FIVE DOMAINS FOR EARLY CHILDHOOD DEVELOPMENT
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Aug 16, 2013 | ByAlexis AigerPhoto Credit child balancing image
by Katrina Miller from Fotolia.com
Children begin developing at birth and continue to adulthood.
The successful completion of developmental milestones helps your
child reach her full potential. You may track your child's physical
development at well-child check-ups, but physical development
covers only one domain of the five major domains of early childhood
development. Your child's social, cognitive, communicative and
adaptive development determines future success as much as physical
development.
PHYSICAL
Physical development includes mastering movement, balance and
fine and gross motor skills, according to the PBS website. During
early childhood, your child's balance improves. He can walk on a
line or small balance beam and balance on one foot. Your child also
develops the skill to throw and catch a ball, walk up and down
stairs without assistance and do somersaults. At this age your
child begins mastering motor skills that allow him to build block
towers, draw circles and crosses and use safety scissors.
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Social development refers to your child's ability to make and
maintain relationships. Your child cooperates with others during
early childhood and begins to develop conflict resolution skills.
She enjoys attention and may show off, while still showing empathy
for others. At this age your child enjoys group games and begins to
understand the concept of playing fairly. She can tell the
difference between fantasy and reality, but enjoys imaginative play
with friends.
COGNITIVE
Cognitive development includes skills pertaining to learning and
thinking. During early childhood your child develops the ability to
sort objects and can organize materials by size or color. His
attention span increases and he seeks information through
questions, such as "how?" and "when?" By the end of early
childhood, he can count to 10, knows his colors and can read his
name. He knows the difference between fact and fiction, making him
capable of understanding the difference between the truth and a
lie, according to the Child Development Institute.
COMMUNICATIVE
Communicative development includes your child's skills to
understand the spoken word and express herself verbally. During
early childhood your child goes from speaking in short sentences to
speaking in sentences of more than five words. Your child, once
understandable only to those closest to her, now speaks clearly
enough that even strangers understand her words. She talks about
experiences, shares personal information and understands positional
concepts such as up and down. At this age, it becomes possible to
carry on a back-and-forth conversation.
ADAPTIVE
Adaptive skills refer to the skills used for daily living, such
as dressing, eating, toileting and washing. During early childhood
your child learns to dress and undress himself without assistance,
use utensils for eating and can pour some liquid without
assistance. Your child also becomes able to use buttons and snaps
and can take care of toileting independently.
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Attentionwith Brain Games by
Scientistswww.lumosity.comREFERENCES
PBS: Physical Development
Bucks County Intermediate Unit #22: Child Development
PBS: Thinking Skills Child Development Institute: General
Developmental Sequence Toddler through PreschoolArticle reviewed by
Stephanie Skernivitz Last updated on: Aug 16, 2013
Read
more:http://www.livestrong.com/article/156820-five-domains-for-early-childhood-development/#ixzz2dAVDtLBPPrimary
Schoolers Physical Development Between the ages of six and 12
children grow in height while their body proportions stay the same.
This is different from babyhood and adolescence where dramatic
physical development occurs. Children get their second teeth
between five and seven years of age. School children need and like
lots of physical activities. This is the time they develop
organised sport skills. They also enjoy rough and tumble play and
group activities such as chasey and ball games. They are lively and
loud as they play. They are more coordinated and their finger and
hand skills develop as they get older. They are now able to learn a
musical instrument, do fine hand work such as sewing or model
making and enjoy simple dressmaking and cooking. Children of this
age let off steam by being physical. Make sure there's a balance
between play and sport. Some children will need extra support and
encouragement. Feeling good about their bodies and physical skills
is very important for your child's self image. If you are concerned
about your child speak to the teacher, a physiotherapist or doctor.
