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Physical Development in Children

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Physical Development:-

GrowthMotor SkillsPuberty maturity

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Growth

Changes in – size,– body weight– height– head & arm circumference– Body muscles– teeth– bones – Etc.

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Changes in Body Size

Body grows more rapidly– Growth occurs in small spurts

Length– 50% greater at age 1– 75% greater at age 2

Weight– Doubled by 5 months– Tripled by 1 year – Quadrupled at 2 years

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Changes in Body Proportions

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Body weight

Changes in body weight is more dramatic– New born 2.7 – 3.6 kg.– 5 mths body weight 2 x weight at birth)– 1 year old 3 x– 2 year old 4 x

2-3 yr. old rapid change in weight (spurt) After 3 yr. old slower rate The first 6 mths changes focused > on muscle growth. 6-12 mths dev. focused > on movement 2 yrs – pre puberty body weight increase 2.5 kg per

year Girls slightly shorter and lighter Ethnic differences

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Growth Trends

Cephalocaudal trend – proceeds from head to tail– head and chest develop/grow first before

trunk and legs.

Proximodistal trend – Center of the body outward– arms and legs before hands and feet.

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Body Fat/Appearance

Subcutaneous fat begin to form in the fetus about 6 weeks before birth.

First 9 mths Sub. Fat continue to accumulate rapidly making baby look rounded & filled up.

Gain “baby fat” until about 9 months After 9 mth, fat accumulation slows down.

1 yr old – middle childhood less fat accumulation Toddlers become more slender (slimmer)

Muscle tone increase Helps maintain constant temp. Muscle tissue increases slowly Peaks in adolescence Girls= more fat than boys

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Body fat and muscle contributes to the development and body structure:

– Ectomorph small/tall, slim, skinny

– Endomorph flabby, obese

– Mesomorph tough, musculine

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Height

Child of same age may differ in height.Baby length increase 30% until 5 mths oldBy age 1 yr length increase to 50% 5 years old height doubles/triples 2yrs old - puberty height increase 2-3 in. per

year.Adolescent sudden changes in height &

weight (growth spurt)

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Head circumference

Baby– Brain mass of a newborn about 2/3 of adult size– Head circ. of a new born 30-38 cm– 6 mths old baby 42.5 cm

Head circ/size increase parallel to brain development.

Newborn head bigger than body size due to rapid brain development during pre natal period.

5 yrs. Old brain weigh about 90% of adult brain.

6 yrs. old brain equivalent to adult weight.

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What is brain?

Body most vital organ. Each person is born with over 100 billions brain cells

(neurons). Brains can send signals to thousands of other cells in

the body at speed of more than 200 miles per hr. Brain growth before &after birth is fundamental to

future development. Sensitive Periods in Brain Development

– Several growth spurts in first 2 years– Rich and varied experiences stimulate brain development

• Experience-expectant growth– Ordinary experiences

“expected” by brain to grow normally• Experience-dependent growth

– Specific experience, varies widely

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1 organ with 3 mini brains:

Brainstem (inner core)– Breathing, heartbeat

muscle movement, reflex behavior

Limbic system– Covers the brainstem– Motivation, emotions,

& long term memory– Cerebellum – control

automatic movements & balance

Cerebral cortex– Higher mental process.– Learning, memory,

Thinking, Language – Last to develop

Structure of the Brain

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Regions of the Cerebral Cortex

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Skeletal Growth

Embryonic skeleton– Soft, pliable tissue (cartilage)– Beginning at week 6

At birth babies have soft bones cartilage.Changes is bones structure:

– Lengthen– Harden– Increase

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Lengthened

– Bones become longer, bigger & thicker– Bones will stop growing when it harden

(reach maturity)

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Hardened

At birth/baby soft bones (cartilage) water content is high.

During the process of ossification, bones harden calcium deposited.

Eg. As baby skulls harden & fuse Fontanel gradually close (about 2 years old).

Ossification occurs before birth and ends when a person reach maturity.

