The Preschool-Aged Child Human Growth and Development PDF

Department of Autistic Spectrum Technologies The Preschool-Aged Child Human Growth and Development 6 Stage 1 Dr. Firas Al-aboudy  Objectives After going through this s...

Department of Autistic Spectrum Technologies The Preschool-Aged Child Human Growth and Development 6 Stage 1 Dr. Firas Al-aboudy  Objectives After going through this session, you will be: – Definition of terms. – Physical, Emotional, Social & Cognitive of preschooler child. – Family Influences – Piaget’s Theory – Vygotsky’s Theory – Montessori’s Theory – The health and safety of preschoolers  Introduction The combined biological, psychosocial, cognitive, spiritual, and social achievements during the preschool period (3 - 5years of age), Prepare preschoolers for their most significant change in lifestyle and entrance into school.  Terms Cooperative play: A type of play in which children play and interact with one another. Egocentrism: Child’s belief that everyone thinks in the same way and has the same ideas as he or she does. Imitation: Learning by watching and copying others. Incidental learning: Unplanned learning  Terms Initiative: motivation to accomplish more. Manipulate: To work with an object by using the hands. Moral development: The process of learning to base one’s behavior on beliefs about what is right and wrong. Passive observing: Watching another’s actions without responding.  Terms Peer: Someone close to one’s own age. Permanent teeth: Teeth that will not be naturally replaced by another set. Preschooler: A child from age three to about age five. Reaction time: Time required to respond to a sight, sound, or other stimuli.  Terms Self-concept: How people see themselves. Self-confidence: Belief in one’s own abilities. Separation anxiety: Fear of being away from parent, familiar caregivers, or the normal environment. Trial and error learning: Learning that takes place when a child tries several solutions.  Physical Development Height and weight: – Average increase in height is 2.5 – 3 inches per year – Average weight gain is 4 – 5 pounds a year Gross motor skills: – Ball toss, hops on one foot, skips, running, jumping, climbing, walking Fine motor skills: ―Stacks nine or ten blocks, cuts with scissors, draws recognizable pictures, dresses self, uses spoon and fork to eat, buttons clothing.  Emotional Development Three years: – Cooperative, willing to take directions, will modify behavior based on praise, imaginary friends, fears Four years: – Self-centered, seek approval of others, very active imagination. Five years: – Views themselves as a whole person, fears  Social Development Three years: – Share, eager to please others, engage in cooperative play. Four years: – `Form friendships by playing in groups while sharing toys, some fighting may occur. Five years: – Outgoing, talkative, play in groups, social acceptance is important.  Cognitive Development > Three years: > begins to use longer sentences; knows about 900 words; can follow two-part directions; and can sort by shape and color. > Four years: – Speaks in complete sentences of five to six words; makes up stories; asks many questions; understands three-step directions; and knows colors and shapes. > Five years: – Speaks in complete sentences of six to eight words; understands about 13,000 words; learns alphabet and many letter sounds; recalls part of a story; counts up to ten objects and can sort by size Family Influences: Close ties to the family unit. Desire to feel important within family. Societal Influences: Play groups. Mother’s day out programs. Friends. Places of worship.  Piaget’s Theory Piaget said children in the preoperational stage of development (ages 2 – 7 years) think in terms of their own activities. – Make believe play. – Use of symbols. – Egocentric viewpoint. – Limited focus.  Vygotsky’s Theory Vygotsky said children are individuals who each learn differently based on experiences. – Social environment – Small groups for learning – Language – Parents, teachers and peers  Montessori’s Theory Montessori said children learn best through prepared learning environments. – Strengthen muscles. – Prepare a child’s mind and body. – Encourage independence.  Special Needs Children Encourage independence by involving them in family and school life. Offer love and support. The health and safety of preschoolers Health: Involve children on meal planning and preparation tasks – Stirring – Mixing – Setting the tale Teaching about nutrition: – Food groups – Create healthy snacks such as ants on a log  Safety Bicycles – Always wear a helmet Traffic – Look both ways before crossing the street Playgrounds – Keep a safe distance from swings – Go feet first on slides and hold onto rails  Learning Provide hands-on learning experiences. Encourage reading. Express emotions through art and music: – Clay. – Crayons. – Markers. – Paint. – Finger play.  