Physical Development - The Child and Adolescent PDF

PHYSICAL DOMAIN OF GROWTH AND DEVELOPMENT THE CHILD AND ADOLESCENT TA B L E O F C O N T E N T S Physical Growth and Development Brain Development Motor Development PHYSICAL GROWTH AND DEVELOPMENT an increase in body size (length or height and weight) and in the size of organs. I N FA N C...

PHYSICAL DOMAIN OF GROWTH AND DEVELOPMENT THE CHILD AND ADOLESCENT TA B L E O F C O N T E N T S Physical Growth and Development Brain Development Motor Development PHYSICAL GROWTH AND DEVELOPMENT an increase in body size (length or height and weight) and in the size of organs. I N FA N C Y A N D TODDLERHOOD I N FA N C Y A N D T O D D L E R H O O D HEIGHT AND WEIGHT It's normal for newborn babies to drop 5 to 10 percent of their body weight within a couple of weeks of birth. That is due to the baby's adjustment to neonatal feeding. Once they adjust to sucking, swallowing and digesting, they grow rapidly. Breastfed babies are typically heavier than bottle-fed babies through the first six months. After six months, breastfed babies usually weigh less than bottle-fed babies. In general, an infant's length increases by about 30 percent in the first five months. A baby's weight usually triples during the first year but slows down in the second year of life. Low percentages are not a cause for alarm as long as infants progress along a natural curve of steady development. P H Y S I C A L H E A LT H 0-6 months Startles to loud sound Visually follows a moving object from side to side/up and down Reacts to pain by crying Withdraws or reacts when surprise when in contact with something cold Withdraws or cries when in contact with something hot Reacts with pleasure/smiles or relaxed expression when he/she taste something hot Reacts by making a face/frowns/grimace when he/she tastes something he/she doesn’t like 7-12 months Reacts with pleasure when he/she smells something nice Reacts by making face when he/she smells something foul 13-18 months Plays without tiring easily, able to keep pace with play mates Walks without tiring easily 19-24 months Sustain physical activity (e.g., dancing, outdoor games, swimming) for atleast 3-5 minutes E A R LY CHILDHOOD (AGES 3-5) SIGNIFICANT CHANGES IN PHYSICAL GROWTH Physical growth increases in the preschool years, although it is much slower in pace than in infancy and toddlerhood. At around 3 years of age preschoolers move, from the remaining baby-like features of the toddler toward a more slender appearance of a child. The trunk, arms and legs become longer. The center of gravity refers to the point at which body-weight is evenly distributed. Toddlers have their center of gravity at a high level, about the chest level. This is why they have difficulty doing sudden move- ments without falling down. Preschoolers on the other hand, have their center of gravity at a lower level, right about near the belly button. This gives them more ability to be stable and balanced than the toddler. The preschooler moves from the unsteady stance of toddlerhood to a more steady bearing. They no longer "toddler " that wobbly way that toddlers walk. This also allows the preschooler to move more "successfully" than the toddler. Some say that the later part of the preschooler years at around 5 or 6 is the best time to begin learning skills that require balance like riding a bike or skating. By the time the child reaches three years old, all primary or deciduous, or what are also called "baby or milk" teeth are already in place. The permanent teeth which will begin to come out by age six are also developing. The preschooler years are therefore a time to instill habits of good dental hygiene.. PRESCHOOLERS' NUTRITION AND SLEEP Nutrition plays a vital role in preschoolers' physical growth and development, with their nutritional status determined by the balance of nutrients consumed relative to age-specific requirements. In many regions, there are stark contrasts between children facing undernutrition and those experiencing obesity. To combat these issues, the celebration of Nutrition Month every July promotes awareness and healthy eating habits, supported by government initiatives that provide fortified foods like bread, milk, and noodles to address malnutrition. In addition to nutrition, adequate sleep is essential for preschoolers, who need about 10-12 hours of rest each day. Sleep facilitates critical biological processes, including the release of growth hormones during REM (rapid eye movement) sleep, which aids muscle recovery and energy replenishment. Furthermore, this restful state enhances cognitive development through increased brain activity, underscoring the ultimate importance of both nutrition and sleep in preschoolers' overall well-being. MIDDLE CHILDHOOD (AGES 6-12) Physical growth during the primary school years is slow but steady. During this stage, physical development involves: (1) having good muscle control and coordination, (2) developing eye-hand coordination, (3) having good personal hygiene and (4) being aware of good safety habits. In this developmental stage, children