Nutritious food calcium, phosphorous & vitamins helps ossification

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Increase

– Number of bones increases parallel to its function

– Eg. Number of bones in the wrist & ankle increases with age • 1 yr. 3 wrist bones; • adult 9 wrist bones

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Growth of the Skull(Rapid during first 2 years)

At birth– Bone of the skull separate– These gaps are called

fontanels– Sutures = seams of the

skullBy 2 years Gaps filled in

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Motor Skills

Motor skills are – Voluntary movements of the body or parts

of the body.– Controlled development of body movement

through the coordination of central nervous system , sensory system and body muscles.

A child motor skill contributes to child further development able to control movement assist adaptation in the environment.

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Motor Development Gross motor development

– Large movements• Eg. Crawling, Walking, Running, Jumping

– Head proceeds arms and trunk – Improves dramatically during preschool years

Fine motor development The ability to carry out smoothly small movements that involve precise timing but not strength.– Smaller movements

• e.g. Reaching and grasping– Sequence the same– Large differences in rate of motor progress – Eg. Reaching, grasping, pinching, writing, drawing– Involves the coordination between hand control and vision

(Eye-Hand coordination)

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Voluntary Reaching

Vital role to cognitive developmentNew ways for exploring environment

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Fine motor skill development

Steps in fine motor skill development:- Prereaching (newborn) - Palmer grasp (reflex

grasp) Ulnar Grasp (3-4 months) Changing/passing object from one hand to the

other (5-8 mths) Pincer grasp (9- above)

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Reaching and Grasping

Pre-reaching (0-2 months) (Palmer grasp) Ulnar grasp (3-4 months)Pincer grasp (9 months)

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Reaching and Grasping

Prereaching (0-2 months)– Uncoordinated, primitive reaching– Palmer grasp (reflex grasp)– Hand grasping & movement without

coordination.– Often fail to grasp object successfully

may make contact with object but fail to enclose it in their fingers

The grasp reflex should disappear in 2 -3 months

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Reaching and Grasping

Ulnar grasp (3-4 mth)– Clumsy grasp– Fingers close against

the palm

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Reaching and Grasping

Pincer grasp (9 mth)– Well-coordinated

grasp– Oppositional use of

the forefinger and thumb

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Early Experience and Reaching

Trying to push infants beyond their current readiness to handle stimulation can undermine the development of important motor skills.

As infants’ and toddlers’ motor skills develop, their caregivers must devote more energies to protecting them from harm.

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Influences on Early GrowthHeredityNutrition

– Breast v. Bottle Feeding– Malnutrition

Emotional Well-Being– Problems can cause Failure to

Thrive

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Benefits of Breastfeeding

Correct fat-protein balanceNutritionally completeMore digestibleBetter growthDisease protectionBetter jaw and tooth developmentEasier transition to solid food

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Malnutrition

Types

MarasmusKwashiorkorIron-deficiency anemiaFood insecurity

Consequences

Physical symptomsGrowth and weight problemsPoor motor developmentLearning, attention problemsPassivity, irritability, anxiety

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MOTOR-PHYSICAL DEVELOPMENT

– lift head when held at your shoulder – lift head and chest when lying on his stomach – turn head from side to side when lying on his stomach – follow a moving object or person with his eyes – often hold hands open or loosely fisted – grasp rattle when given to her – wiggle and kick with arms and legs

By 3 MTHS OLD:

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MOTOR-PHYSICAL DEVELOPMENT

– hold head steady when sitting with your help – reach for and grasp objects – play with his toes – help hold the bottle during feeding – explore by mouthing and banging objects – move toys from one hand to another – shake a rattle – pull up to a sitting position on her own if you grasp

her hands – sit with only a little support – sit in a high chair – roll over – bounce when held in a standing position

By 6 Mths Old:

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MOTOR-PHYSICAL DEVELOPMENT

– drink from a cup with help – feed herself finger food like raisins or bread crumbs – grasp small objects by using her thumb and index or forefinger – use his first finger to poke or point – put small blocks in and take them out of a container – knock two blocks together – sit well without support – crawl on hands and knees – pull himself to stand or take steps holding onto furniture – stand alone momentarily – walk with one hand held – cooperate with dressing by offering a foot or an arm