Thank you for listening Dr. Firas Al-aboudy Thank you All [email protected]  Department of Autistic Spectrum Technologies Principles of Human Growth and Development DEVELOPMENT DURING INFANCY 4 Stage 1 Dr. Firas Al-aboudy  Objectives After going through this unit, you will be able to: Principles of development changes. Explain the physical growth during infancy Interpret the physical growth during childhood Discuss the factors which affect physical development in a child  Principles of Growth Growth and development follow an orderly sequence. Each child normally passes through a number of stages, each with its own essential characteristics. There are individual differences in rate and pattern of development. Though the human being develops as a unified whole, yet each part of the body develops at a different rate. Development is essentially the result of the interaction between maturation and learning. While maturation is the ‘unfolding of characteristics potentially present in the individual’s genetic endowment’, learning refers to the relatively enduring ‘changes that come about as a result of experience and practice.’  Changes in Body Sizes: The overall size of the child’s body which can be observed through the visible changes in height and weight. The body size which includes the aspects of height and weight in a child gets influenced by both genetic and environmental factors. Genetic factor refers to what children inherit from their parents which is composed of hereditary traits that are passed on to the child. Environmental factors like nutrition, socio-economic status, family surroundings, cultural settings  Changes in Body Proportions Changes in Skeletal Structure, Bones and Muscles: – The skeletal structure of an infant is soft which is composed mainly of cartilages. – It is not as hard and rigid as bone but is stiffer and less flexible than muscle. – As the child grows, the bines become stronger and the length is elongated. – This process of hardening of the bones is known as ossification. – It begins early in the first year and ends during puberty. – Muscles play an important role in the functioning of body organs like the heart and the digestive system. They are also responsible for strength and co-ordination of activities. – By adolescence, the small muscles too gain maturity. – A nutritious diet and a regular routine with physical activities and proper rest would enhance the healthy development of muscles and fatty tissues in children. – Changes in Teeth Structure Thank you All  Department of Autistic Spectrum Technologies Principles of Human Growth and Development Growth & Development of Toddler 5 Stage 1 Dr. Firas Al-aboudy  Objectives After going through this session, you will be able to: Growth & Development of Toddler Physical Growth, Physical Changes Gross Motor Milestones Fine Motor Skills Eating Habits Intellectual Growth Social and Emotional Growth Erik Erikson theory Tantrums Scenario  Toddlers Are children between the ages of one and three. The name toddlers come from the unsteady walk that this age of children has.  Physical Growth Toddlers will continue to grow taller and heavier Bones and muscles become stronger The toddler’s spine will become more erect Toddlers will begin to lose some of the “baby fat” that they had as infants They will also lose the sway back that causes the cute belly at age 3  Physical Changes The biggest change in a toddler’s life is the ability to move around quickly. Most toddlers will walk around one year old, although some may not start until almost 16 months old In the beginning, a toddler’s walk is unsteady and uneven. Toddlers will have to practice all major gross motor skills in order to perfect them.  Gross Motor Milestones By the age of one the biggest milestone will be walking At two, toddlers should be able to balance on one foot and jump with both feet off of the ground (at the same time) At age three, toddlers should be able to skip Gross motor skills involve large muscle groups and often include skills such as running, jumping, and balance  Gross Motor Skills Around age one, toddlers will begin to climb as much as possible. It is important to let toddlers practice this skill in an appropriate and safe place (playgrounds, rock walls, etc). Children are always able to get down from places where they have climbed unaccompanied, although it may take longer. At age two, most toddlers can operate wheeled toys such as tricycles and sitting cars.  Hand Coordination Toddlers will learn to throw a ball, although the technique requires practice and aim will be inaccurate. Catching, a skill that requires more hand eye coordination, will be more challenging.  