Académique Documents
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Objectives
Definition
of physical development The influence of genes and environment on physical development Principles of physical development Physical changes across the school years Variations in physical development and implications for teachers
Question Time
In
what aspects do you differ from your friend physically? Identify the physical aspects of a child that you would examine to determine the physical development of the child What are the main physical characteristics of a child in the following stages
Early childhood Childhood Early adolescence
Physical Development
What
is physical development? It refers to changes in our ___________________, proportions, _________________ and appearance
(Woolfolk & Margetts, 2007)
There
is a strong link between physical development and ______________, _____________ and _____________development Both _____________ and _________________ factors (physical conditions, social interactions, educational experiences) influence physiological growth and psychological characteristics
Physical Development
What is physical development? It refers to changes in our physical size, proportions, functions and appearance
(Woolfolk & Margetts, 2007)
Physical Development
There
is a strong link between physical development and cognitive, social and emotional development
Physical Development
Both
genes and environmental factors (physical conditions, social interactions, educational experiences) influence physiological growth and psychological characteristics
brain is the most complex and largest organ in the body. The brain is referred to: the command centre of human functioning as it regulates and coordinates the activities of various bodily systems. the switchboard as it transmits a huge amount of information to, and receives an equal amount of information from, all parts of the body a computer because it interacts with physical and social environments.
controls basic physiological processes (breathing, blood pressure, sleep, arousal, balance and movement). Midbrain connects the hindbrain to the forebrain. Acts as a relay station between the two structures. Forebrain produces complex thinking, emotional response and driving forces of motivation.
Cerebral Cortex
A portion of the forebrain Where executive functioning occurs (e.g., interpreting, reasoning, communicating, goal setting, planning, decision-making, conscious thinking processes. Has the capacity to store and transmit large amounts of information throughout the brain.
is divided into two hemispheres. Each hemisphere controls the side of the body opposite to it and specialises in certain functions a process known as lateralisation. The left hemisphere dominates analysis, breaking up information into smaller parts and put them in a sequential order. Dominates talking, understanding speech, reading, writing and mathematical problems and computer programming.
Right hemisphere excels in synthesis, pulling together information into a coherent whole (especially nonlinguistic information such as body language, 3D images, visual patterns). Dominates recognising faces, detecting geometrical patterns, reading maps, drawing. Key to recognising melodies, understanding humour, noticing emotions in other people and expressing ones own emotions.
the two hemispheres are in constant contact with one another, trading information back and forth. No single activity is controlled exclusively by one hemisphere of the brain. The brain performs many functions simultaneously and therefore learning is enhanced by a rich environment with a variety of stimuli.
Phases of Development
Rapid
growth and change in body proportions Emergence of reflexes Ability to move around rolling over, sitting, __________, standing, walking Ability to coordinate ________ of hands and eyes - ability to grab, manipulate and release objects Rudimentary self-feeding by the end of infancy
Phases of Development
Rapid
growth and change in body proportions Emergence of reflexes Ability to move around rolling over, sitting, crawling, standing, walking Ability to coordinate muscles of hands and eyes ability to grab, manipulate and release objects Rudimentary self-feeding by the end of infancy
Question Time
Should
nutrition is essential for developing healthy bodies and brains. Infants thrive in stimulating environments. Talk to infants and observe their reaction to various stimuli to determine their preferences and interests. Form stable and affectionate relationships with infants - their brains are busy forming emotional circuits.
Childhood
_______________ (2-6 years)
Loss
of rounded, babyish appearance. Boundless physical energy Increasing abilities in _________ motor skills (running, skipping, throwing a ball) ___________________ skills _________ grip and use of _______________ Increasing competence in basic self-care and personal hygiene
Childhood
Early Childhood (2-6 years)
Loss
of rounded, babyish appearance. Boundless physical energy Increasing abilities in gross motor skills (running, skipping, throwing a ball) Fine motor skills pencil grip and use of scissors Increasing competence in basic self-care and personal hygiene
Childhood
______________ (6-10 years) Steady gains in height and weight Refinement and consolidation of gross motor skills - ability to ride a __________ Increased fluency in ________ skills (_______________ and drawing) Successful imitation of complex physical movements Participation in structured play and organised sports.
Childhood
Middle Childhood (6-10 years) Steady gains in height and weight Refinement and consolidation of gross motor skills - ability to ride a bicycle Increased fluency in fine motor skills (handwriting and drawing) Successful imitation of complex physical movements Participation in structured play and organised sports.