By 12 mths old

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MOTOR-PHYSICAL DEVELOPMENT

– like to pull, push, and dump things – pull off hat, socks, and mittens – turn pages in a book – stack 2 blocks – carry a stuffed animal or doll – scribble with crayons – walk without help – run stiffly, with eyes on the ground

By 18 months:

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MOTOR-PHYSICAL DEVELOPMENT

– drink from a straw – feed himself with a spoon – help in washing hands – put arms in sleeves with help build a tower of 3-4 blocks – toss or roll a large ball – open cabinets, drawers, boxes – operate a mechanical toy – bend over to pick up a toy and not fall – walk up steps with help – take steps backward

By 2 years old:

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MOTOR-PHYSICAL DEVELOPMENT

- feed himself (with some spilling)- open doors- hold a glass in one hand- hold a crayon well- wash and dry hands by himself- fold paper, if shown how- build a tower of 54 blocks- throw a ball overhead- try to catch a large ball- put on shoes (but not tie laces)- dress herself with help- use the toilet with some help- walk up steps, alternating feet- walk on tiptoes if shown how- walk in a straight line- kick a ball forward- jump with both feet- pedal a tricycle

By 3 years of age:

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MOTOR-PHYSICAL DEVELOPMENT

- feed herself (with little spilling)- try to use a fork- hold a pencil- try to write name- draw with the arm and not small hand movements- draw a circle & a face- try to cut paper with blunt scissors- sometimes unbutton buttons- try to buckle, button, and lace, even though she probably needs help- completely undress herself if wearing clothes with simple fasteners- brush teeth with help- build a tower of 7-9 blocks- put together a simple puzzle of 4-12 pieces- pour from a small pitcher- use the toilet alone- try to skip- catch a bouncing ball- walk downstairs using a handrail and alternating feet- swing, starting by himself and keeping himself going

By 4 years old:

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Motor Skills

4-5 years old Child able to control most of his movement (jump, run, walk, climb).

Above 5 yrs. Old good fine motor development able to do more complex coordinated movement (throw & catch ball, writing, hold object with care)

The sequence in motor skill development also follows cephalocaudal, proximodistal and mass to specific principle.

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MOTOR-PHYSICAL DEVELOPMENT

– hops and skips– dresses without help– good balance and smoother muscle action– Skates– rides bicycles and scooter – prints simple letters– ties shoes

girls small muscle development about 1 year ahead of boys.

By 5 Years old:

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MOTOR-PHYSICAL DEVELOPMENT

– skilled at using scissors and small tools– shows development of permanent teeth– enjoys testing muscle strength and skills– has good sense of balance– can tie shoelaces– enjoys copying designs and shapes, letters and numbers– may have gawky awkward appearance from long arms and legs– throwing at targets,– running,– jumping rope,– tumbling– aerobics may be of interest

By 6-8 Years old:

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MOTOR-PHYSICAL DEVELOPMENT

(Boys 80% adult height; Girls 90% of adult height)

Growth is slower than in preschool years, but steady.– Eating may fluctuate with activity level. – Some children have growth spurts in the later stages of middle

childhood. Transition towards adolescent

– Pre puberty period Body changes (hips widen, breasts bud, pubic hair appears, testes develop) indicate approaching puberty.

– Beginning of Puberty menstruation in girls (menarch) 12-14 years old First ejaculation in boys 12-13 years old (semenarch)

– Recognize differences between boys and girls.

By 12 Years old

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(con’t) By 12 Years old

– Children find difficulty balancing high energy activities and quiet activities.

– Intense activity may bring tiredness Children need around 10 hours of sleep each night.

– Muscle coordination and control are uneven and incomplete in the early stages, but children become almost as coordinated as adults by the end of middle childhood.

– Small muscles develop rapidly, making playing musical instruments, hammering, or building things more enjoyable.

– Baby teeth will come out and permanent ones will come in. – Permanent teeth may come in before the mouth has fully grown,

causing dental crowding. – Eyes reach maturity in both size and function. – The added strain of school work (smaller print, computers,

intense writing) often creates eye-tension and leads some children to request eye examinations.

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