacteric. During the climacteric period,

women experience menopause or cessation of menstrual cycle during the late forties or early

fifties. For males, climacteric involves reduction in sex hormones and reduced functioning of the

prostrate gland all of which may result in reduced sexual drive. There are also some cognitive

changes during the adulthood. Short-term memory does not decline with age, but recall of

information from long-term memory somewhat declines. Changes in intelligence are minimal,

but they are compensated for by increase in wisdom and creativity. Midlife adults become more

proficient in solving real life problems.

Old Age

The period of life from the sixties till death is the period of old age. However, with increasing

life expectancy and longer work period there is a delayed onset of the actual feeling of old age.

Besides retirement from active work life, the old people have to cope with many other challenges

such as their own declining physical fitness, ill health, death of near ones in the family including

possible loss of spouse and loneliness. As people grow old, body metabolism changes and there

are wear-and-tear of the body parts and cells. There are also genetically determined changes in

the biological clock in the body that limit the length of our lives. As individuals approach the

closing phase of life, there is also an appraisal of the extent to which their lives have become

meaningful and worthwhile. According to Erickson, those who evaluate their life positively

attain a sense of integrity and do not usually have much anxiety over death. Otherwise, old

people may experience a sense of despair over not having been able to contribute much to the

society and the limited time that is left for them to do something. Erickson characterises this

crisis as one of integrity and despair. There are wide individual variations in the way old people

prepare to face death and other challenges of old age.

 Need and problems during adolescence

An individual’s needs and problems influence his development to a great extent.

Adolescence is a crucial period in the life of an individual with its characteristic needs and

problems of adjustment. Every adolescent has certain needs, the satisfaction of which is

essential to his continued physical and others aspects of development. A need is a tension within

an organism which must be satisfied for the well being of the organism. When a need is satisfied

the tension is released and the individual experiences satisfaction. There are certain basic needs

which are functioning in every individual. They are broadly classified into Physiological

needs and Psychological needs.

Primary or Physiological Needs: The fulfillment of physiological needs are inevitable because

they are concerned with the very existence of the individual. The need for oxygen, need for water

and food, need for rest and sleep, need for sex gratification etc. are the important physiological

needs.

Secondary or Socio-Psychological Needs: Needs that are associated with socio-cultural

environment of an individual are called secondary needs. They are acquired through social

learning and their satisfaction is necessary for the psychological well being of the individual. The

important socio-psychological needs are as follows:

1. Needs for security : The adolescent need emotional, social and economic security in addition

to physical security. The person who lacks the feeling of security may become maladjusted. The

need for social security is associated with man’s desire for gregariousness.
2. Need for Love : Affection or love is one of the most basic psychological needs of the

adolescents. Adolescents have a strong desire to love and to be loved. The individual who is

not loved will not deep proper attitudes and concepts concerning his own worth. Proper love will

strengthen the individuals feeling of security.

3. Need for approval : There is a carving for recognition in adolescents. His ego gets

satisfaction when he is recognized and approved. The adolescent desire that he should be a centre

of attraction for the opposite sex and his abilities, intelligence and capacities should be

recognized by others. The teachers should find out the field in which the pupil can shine very

well and which help him to earn admiration from others.

4. Need for freedom and independence : Adolescence is a time when the individual is striving

to wean himself away from the control of parents and elders. He want the right to give

expression to his feelings, emotions and ideas. He feels annoyed and unpleasant when restriction

is imposed on him.

4. Need for self-expression and achievement : Every adolescent has an inherent desire for

the expression of his potentialities. He may have a poet, musician, painter etc. hidden

within him and he want to get adequate opportunities for the expression of his

potentialities. He experiences satisfaction when he succeeded in them and failure makes

him depressed and disappointed. Hence the curriculum should be appropriate for every

pupil so as to permit achievement for him.

 Problems of adolescence

Any period of development is likely to be accompanied by many potential difficulties.

Adolescence is a period of transition from childhood to adulthood that implies many

development changes and associated problems. Some of the outstanding problems of Indian

adolescence are the following:

Perplexity with regard to somatic variation: Every adolescent has more or less difficult task of

adjusting to somatic variation which may occur in connection with puberty. The follow of blood

during menstruation in girls and nocturnal emission in boys creates worries and give birth to so

many fears and anxieties. Since ours is a conservative society, youngsters are less informed

about the physical changes that are occurring during puberty. Lack of scientific information

about sex hygiene and philosophy make them to satisfied with crude and perverted knowledge

about sex related matters. It creates guilt feeling and so many complexes in the minds of the

children which makes them introverted and secretive.

Problems related with intensification of sex-consciousness: The sudden awakening of sex

instinct during adolescence results in intensification of sex consciousness. Adolescents are

curious to know about sex related topics and are seeking answers to their innumerable doubts in

sexual matters. In our country most of the parents are illiterate and they do not have scientific

knowledge of sex problems. Moreover, our social values are different from that of western

countries, and hence parents hesitate to discuss sex problems with their children. So the

adolescents resort socially unacceptable ways to quench their curiosity and to satisfy their sexual

needs. There is also the misguiding of print and electronic media that finally results in sexual
maladjustment in adolescents. [Reading of ‘MA..” books, interest in ‘branded’ films, influence

of friends, etc.]