will have started their elementary grades, specifically their primary years - Grades 1 to 3. These children are extremely active. Because most of the activities traditional schools are sedentary, they often release their unusual amount of energy in some forms of nervous habits including fidgeting, nail biting and pencil chewing. Primary-school age children get fatigued more easily because of physical and mental exertions both at home and in school. Hence, dctivities should be alternated between strenuous one and relaxing or quiet activities (example: storytelling time after the Math period). HEIGHT AND WEIGHT Height and Weight This period of gradual and steady growth will give children time to aet used to the changes in their bodies. An average increase in height of get a little over two inches a year in both boys and girls will introduce them to many different activities that they can now do with greater accuracy. Weight gain averages about 6.5 pounds a year. Most children will have slimmer appearance compared to their preschool years because of the shifts in accumulation and location of their body fat, although girls tend to develop additional fat cells relative to muscle cells. A child's legs are longer and more proportioned to the body than they were before. A number of factors could indicate how much a child grows, or how much changes in the body will take place: genes exercise emdical conditions Foods disease / illness climate BONES AND MUSCLES Childhood years are the peak bone-producing years - bones grow longer and broader. This is the best time for parents and teachers to educate children of good dietary and exercise habits to help them have strong, healthy bones throughout their lives. Replacement of primary teeth, also known as baby teeth, with permanent teeth occur around ages 6 to 7 years and up until age 12, most children will have all their primary teeth replaced. Many lifestyle factors, like nutrition and physical activity, can substantially influence the increase of bone mass during childhood. Because children's bones have proportionately more water and protein-like materials and fewer minerals than adults, ensuring adequate calcium intake will greatly help them in strengthening bones and muscles. Large muscle control is at bigger play over fine motor. Some may still have difficulty holding a pencil properly or coloring inside the lines. We have to limit writing time, since children may develop a negative attitude towards writing. Bone and muscle growth are still not complete during this stage. Most activities which use heavy pressure will be very difficult for growing bones, muscles and ligaments. If students are engaging in too mucn strenuous activities to test their strengths, teachers may suggest Or provide more coordinated physical activities or competition or rotate players during Sports or games. L AT E C H I L D H O O D (AGES 12-18) Others, may call this stage as preteens. Physical changes during this stage is fairly unpredictable among children in this age group. The steady and gradual changes happening in children at this stage, especially with their increasing familiarity WIth school work and other possible activities provide them with a greater Pportunity to develop their motor skill functioning. E A R LY P U B E R T Y On the average, girls are generally as much as two (2) years ahead of boys in terms of physical maturity, although this developments may be determine by how close a child is to puberty. Puberty maybe begin early. Budding breast for girls – which essentially sign of puberty. Some girls may also start with their menstrual period as early as 8 and some as late as 13. Puberty starts when the brain triggers the production of sex hormones. Changes that happen to boys and girls during early puberty: GIRLS BOYS Breast Small lumps from behind the May also have swelling on nipple may occur, which their chest but tends to go sometimes could be painful away within a year or two. but eventually, the pain goes away. It is normal for one breast develop more slowly than the other. Genitals The vulva starts in increase Subtle increase in testicle a bit. size The vagina gets longer. Penis and scrotum start to The uterus gets bigger grow. Semen may be released when he is awake or even during sleep. Hair growth Hair will start to grow in the Hair will start to grow and armpits and pubic areas become thicker. New hair will also grow in the armpits and pubic area around the genitals. May start developing chest and facial hair. H E I G H T, W E I G H T A N D M U S C L E DEVELOPMENT During late childhood, a child's weight on average, may be 2.3 to 3.2 kilograms per year. Weight increase was mainly due to the increase in size of skeletal and muscular systems as well as several organs. An average of 2 ½ inches in height and an average of an inch in head circumference each year. Children during this stage may experience growth spurts - sudden boosts in height and weight, which are usually accompanied by increase in appetite and food intake. Many of the bodily structures like the liver, muscles, skeletons, kidneys