Adolescence
Early Adolescence (10-14 years) Onset of puberty Significant growth spurt Self-consciousness about resulting physical changes Some risk-taking behaviour Late Adolescence (14-18 years) Sexual maturity Boys continue to grow Adult height reached for girls Increase in appetite Development of specific eating and sporting habits. Greater risk-taking behaviour (alcohol, drugs) due to greater independence
are differences in growth rates and height across countries. These differences could be attributed to factors such as diet and health. Low birth weight in infants has been found in areas characterised by infectious disease, poor sanitation and housing, and malnutrition. High levels of alcohol, tobacco or drug consumption during pregnancy could result in physical and brain abnormalities for child.
Gender Differences
__________ mature faster than _______. During
infancy, girls may reach some physical milestones several weeks earlier than boys. The gap tends to widen during childhood with girls reaching the end of puberty as much as two years ahead of boys (Tanner, 1990). Girls are more skilled in _________________________and activities requiring agility. During early childhood, girls perform better than boys on balance tasks. Boys perform better at _______________________ (e.g., ball skills).
Gender Differences
Girls mature faster than boys. During infancy, girls may reach some physical milestones several weeks earlier than boys. The gap tends to widen during childhood with girls reaching the end of puberty as much as two years ahead of boys (Tanner, 1990).
Gender Differences
Girls
are more skilled in fine motor skills and activities requiring agility. During early childhood, girls perform better than boys on balance tasks. Boys perform better at gross motor skills (e.g., ball skills).
Girls participation in structured physical activities tends to decline from 12 years. ___________ engage in more vigorous ___________ than girls. These differences in physical activity are partly due to societal roles of males and females.
Girls participation in structured physical activities tends to decline from 12 years. Boys engage in more vigorous exercise than girls. These differences in physical activity are partly due to societal roles of males and females.
Physical Development
Age
4 mths 6 8 10 12
Physical Activity
Reaches for objects Sits alone Stands with help
14
20-24 Runs easily
Physical Development
Age
4 mths 6 8 10 12
Physical Activity
Reaches for objects Sits alone Stands with help Crawls
14
20-24 Runs easily
Physical Development
Age
4 mths 6 8 10 12
Physical Activity
Reaches for objects Sits alone Stands with help Crawls
14
20-24
Walks alone
Runs easily
Physical Development
Age
4 mths 6 8 10 12
Physical Activity
Reaches for objects Sits alone Stands with help Crawls First steps
14
20-24
Walks alone
Runs easily
Physical Development
Age
3 years 4 5
Physical Activity
Rides trike, uses scissors Climbs stairs Hops and skips
6
7 9-10
Jumps rope
Rides two-wheeler Beginning puberty
Physical Activity
Rides trike, uses scissors
Sits alone
Stands with help Crawls First steps Walks alone Runs easily Climbs stairs Hops and skips Jumps rope Rides two-wheeler Beginning puberty
children engage in activity safely Uniforms should be comfortable. Make exercise an enjoyable, social activity Plan physical activities with diversity in mind (accommodate low and high level skill) Focus on self-improvement rather than competition. Celebrates successes. Provide more privacy in change rooms. Reduce opportunities for girls to be observed by boys.
Physical Problems
Sight
guidance from caregivers and from specialised organisations. Learn about childs physical disability Educate their peers about the disability. Learn what to do in an emergency Help child to participate in activities to their fullest extent. Medical precautions should be taken if child is sick, injured or has an open cut.
occurs in the inside of human beings according to specific times. It follows a fixed and systematic sequence. Until the muscles, nerves & brains are not ready, all the opportunities given will not produce the desired positive results.
Characteristics
A smooth developmental period
Transitional period (home to school) School, peer groups, rules, regulations, adjustment Smooth transitional period Adaptation & consolidation towards schooling life Transitional period Maturity and conflicts during adolescence
7-10 years
11-14 years
15-16 years
need to attain tasks of development at a certain age Each stage of development ushers in new tasks skills, attitudes, understandings, accomplishments Developmental tasks: tasks displayed by individuals at each stage of development Task not attained in a particular stage will hinder development in the consequent stage
Useful websites
The Growing Child http://www.healthsystem.virginia.edu/uvahea th/peds_growth/grwchld.cfm Stages of Brain Development at Infancy http://home.iprimus.com.au/rboon/StagesofB ainDevelopment.htm