Fine Motor Skills Fine motor skills are those that use smaller muscle groups such as those in the hands Toddlers will eat with a spoon around 15- 22 months Around the same time, toddlers will begin to practice sipping out of a cup Toddlers can begin to open doorknobs and jars/lids that are not tightly closed Some toddlers may begin to stack blocks and lace beads on string  Eating Habits Toddlers are notoriously picky eaters Some toddler become carb loaders and prefer only one or two items consistently (such as mac and cheese and bread) There are many different ways to encourage toddlers to eat a variety of foods  Encouraging Healthy Eating Offer a healthy meal, and if it is refused, set it aside until the toddler is hungry enough to comply Add secret nutrients by pureeing veggies or fruit and adding it to favorite items (pureed spinach in pasta sauce) Make healthy food look appealing for children In your groups, brainstorm some ways to make healthy food look appealing, and use the markers and paper to illustrate your ideas  Intellectual Growth Toddlers are experiencing a language explosion- adding new vocabulary at a rapid rate Because of this language explosion, toddlers will often shorten difficult words Ex. Nana instead of Grandma Toddlers can understand many more words than they can say To test a toddler’s knowledge of colors, they may have to point to the correct answer instead of saying “yellow” After their second birthday, toddlers are better able to speak in complete sentences  Intellectual Growth Toddlers begin to problem solve to achieve goals Ex. If a toddler sees a toy they want on the counter top, they may move a chair to stand on in order to get the toy Toddlers will begin to compare objects Toddlers will begin to learn to classify objects orally Ex. Toddlers can sort by color or shape  Intellectual Growth Toddlers, although they are learning quickly, do not yet grasp the concept of volume If a toddler looks at a full skinny glass and a half full very fat glass, which ever one is higher they will assume has more in it  Social and Emotional Growth Toddlers care most about their parents and caregivers Toddlers begin to use parallel play at around 1-2 and imaginative and peer play closer to 3 Toddlers are beginning to build their own self concept They no longer think that they are the same person as their parent  Erik Erikson Erikson calls the toddler phase 2-3, and labels it the age of AUTONOMY VS. SHAME AND DOUBT It is important for Toddlers to recognize that they can accomplish things on their own Dressing themselves, feeding themselves They need to know that when they say no, as long as it is reasonable, they will be respected Toddlers will either gain confidence in their abilities or learn to doubt themselves and have a sense of shame about their inadequacies  Tantrums Toddlers have tantrums, in part, because they are attempting to have this autonomy When trying to convince a toddler to comply with you, you will be more successful if you give them choices Ex. Do you want to run to the car, or walk, or skip? Ex. Would you like to brush your teeth first or get dressed? Ex. Would you like to wear this shirt or this one?  Tantrums Toddlers do not have complete control over their emotions You should not expect a toddler to calm down in a full blown tantrum just because you ask them to or give them a consequence As long as the toddler is safe, allow them to throw their fit and then come back later to discuss  Scenario You are at the grocery store with a 2 year old you are babysitting. The toddler asks for candy, and when you say no he starts to cry loudly and ask you over and over. When you again say no, he falls on the floor and kicks and screams loudly. What do you do?  Thank you for listening Thank you All [email protected]  Department of Autism Spectrum Technologies Dr. Firas Al-aboudy  Learning objectives  To know the family role, types, structure and influences  To know the types of parent style  To know the impact of media and social class on family  To know the type of abuse and neglect  To understand the meaning of death and dying  Introduction  In the systems view, families, parents and children influence each other and parent child relations are influenced by other individuals and institutions.  The family’s resources and educational achievements affect how children perceive themselves.  Family role Values "A child first learns about right and wrong in the family. Consistency and Security Coping Skills “Parents model how to handle emotions when they react to their own feelings Relationships Play an enormously important role in kids' social and emotional development Nutrition Sleep Attachment A positive relationship with an adult that enables a child to feel safe and valued creates a secure attachment. Learning Opportunities Economic well being Emotional support Suitable family lifestyles  Types of families Nuclear - This family type consists of two parents and children. Extended - A family extends the nuclear family to include grandparents and other relatives. Single parent - This family type consists of one parent raising one or more children on his own.  Family Structure One-Child Families: all positive dimensions including intelligence, achievement, maturity, Leadership, health, and satisfaction with friends and family. Birth Order: Older children have an advantage over their siblings—they Have exclusive parental attention.  Impact of absence of biological parent  The absence of one parent means that children lose a role model, a source of parental help and emotional support, and a supervisor  Impact of absence of biological parent School achievement Self-concept They are more likely to have lower earnings in young adulthood and are more likely to be poor. They are more likely to marry early and to have children early If they marry, they are more likely to divorce. They are more likely to commit delinquent acts and to engage in drug and alcohol use.  