and face follow a normal curve of development for both girls and boys. Other structures like the brain, intestines and other organs and bodily systems mature at their own time, thus, affecting growth patterns. Increase in body fats also occurs in preparation for the growth that occurs during adolescence. The body fat increase occurs earlier in girls and is greater in quantity. Girls appear to be "chubby" while boys tend to have more lean THE BRAIN DEVELOPMENT OF A CHILD B R A I N D E V E L E O P M E N T O F I N FA N C Y There are four stages of cognitive development according to piaget - the sensorimotor, the preoperational, the concrete operational and the formal operational stage. The sensorimotor stage The 1st stage of the 4 stages of cognitive development. "In this stage, infants construct an understanding of the world by coordinating sensory experiences with physical, motoric actions they perform on it. An infant progresses from reflexive, instinctual action at birth to the beginning of symbolic thought toward the end of the stage." BRAIN DEVELOPMENT OF A CHILD Second is the "Pre-operational" stage (ages 2 to 7 years), when a child can use mental representations such as symbolic thought and language. Children in this age group learn to imitate and pretend to play. This stage is characterized by egocentrism, i.e., being unable to perceive that others can think differently than themselves, and everything (good or bad) somehow links to the self. Third is the "Concrete Operational stage" (ages 7 to 11 years), when the child uses logical operations when solving problems, including mastery of conservation and inductive reasoning. Finally, the Formal Operational stage (age 12 years and older) suggests an adolescent can use logical operations with the ability to use abstractions. Adolescents can understand theories, hypothesize, and comprehend abstract ideas like love and justice.  S U B S TA G E S 1. Simple Reflexes Age: birth to 6 weeks Coordination of sensation and action through reflexive behaviors. 2. First habits and primary circular reaction phase Age: 6 weeks to 4 months Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions. 3. Secondary circular phase Age: 4 to 8 months Infants become more object-oriented, moving beyond self- preoccupation repeat actions that bring interesting or pleasureble results 4. Coordination of reactions stage secondary circular Age: 8 to 12 months Coordination of vision and touch hand-eye coordination; of schemes and intentionality. 5. Tertiary circular reactions, novelty and curiosity. Age: 12 to 18 months Infants become intrigued by the many properties of objects and by the many things they can make happen to objects; they experiment with new behavior. 6. Internalization of schemes Age: 18 to 24 months This marks the passage into the preoperational stage. An analysis to 6 substages of sensorimotor stage of piaget's development shows that development begins from reflexive behaviors to more refined and more coordinated MOTOR DEVELOPMENT OF THE CHILD MOTOR DEVELOPMENT I N I N FA N C Y A N D TODDLER HOOD Along this aspect of motor development infants and toddlers begin from reflexes, reflexes, to grow motor skills and fine motor skills REFLEXES The new born has some basic reflexes which are , of course authomatic, and serve as survival mechanism before they have the opportunity to learn. Many reflexes which are present at birth will generally subside within a few months as the body grows and matures There are many different reflexes. Some of the most common reflexes that babies have:  Sucking reflex- The sucking reflex is initiated when something touches the roof of an infants month. Infants have a strong sucking reflex which helps to ensure they can latch into a bottle or breast. The sucking reflex is very strong in some infants and they need to suck on a pacifier for comfort. Rooting reflex- The rooting reflex is most evident when an infants cheek is stroked. The baby response by turning his or her head in the direction of the touch and opening their there mouth for feeding.  Gripping reflex- Babies will grasp anything that is placed in their palm. The strength of this grip is strong, and must babies can support their entire weight in their grip. Curling reflex- When the inner sole of a baby's foot is stroke, the infant respond by curling his or her toes. When the outer sole of a baby's foot stroked, the infants will respond by spreading out there toes.  tartle/moro reflex- Infants will respond to sudden sounds, or movements by throwing their arms and legs out, and throwing back. Most infants will usually cry when startled and proceed to pull their limbs back into their bodies. Galant reflex- The galan reflex is shown when can infants riddle or lower back is throated next to the spinal cord. The baby will respond by curving his or her body towards the side which is being stroked. Tonic neck reflex- The tonic neck reflex is demonstrated in infants who are placed under abdomens. Whichever side the child head is facing, the limbs on that side will straighten, while the opposite limbs will