It's important that the primary schooler has a nutritionally
balanced diet so their best physical and motor development can be
achieved. During the seven years of primary school, children will
refine and modify skills such as running, climbing, galloping and
hopping. They will learn how to skip, how to throw, catch and kick
a ball and catch a ball with more dexterity. From middle primary
onwards, particularly in girls, early signs of puberty can
occur.Development of Children Age 6 through 8: The Primary School
Years
PrintCollect It!EmailByM.L. Henniger Pearson Allyn Bacon
Prentice HallUpdated onJul 20, 2010Physical
Permanent teeth appear (6 years)
Likes rough-and-tumble play (6 years)
Works at mastery of physical skills (7 years)
Growth slows (7 years)
Body proportions more adult-like (8 years)
Healthier, less fatigued (8 years)
Cognitive
Interested in reading (6 years)
Enjoys collecting (6 years)
Able to sequence events (7 years)
Understands the beginning arithmetic skills (7 years)
Eager to learn about happenings around the world (8 years)
Most fears conquered (8 years)
Social-Emotional
Nightmares common (6 years)
Same-sex friendships (6 years)
Compares self with peers (7 years)
Understands beginning arithmetic skills (7 years)
Wants more time to self (7 years)
Special friendships develop (8 years)
Games with rules popular (8 years)
Language
Learning to write (6 years)
Understands conventions of conversation (6 years)
Likes to write own stories (7 years)
Spelling lags behind reading (7 years)
Masters reading (8 years)
Written stories more complex, detailed (8 years)
Introduction to Physical Health and DevelopmentThroughout its
history, Head Start has placed major emphasis on promoting
children's health, both physical and mental, as a significant
determinant of school readiness. The Head Start Program Performance
Standards (2002) include a comprehensive set of requirements for
programs regarding children's health and physical well-being. These
include, but are not limited to, sensory and developmental
screening and procedures for ongoing assessment of progress. Head
Start programs ensure that children have a medical home, a primary
health provider, and continuity of care. Head Start programs also
ensure that children receive regular dental check-ups and good
nutrition. The provision of these comprehensive services continues
as a hallmark of the Head Start program and is one of its success
stories. The provision of these comprehensive services continues as
a hallmark of the Head Start program and is one of its success
stories.
The Domain of Physical Health & Development in the Child
Outcomes Framework is designed to augment the larger work of
providing health services in Head Start. The Framework describes
the outcomes for children's learning and development that are most
clearly the responsibility of teachers and other members of the
educational staff. Although teachers work collaboratively with
health personnel, they also have a responsibility to infuse health
knowledge and physical development goals in the curriculum.
The Physical Health & Development Domain of the Framework
includes three Elements: gross motor skills, fine motor skills, and
health status and practices. Each of these elements supports
children's overall health and physical fitness and can enhance a
child's progress in other Domains. For example, gross motor skills
lead to growing confidence and pride in accomplishments (social and
emotional development, self-concept). Children use their fine motor
skills to experiment with writing tools and materials (literacy,
early writing). Good health and physical fitness, extremely
important in their own right, also contribute to learning and
development in all Domains during early childhood and beyond.
Gross motor skills involve moving the whole body and using
larger muscles of the body such as those in the arms and legs. They
include skills such as gaining control of the head, neck, and torso
to achieve a standing or sitting position. They also include
locomotor skills such as walking, throwing, and stretching.
Children develop many gross motor skills as they move and explore
freely in a safe, supportive environment. When they can coordinate
their movements children are ready to learn how to pedal a
tricycle; turn somersaults; and catch, throw, and kick balls. At
times children require instruction to learn these skills. To become
proficient, most children need numerous opportunities to practice
using their skills.
Fine motor skills involve use of the small muscles found in
individual body parts, especially those in the hands and feet.
Children use their fine motor skills to grasp, hold, and manipulate
small objects and tools. As they gain eye-hand coordination, they
learn to direct the movements of their fingers, hands, and wrists
to perform more complex tasks. With access to appropriate materials
and activities, children can practice and refine both their fine
and gross motor skills during a variety of experiences and while
performing self-help routines. For example, children might draw and
write with markers, manipulate a computer mouse, use eating
utensils, put on and take off dress-up clothes, and use a
magnifying glass to examine an insect.
In Head Start, children's health has always been a priority. The
third element of the Physical Health & Development Domain,
health status and practices, refers to children's overall physical
condition growth, strength, stamina, and flexibility. A child's
physical condition is dependent on a number of factors, including
heredity, gender, and access to good nutrition and health care.
Also key is participation in fitness- enhancing activities such as
playing tag, climbing a ladder, jumping on a mattress, swinging
from a rope, and chasing bubbles. Physical fitness can enhance
young children's ability to learn and protect them from health
conditions such as heart disease, obesity, diabetes, and other
chronic ailments. When children feel fit and healthy, they are
likely to gain self-esteem, have less stress, enjoy playing, and
eagerly take on new challenges.
Health status and practices also include children's growing
independence in carrying out personal routines, their awareness of
health and safety concerns, and their ability to follow rules and
take steps to keep themselves safe and healthy. Such awareness and
independence grow when children participate in group and individual
routines such as setting the table for meals and washing their
hands. Children can learn about health and safety concerns and
practices in the context of daily life at home, at Head Start, and
through connections with their medical home.