Parental Styles Authoritarian parenting (Dictatorial). High parental control with little warmth. Authoritative parenting (Democratic). A fair degree of parental control with being warm and responsive to children. Permissive parenting. Warmth and caring but little parental control.  Impact of Parental Styles Children have lower grades in school, lower self esteem, and are less skilled socially Children have higher grades and are responsible, self reliant, and friendly Children have lower grades and are often impulsive and easily frustrated  Social and Class Parents' social class has a greater impact on how well their children perform at school than "good parenting" techniques such as reading bedtime stories, researchers have shown.  Media and Technology  Media technologies (TV, video, games, Internet, music, mobile phones) have brought about a substantial change in the experience of childhood in our society.  Media has less impact than peers  Positive Impact of Media Youth were more aware. Increase their understanding of the world around them. Video games involving information, academic content and problem-solving and for children who have learning problems. Increase information technology about health.  Negative Impact of Media Media violence increases risk of aggressive youth behavior. Sexual behaviors. Use of both alcohol and tobacco. Obesity.  Family Role Toward Child and Media Know what children are watching Watch programs with children Do not put TV in a child’s room Encourage parents to select appropriate programs for youth Limit media time Be good role models Emphasize alternative activities Urge parents to avoid TV for children under age of 2 Not use TV in waiting rooms Provides information about the influence of TV violence on children  Child abuse and Neglect  Child abuse or maltreatment constitutes all forms of physical and/or emotional ill-treatment, sexual abuse, and neglect types of child maltreatment  Emotional Abuse  Neglect  Physical  Educational  Medical  Lack of supervision  Physical Abuse  Sexual Abuse  Risk Factors for Child Abuse  Community/societal  High crime rate  Lack of or few social services  High poverty rate  High unemployment rate  Parent-related  Personal history of physical or sexual abuse as a child  Teenage parents  Single parent  Emotional immaturity  Poor coping skills  Low self-esteem  Personal history of substance abuse  Known history of child abuse  Lack of social support  Domestic violence  Lack of parenting skills  Lack of preparation for the extreme stress of having a new infant  History of depression or other mental health problems  Multiple young children  Unwanted pregnancy  Child-related  Prematurity  Low birth weight  Handicap  Chronic diseases  Mental illnesses Impact of Abuse  Death and Dying Death: is defined as the cessation of all vital functions of the body including the heart beat, brain activity (including the brain stem), and breathing. Dying: General a gradual systemic shutdown. The end of life and the transition to death Grief: is the emotion people feel when they experience a loss Death mean : The final stage of growth.Experienced by everyone.The young ignore its existence. The old begin to think of their own Stages of Death  Effects of Death Emotional distress Difficulty with social functioning Overall psychological well-being Reactivity to good events Future worries and concerns Alcohol and drug abuse Suicidal thoughts Higher risk for health problems mentioned and death Depression  Concept of Death Death still seen as reversible Before age 5, children see death as temporary, like sleeping By age 5 children have begun to accept death as universal and final. Adolescents‘ views of death are also unrealistic & often highly romantic These adults are more aware and accepting of death but also have a lot of fears Older adults makes them less anxious about dying than at any other time of Life  Themes for a ‘Good’ Death Home Comfort Sense of completion (tasks accomplished) Saying goodbye Life-review  Thank you for listening Thank you All [email protected]  ‫وزارة التعليم العالي والبحث العلمي‬ ‫هيئة التعليم التقني‬ ‫جامعة الفرات االوسط التقنية‬ ‫قسم تقنيات طيف التوحد‬ ‫‪Principles of human growth and development‬‬ ‫‪1‬‬ ‫‪1st Grade‬‬ ‫‪By‬‬ ‫‪Firas Al-aboudy‬‬  Content After completing this unit, you will be able to: Know the meaning of growth and development Know the process of development Stages of infancy and childhood Main areas of development in adolescence Characteristics of emotions Principles of growth and development  Growth it is increase in body mass. Or: change in body size weight resulting from increase in number or size of cell , it is quantitative and measurement in term by centimeter or kilograms. Development: agradual change in advancement / function from lower to higher stage ,it is qualitative. Or: it is progress towardmaturity. Or : it is assessed in term of acquisition.  