curl. FINE MOTOR SKILLS Fine motor skills, are skills that involve a refined use of the small muscles controlling the hand, fingers, and thumb. The develop- ment of these skills allows one to be able to complete tasks such as writing, drawing, and buttoning. The ability to exhibit fine motor skills involve activities that involve precise eye-hand coordination. The development of reaching and grasping becomes more refined during the first two years of li1e. Initially, infants show only crude shoulder and elbow movements, but later they show wrist movements, hand rotation and coordination. MOTOR SKILLS DEVELOPMENT (GROSS MOTOR SKILLS) 0-6 months Holds head steadily Moves arms and legs equally to reach at dangling object Rolls over Bounces when held standing, briefly bearing weight on legs Sits with support Starting to crawl but not yet very good at this 7-12 months Sits alone steadily without support Creeps or crawls with ease as a primary means of moving around Stands without support Stands from a sitting position without any help Squats from a standing position with easeStands from a standing position with ease Bends over easily without falling Stands from a bent position without falling Walks sideways by holding onto the sides of crib or furniture (cruises)Walks with one hand held MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS) 0-6 months Hands open most of the time Brings both hands together towards dangling object/toy Uses either hand interchangeably to grasp objects Uses all 5 fingers in a raking motion to get food/toys placed on a flat surace Grasps objects with the same hand most of the time (hand preference emerging) 7-12 months Pulls toys by the string Bangs 2 large blocks together Picks up object with thumb and index finger Grasp and transfer objects from hand to hand Grasp objects with the same hand all the time (define hand preference established) 13-18 months Puts small objects in/out of container Unscrews lids Unwraps candy/food Holds thick pencil or crayon with palmar grip (i.e., all 5 fingers wrapped around pencil) Scribbles spontaneously 19-24 months Colors with strokes going out of the lines E A R LY C H I L D H O O D ( G R O S S A N D F I N E MOTOR DEVELOPMENT) Gross motor development refers to acquiring skills that involved the large muscle Gross motor development involves skills that utilize large muscle groups, categorized into three types: 1. Locomotor Skills: Skills for moving from one place to another, such as walking, running, climbing, skipping, hopping, creeping, galloping, and dodging 2..Non-Locomotor Skills: Movements that occur while staying in place, including bending, stretching, turning, and swaying. 3. Manipulative Skills: Skills involving the projection and reception of objects, such as throwing, striking, bouncing, catching, and dribbling. Preschoolers are typically very active, with activity levels peaking around age three and gradually decreasing as they grow older. Providing varied physical activities helps develop their large muscles and supports overall health, including stronger bones and muscles, weight control, and improved mental well-being. FINE MOTOR DEVELOPMENT Refers to acquiring the ability to use smaller muscle in the arms, hands and fingers purposefully. Key skills include picking, squeezing, pounding, holding writing instruments, and self-help skills like using utensils and fastening clothing. Different environments offer diverse experiences for developing fine motor skills. For instance, urban children may become proficient with technology, while others might engage in activities like digging in soil, crafting with found materials, or playing with clay and finger paint. MIDDLE CHILDHOOD MOTOR DEVELOPMENT MOTOR DEVELOPMENT Young school-aged children gain better control over their major muscle groups and develop a strong sense of balance. They enjoy testing their strength and skills through real-life tasks, moving away from fantasy play as they become more aware of their surroundings. During this stage, children are very active; they run, skip, hop, jump, tumble, roll, and dance. With their gross motor skills well-developed, they can catch a ball with one hand, tie their shoelaces, and manage zippers and buttons. Unimanual (one-handed) and bi-manual (two-handed) tasks become easier for them, and their graphic activities—such as writing and drawing—show more control, although they are still developing. Children can print their names and copy simple designs and shapes, holding pencils and crayons correctly with some supervision. Key motor skills during this stage include coordination, balance, speed, agility, and power. DEFINITIONS OF MOTOR SKILLS 1.Coordination: A series of movements organized and timed to achieve a specific result. The more complex the movement, the greater the coordination required. Children develop eye- hand and eye-foot coordination through play, games, and sports (Strickland, 2000). 