Adjustment difficulties with parents: Adolescents have a strong for freedom and

independence. But often it is obstructed by parental oppositions. In Indian context, parental

opposition may extend to such areas as choices of friends, choice of education, recreational

interests, dress, life-style, our of going from and coming to the home, mode of behaviour etc.

The conflict between parental norms of behaviour and peer group relationships often lead to

friction in the relationship and adolescents find it difficult to adjust to the needs and demands of

parents. Failure to adjust with the parents may result in revolting against parents and authority.

Childhood-Adulthood Conflict: In our society, the adolescent is considered as neither as a

child nor as an adult. He has to depend his parents and elders for his physical and emotional

needs. But at the same time he wants to hold independent views and opinions like an adult. He

can very well manage his own affairs and resist any unnecessary interference from the part of

elders. He begins to feel ashamed and embarrassed for the protection and care shown by the

parents. He is often treated in an ambiguous manner by parents and teachers. Sometimes they

expect him to behave as an adult and at other times, they treat him as a child. The poor

adolescent is caught between the role of the child and the adult, which push him into confusion

and tension.

Adjustment difficulties with school discipline : Most of the adolescents face a great problem

in adjusting with school discipline. Some times schools expects too much from students who
must submit to teachers who may be tyrannical sometimes. Schools should not implant habits of

unquestioning obedience that inhibits the growth of young people towards true independence.

Adjustment difficulties with community: The adolescent is expected to find his place in a

society marked by increasing social isolation and rapid technological changes. This changing

world make it difficult to anticipate and plan for adolescent life. They have difficulty in

adjusting their capacity to the demands of the community. At this critical phase most adolescents

react by withdrawing into a non-demanding and non-working world of pleasure and satisfaction.

The Ideal and Reality conflicts: It is during adolescence an adolescent move from being

children to adults - perhaps the single most important and grandest set of changes - others may

not know how they feel about themselves, but we should. The disparity between ideal and

actual can produce confusion and maladaptation, or this disparity can be a source of motivation

and aspiration for adolescents who are searching for identity. As the adolescence represents a

fascinating transitional period, marked by the emergence of new found cognitive capacities and

changing societal expectations.

Parental Influences has much important in this regard, which includes deliberate expression of

affection, concern about the adolescent's problems, harmony in the home, participation in family

activities, availability to give organized help when needed or asked for, setting clear and fair

rules, understanding peer influences on self-esteem, etc. can helps the adolescents to a great

extent.
Role of teacher in facilitating development

The teacher or the school has a major role in facilitating the overall development of children once

they are enrolled in the school.

The bodily or physical health of children is indispensable for their success and efficiency in all fields

of life. The psychologists have reiterated that this aspect of development should be paid the attention

by all those persons who deal with the education and welfare of the children.

For this purpose, the school must have a regular programme of health education. Adequate facilities

for liberal

1. participation in sport and games and other physical exercises appropriate to the level of

growth should be provided to the students.

2. We should give them practical information concerning physical growth, personal hygiene,

food habits, etc. It is hoped that a brief, interesting and easily understandable task,

introducing them to various development stages, would certainly help them to form a correct

picture in their own minds regarding their own changing selves and their roles in life.

3. This may also serve as safeguard against the possibility of their developing irrational worries

regarding abrupt development taking place in their bodies. A teacher, can successfully

accomplish this task if he has a sound knowledge of the physical development of children.

4. With the increased rate of physical change consequent to the transition from one phase of

development to another, their behaviour and attitudes are also bound to change. We realise

the varying treatment, suitable to the physical growth level, is needed by children.

5. It is found that the upper primary, secondary and senior secondary students are very tender

physically. This is the reason why they need affection and tender treatment in the classroom.

Developing children must not be rashly stuffed with bookish learning.

6. Instead of it, their educational programmes should include a combination of varied activities

in and out of the classroom. Adolescents are in need of sympathetic understanding and

friendliness. They are often found clumsy, awkward, aggressive and often violent.

7. Jet must be remembered that physical health is the basis of all development. The all-round

and healthy development of children is exceedingly dependent upon healthy physical growth.

Children who have a feeling that they are physically fit are favorably affected by this internal

picturing of themselves.

8. They are most likely to develop confidence and a will to improve further. On the other hand,

children suffering from a feeling that there is something wrong somewhere in their bodies

have less chance to approach life confidently and to make any substantial achievement.

9. A teacher should therefore make efforts to promote a sense of well-being in the children by

developing an interest among them in the physical culture programmers of the school. He

should promote the development of positive and healthy feelings in children regarding the

present state of their physical health.

10. Taking care of physical health of the children at the school leave is the first and foremost

function of the physical health instructor and the gymnastics and sports teacher.