Domains of development  * physical domains: body size ,weight ,thickness ,body preparation,  appearance , brain development, precipitins capacities , physical  health.  * cognitive domains: thought process and intellectual abilities ,  including attention , memory , problem solving ,  creating, academic and every day knowledge , language.  * social / emotional domains: self-knowledge (self  esteem, ethic identity , sexual identity) moral resoning,  understanding and expression of emotions , self regulation ,  understanding other inter personal skill and friendship Curve of pattern of growth and development Curve of pattern of growth and development  Body Weight Weight: Average birth weight 3 kg → lose 10% body weight → regain BW by 10 days → gain at 25-30 gm/day for 1st 3 mths → 400 gm/month till end of 1st year Roughly, BW doubles by 5 mths trebles by 1 year 4 times by 2 yrs 6 times at 5 yrs 10 times at 10 yrs Or, gains 2 kg/yr between 3- 7 yrs 3 kg/yr after that till pubertal spurt  Height: 50 cm at birth 60 cm at 3 mths 75 cm at 1 yr 100 cm at 4 yrs gain 5 cm/yr till 10 yrs  Velocity Of Growth Serial measurements of growth parameters over a period of time One time measurement does not indicate the rate of growth An abnormal percentile may only present once the factors retarding growth are profound or persist for a long time Plotting growth over a period of time provides a good epidemiologic tool for early detection of malnutrition, infections & growth disorders eg: Road to Health Charts  Eruption Of Teeth Primary Teeth Lower central incisors 5-8 months Upper central incisors – a month later Lateral incisors – within next 3 months 1st Molars – 12-15 months Canine - 18-21 months 2nd Molars – 21 – 24 months  Permanent teeth 1st molar – 6 year Central & lateral incisors – 6-8 years Canines & premolars –9-12 years 2nd molar - 12 years 3rd molar – 18 years or later  Bone An indicator of physiological development Distinct from chronological age More advanced in girls - by 1 yr in early childhood; 2 yrs in mid childhood Assessed by number, shape & size of ossification centers and density size & shape of ends of bones Which bones to Xray? Newborn – Xray of foot & knee Infant 3-9 months– shoulder 1-13 years– wrist & hands 12-14 years– elbow & hip Stages of growth and development  Behavioral Development: As age advances, child acquires better coordination of motor activity and reacts to environment willfully Development is a continuous process and different levels of development (milestones) are achieved at an anticipated age (+/- few months) Early primitive reflexes are lost 4 areas of development: – Gross motor – Fine motor (adaptive) – Social – Language  Gross Motor: Involves control of child over his body. Tested in: Ventral Suspension: Baby held in prone position and lifted off the bed. Newborn – head flops down 4-12 weeks– brings head to plane of body and then above plane of body  Supine: Child placed supine and gently pulled up by the arms Newborn – head lag By 16-20 weeks– head in plane of body or ahead with back straight  Prone: Newborn – can turn head to 1 side 1 month– lifts chin momentarily 3 month– lifts head and upper chest 6 month–lifts head & chest 5-8 months– rolls over, first back to side and front 8 months– crawls  Sitting:  5 month– sits with support  8 month– sits steadily with back straight, without support  10 month– pulls from supine to sitting position  Standing: 4 month-Bears weight on legs 9 month– early stepping movements, pulls to standing with help of furniture 10 month– cruising 13 –15 months– walks unsupported 15 month– walks sideways/backwards Climbing stairs – 2 year– climbs stairs – 2 feet per step 3 year– climbs up stairs – one foot per step 4 year– climbs down one foot per step  Key Gross motor milestones: 3 month– neck holding 5 month– sitting with support 8 month– sitting without support 9 month–standing with support 10 months – cruising 12 month– standing without support 14 month– walking without support 18 month– running 24 month– walking upstairs Clinical Assessment Clinical Assessment Fine Motor Or Adaptive Milestones Fine Motor Or Adaptive Milestones: Includes eye coordination, hand eye coordination, hand mouth coordination and manipulation with hands Tested with red ring, pen torch, red cubes (2.5 cm), pellet, cup with handle, spoon, book with thick pages, red pencil/crayon, paper, wooden blocks, doll, mirror  Personal & Social Development: 1 month - regards face of mother/caretaker 2 month - social smile 3 month - recognizes mother/caretaker 6 month - enjoys mirror 7-8 months - separation anxiety 9 month - waves bye-bye  Language Development: 1 month- turns head towards sound 3-5 months- vowel sounds, gurgles 6 month- monosyllables 9 month- bisyllables 10 month- understands spoken speech 12 month- speaks 2 words with meaning 18 month- 20 words 24 month- joins 2-3 words in a short sentence 3 years- 250 words  Bowel & Bladder Control: Early months - gastrocolic reflex → defecates asfter each feed 7 month- no relation to feeds Toilet trainable by 18mths - 2 years Developmental Delay 3 Step diagnosis – Clinical – Screening tools – Psychometric scales