2.Balance: The ability to maintain the equilibrium or stability of the body in different positions, crucial during this active stage. Balance includes: 1. Static Balance: The ability to maintain equilibrium in a fixed position, such as balancing on one foot. 2. Dynamic Balance: The ability to maintain equilibrium while moving (Owens, 2006). 3.Speed: The ability to cover a great distance in the shortest possible time, essential for various activities. 4.Agility: The ability to quickly change or shift direction, important for sports and active play. 5.Power: The ability to exert maximum effort in the shortest time, essential for explosive movements in activities and sports. These motor skills are vital for performing different activities, games, and sports, influencing a child's future success and achievements. Large-scale body movements are key during this stage, with boys generally developing motor skills slightly faster than girls, except in areas requiring balance and precise movements (Bergin & Bergin, 2018).  FINE MOTOR SKILLS GROSS MOTOR SKILLS Zip zippers and lace shoes Hop Able to learn piano or violin Skip on alternating feet Control pencil with the finger Jump rope and thumb. Walk on a balance beam Movement comes from the Throwing, catching, and elbow. kicking become smoother Write and draw with more Begin to participate in control, but writing looks organized games (e.g. choppy and uneven. Letters are hopscotch) and sports (e.g. getting smaller. Uppercase basketball) letters are somewhat Skate, ski, bike and other mastered, but lowercase letters specialized skills with training continue to be challenging through 3d grade, especially letters with slants,and curves. L AT E C H I L D H O O D M O T O R DEVELOPMENT During this stage, movements or the mnuscles and bones become more coordinated. At the age of 10 or 11 years, most children will have learned to play sports like swimming, basketball, volleyball and running. This physical skills become a source of pleasure and great achievement to the children. In activities that use large muscle activities, boys tend to be more nimble than girls. Although a significant increase in physical activity may occur in this stage, children in their late childhood is far from being physically mature. They become overwhelmed when sitting or standing too long than when running, jumping or playing actively. This is because they need time to refine their skills so they prefer active rather than passive movements From the age of 8, children show greater coordination in writing. Their fine motor skills develop gradually which may be evidenced by the size of the letters and numbers. Font size becomes smaller and are more even. They may even produce good quality crafts or have greater control In playing instruments like the piano or guitar. In this skills, girls usually Surpass the boys. L E S S O N 4 : FA C T O R S A F F E C T I N G T H E PHYSICAL DEVELOPMENT OF LEARNERS HEREDITY Genetic traits inherited from parents can influence a student’s physical characteristics, such as height and body composition. This can affect their athletic abilities and interests in certain sports, shaping their confidence and participation levels. ENVIRONMENT The environment includes both physical and social aspects. A supportive environment, such as access to safe parks, gyms, and positive peer influences, encourages students to be active. Conversely, a lack of resources or negative social influences can lead to inactivity and unhealthy habits. GENDER Gender can shape students' experiences in physical activities. Societal expectations may steer boys and girls toward different sports or discourage them from participating in certain activities. This can impact their confidence and willingness to engage in physical exercise. E X E R C I S E A N D O V E R A L L H E A LT H Regular physical activity is linked to improved fitness, mood, and cognitive function. Students who engage in exercise tend to perform better academically and have lower stress levels. On the other hand, students with health issues or sedentary lifestyles may struggle with fatigue, impacting their participation in school activities.. HORMONES During puberty, hormonal changes lead to physical growth and development. These changes can affect a student’s self-image and social interactions, influencing their willingness to participate in sports or physical activities. NUTRITION Proper nutrition is essential for energy and growth. Students who consume a balanced diet are more likely to have better focus and stamina, while poor nutrition can lead to fatigue and decreased physical performance, affecting overall health and school performance. SLEEP Adequate sleep is crucial for recovery and cognitive function. Students who get enough sleep tend to perform better academically and have better mood regulation. Insufficient sleep can lead to irritability, difficulty concentrating, and poorer physical performance.. FA M I L I A L I N F L U E N C E Family dynamics and values play a significant role in shaping students' attitudes toward health and fitness. Families that prioritize physical activity and healthy eating are likely to instill these values in their children, encouraging a more active lifestyle. THANK YOU FOR LISTENING!