Head Start plays an active role in supporting the three related
Elements in this Domain. Classroom teachers, family child care
teachers, and home visitors need to be familiar with the typical
sequence and processes through which children develop and refine
fine and gross motor skills and with the components of physical
fitness. They must also know about sanitary practices that promote
good hygiene, the nutritional needs of young children, and safety
practices that prevent or reduce injuries. Staff should integrate
opportunities for children to use fine and gross motor skills,
enhance health and physical fitness, and learn about health and
safety concepts and practices throughout the curriculum.
Physical Health and Development StrategiesTo promote overall
physical development and health
Create safe indoor and outdoor learning environments that invite
children to move their bodies, explore their surroundings, and
practice fine and gross motor skills.
Provide materials and equipment that allow children to practice
fine and gross motor skills and challenge them to gain new
ones.
Involve families by sharing information about physical health
and development and suggested home activities.
Serve as enthusiastic role models for practices that support
health and physical fitness.
Participate with children as they engage in physical activities
and daily routines.
Allow and encourage children to do things for themselves
whenever it is feasible and safe to do so.
Talk about what we are doing and why it supports our own and the
children's fitness, nutrition, health, and safety.
Use a variety of teaching strategies, including demonstration
and direct instruction when appropriate, to help children become
proficient in use of physical skills.
Stages of Physical Growth and DevelopmentAs in other Domains,
each child's physical growth and development are highly
individualized and dependent on characteristics and influences such
as heredity, environmental factors, nutrition, age, gender,
disabilities, and access to health care. Nevertheless, several
general principles govern the direction and sequence of physical
development:
Thedirectionof muscle development is from head to toe. Children
learn to lift their heads before they can raise their torsos, use
their arms, and stand with and without support.
Thesequenceof muscle development begins with those closest to
the center of the body and progresses to those in the extremities
hands and feet. Most children learn to crawl before they can pick
up objects using the thumb and forefinger (pincer grasp). Thus,
children refine their gross motor movements, such as those used to
walk or throw, before they can control the small motor skills used
to zip a jacket or turn pages in a book.
Young children enjoy moving, exploring, and being able to do
things for themselves. With access to appropriate materials and
equipment, opportunities to practice fine and gross motor skills,
and skilled adult guidance, children can expand their physical
abilities.
Domain Element: Gross Motor SkillsFrom birth to about two years
of age, children learn primarily through their senses and motor
actions. Infants are born with reflexive, involuntary movements.
Some reflexes, such as blinking and swallowing, serve to protect
the child. Others, for example, kicking legs alternately, are
precursors of later motor skills (in this case, walking). As
infants grow and mature, the higher brain centers of the nervous
system begin to govern their movements. They learn to control
voluntary movements such as grasping and mouthing a toy and pulling
up to standing.
The fundamental movements children develop and refine during the
preschool years include:
locomotor movements, such as walking, running, leaping, jumping,
hopping, through which the body proceeds in a horizontal or
vertical direction from one place to another;
gross motor movements, such as throwing, catching, kicking,
through which the body gives or receives force from objects;
fine motor manipulative movements, such as tying shoes,
coloring, cutting with scissors, which emphasize control,
precision, and accuracy; and
stability movements, such as balancing, dodging, starting,
stopping, in which the body remains in place but moves around its
horizontal or vertical axis.
Maturation plays a major role in a child's physical development
during the first two years. To develop fundamental movement skills,
however, children usually require more than access to a supportive
environment and adults (Gallahue & Ozman 1995). Young children
can learn to throw or kick a ball at a beginning level. To become
proficient and be able to use the skill throughout life they need
both instruction and opportunity to practice (NASPE 2002). Young
children who become proficient in fundamental movement skills are
more likely to engage in sports and other fitness activities
throughout childhood and when they are adults. Their natural
interest in physical skills and activities is enhanced so they can
become adults who live long, active lives. It is important for Head
Start teachers to give children developmentally appropriate
instruction and opportunities to practice motor skills. To do this
effectively, staff need to observe and keep track of children's
progress in order to know how and when to offer encouragement and
guidance, and new challenges and opportunities for additional
practice.
Perceptual-motor development is an important part of learning
fundamental movement skills. Perceptual-motor skills include large
motor skills, fine motor skills, simple auditory, visual, and
tactile-kinesthetic skills, and body awareness skills. Children
develop and use simple auditory, visual, and tactile-kinesthetic
skills while using their senses to collect, monitor, interpret, and
respond to information from an environment filled with a variety
of:
interesting sounds and rhythms to hear;
pictures, displays, and other things to look at; and
textures and objects to feel.
