Physical Development
What are some basic guidelines of physical development?
· Through the growing process, the body goes through a process of differentiation and integration.
o Differentiation: the cells and body parts carrying out specific functions in the body. Integration: after cells and body parts begin to differentiate, those cells and body parts work together to create the various systems of the body.
· Each child’s body is constantly growing and changing. Sometimes the change is in small progression over time (quantitative) or through a rapid growth spurt that seems “overnight” (qualitative).
· Children’s bodies mature at individual paces, which is affected by genetics and by the environment. The child’s growth progression could be helped or hindered based on factors like health and nutrition.
· Through the growing process, the body goes through a process of differentiation and integration.
o Differentiation: the cells and body parts carrying out specific functions in the body. Integration: after cells and body parts begin to differentiate, those cells and body parts work together to create the various systems of the body.
· Each child’s body is constantly growing and changing. Sometimes the change is in small progression over time (quantitative) or through a rapid growth spurt that seems “overnight” (qualitative).
· Children’s bodies mature at individual paces, which is affected by genetics and by the environment. The child’s growth progression could be helped or hindered based on factors like health and nutrition.
![Picture](/uploads/2/0/8/7/20870032/7306482.png)
Physical Development: Infancy through age 2
o Before their first year, infants are just beginning to grab, grasp and crawl.
o After their first year, they can now use their arms to grab and hold heavier objects, begin to walk and eventually run.
o Children follow both cephalocaudal and proximodistal trends:
- Growth begins with the development of reflexes and continues with the infants having more strength and control of their heads, arms and legs.
o Before their first year, infants are just beginning to grab, grasp and crawl.
o After their first year, they can now use their arms to grab and hold heavier objects, begin to walk and eventually run.
o Children follow both cephalocaudal and proximodistal trends:
- Children are able to first strengthen use of their head then shoulders, arms, trunk and legs. They also first strengthen their arms then hands and fingers.
![Picture](/uploads/2/0/8/7/20870032/9754207.png?195)
Physical Development:
Early Childhood (age 2-6) and Middle Childhood (6-10)
· Growth continues in both fine and gross motor skills during Early Childhood years
o Based on cultural practices and experiences some gross motor skills at this age include: engaging in sports, tricycle riding, and pretend play (cops and robbers/ dress up)
o Some fine motor skills are based on children asserting independence and taking care of themselves: dressing themselves, feeding themselves (using forks and spoons included). Additionally, children practice skills like cutting, drawing, writing and play pretend games and play with legos, blocks and puzzles.
· By Middle Childhood, fine and gross motor skills are now more controlled and refined.
o Organized sports are played (especially basketball) as well as more advanced arts and crafts fine motor activities (ie: beadwork projects, building model airplanes/cars)
As children have increasing changes in their physical appearance (including height/weight gain) towards later years in Middle Childhood, their self-esteem is also affected because of concerns about being physically attractive.
Early Childhood (age 2-6) and Middle Childhood (6-10)
· Growth continues in both fine and gross motor skills during Early Childhood years
o Based on cultural practices and experiences some gross motor skills at this age include: engaging in sports, tricycle riding, and pretend play (cops and robbers/ dress up)
o Some fine motor skills are based on children asserting independence and taking care of themselves: dressing themselves, feeding themselves (using forks and spoons included). Additionally, children practice skills like cutting, drawing, writing and play pretend games and play with legos, blocks and puzzles.
· By Middle Childhood, fine and gross motor skills are now more controlled and refined.
o Organized sports are played (especially basketball) as well as more advanced arts and crafts fine motor activities (ie: beadwork projects, building model airplanes/cars)
As children have increasing changes in their physical appearance (including height/weight gain) towards later years in Middle Childhood, their self-esteem is also affected because of concerns about being physically attractive.
![Picture](/uploads/2/0/8/7/20870032/1368540.png)
Early Adolescence (ages 10-14)
o Bodies form ability to reproduce
Late Adolescence (14-18)
- Children become “little adults” with the onset of puberty.
o Bodies form ability to reproduce
- Girls have a menarche (first menstruation) along with budding breast, pubic hair and increased hormone activity (estrogen)
- Boys have a spermarche (first ejaculation experience) along with penis enlargement, scrotum changes, appearance of pubic hair and hormone activity (testosterone);
Late Adolescence (14-18)
- Young adults reach sexual maturity and intimate activities (hugging, kissing etc.)
![Picture](/uploads/2/0/8/7/20870032/4069604.png?198)
How can I help promote healthy physical development for my children?
· Promote healthy eating habits.
o Infancy: breast feed if possible, if not provide an iron-fortified formula for the baby
o Early and middle childhood: prevent anemia by providing protein and iron rich foods and avoiding fast food meals/eating out.
Give children whole grains, milk/dairy products, fruits and vegetables, and meat
· Prevent obesity (being overweight)
o Exercise, reduce calorie intake (if over recommended amount for the age), reduce fat/sweet snacks, reduce carbonated drinks and if necessary, hire a diet consultant.
· Observe children for possible eating disorders.
o Anorexia: child is eating too little, lonely depressed, anxious and sometimes abuse substances.
o Bulimia: child is eating fattening/unhealthy foods and then tries to get rid of the food in their system by vomiting./taking laxatives.
· Promote healthy eating habits, by providing snacks in between meals, offering healthy foods for meals/trying new healthy foods, teach children about good nutrition and help them if you suspect eating disorders.
· Encourage physical activity
o Allow for recess, organized sports, and rough and tumble play within a safe area (playground) and with rules
o Teachers should incorporate physical activity within classroom lessons
o Provide different activities for different interests in addition to organized sports like: volleyball, dance, kickball, softball, karate, or soccer
· Promote healthy eating habits.
o Infancy: breast feed if possible, if not provide an iron-fortified formula for the baby
o Early and middle childhood: prevent anemia by providing protein and iron rich foods and avoiding fast food meals/eating out.
Give children whole grains, milk/dairy products, fruits and vegetables, and meat
· Prevent obesity (being overweight)
o Exercise, reduce calorie intake (if over recommended amount for the age), reduce fat/sweet snacks, reduce carbonated drinks and if necessary, hire a diet consultant.
· Observe children for possible eating disorders.
o Anorexia: child is eating too little, lonely depressed, anxious and sometimes abuse substances.
o Bulimia: child is eating fattening/unhealthy foods and then tries to get rid of the food in their system by vomiting./taking laxatives.
· Promote healthy eating habits, by providing snacks in between meals, offering healthy foods for meals/trying new healthy foods, teach children about good nutrition and help them if you suspect eating disorders.
· Encourage physical activity
o Allow for recess, organized sports, and rough and tumble play within a safe area (playground) and with rules
o Teachers should incorporate physical activity within classroom lessons
o Provide different activities for different interests in addition to organized sports like: volleyball, dance, kickball, softball, karate, or soccer