Body awareness skills grow as children learn about the parts of
their bodies, how much space their bodies take up, and how to
control their bodies as they move from one place to another (NASPE
2002).
Gross Motor SkillsIndicators
DomainDomain Element
Indicators
Physical Health & Development
Gross Motor Skills Shows increasing levels of proficiency,
control, and balance in walking, climbing, running, jumping,
hopping, skipping, marching, and galloping.
Demonstrates increasing abilities to coordinate movements in
throwing, catching, kicking, bouncing balls, and using the slide
and swing.
Gross Motor SkillsStrategiesTo support development of gross
motor skills
Follow a daily schedule that allows children to spend ample time
each day in structured and unstructured physical activity. Such a
schedule allows children to alternate using their gross motor
skills in physical activities with opportunities to rest and
recover energy. Engaging in physical activity for one or more hours
a day can also help children maintain healthy weight levels (NASPE
2002).
Plan structured physical activities that introduce a variety of
movement skills individually, with a partner, and then in a small
group (NASPE 2002). Offer balls of different sizes and materials,
such as rubber, foam, inflatable plastic to roll, kick, throw, or
catch; plan balancing activities; and introduce tumbling.
Provide sufficient space, toys, and equipment for
child-initiated physical activities outdoors. Wheeled toys, slides,
climbers, and other playground equipment sized for preschoolers can
encourage children to pedal, climb, push, pull, balance, swing,
hang, and slide. Cardboard boxes, tunnels, balance beams, jump
ropes, plus a variety of balls and bats provide additional movement
options (NASPE 2002).
Offer sufficient indoor space for gross motor activities so
children can move without getting in each other's way. Some
examples follow (Koralek 1994):
Hallways are ideal for riding tricycles, rolling balls, tossing
bean bags into baskets, playing relay games, building with large
blocks, marching to music, and bowling (use plastic containers as
pins).
A classroom loft lets children climb up stairs or a rope ladder,
slide down a pole, swing (hang the swing on hooks when not in use),
or jump off a low platform.
Provide room for music and movement activities; put mats on the
floor for tumbling; play cooperative games using hula hoops,
streamers, parachutes, and beach balls.
Participate in physical activities with children. This simple
strategy allows adults to model movement skills, offer
individualized assistance, learn how children approach and respond
to physical challenges, and encourage children to practice and
refine their skills. It also helps staff reduce stress and stay
fit.
Plan activities that promote perceptual-motor development (Poest
et al. 1990):
Time awareness/coordination: Use nursery rhymes, chants, songs,
and marches to help children learn to move to a steady beat.
Body and visual awareness: Ask children to imitate body
movements. Move as slowly as needed for children to achieve
success. At first, model the movement and use verbal instructions.
Later, just model or just give verbal directions. Gradually make
the task more challenging by changing the speed, tempo, rhythm, or
directions.
Provide opportunities for children to experience obstacle
courses in order to understand their bodies in space and direction.
Give guidance on how to move through each part of the course so
children can build understanding of directions in space such as
over, under, around, and through.
Domain Element: Fine Motor SkillsStrength, control, and
coordination of hand, finger, and wrist movements are part of fine
motor development. Strength is needed to cut with scissors; control
allows for buttoning and zipping; coordination is used to put
together puzzles and thread beads on laces. Development of fine
motor skills also relies on sensory awareness. Children use their
senses to collect information about objects in the environment and
use this information to coordinate movements. Fine motor skills
allow children to explore how things work, get dressed, use writing
tools, put puzzles together, arrange blocks in sequence, prepare
snacks and meals, and engage in many more activities that require
hand, finger, and wrist movements. Eye-hand coordination is needed
for many fine motor tasks.Children use their fine motor skills in
relation to several other Domains. For example, they:
build their understanding ofmath conceptsby sorting and
manipulating objects, including geometric shapes; by making
patterns with stringing beads; and by using measuring tools;
experiment and makescientific discoveriesby handling
collections, filling and emptying containers at the sand or water
table, exploring a new software program, and holding and looking
through a magnifying glass;
explorelanguage and literacyby handling books and using writing
tools; and
expresscreativitywhile using rhythm instruments, cutting and
gluing paper scraps, doing fingerplays, and using dramatic play
props and dress-up clothes.
Head Start settings include children with a wide range of fine
motor abilities. This is due, in part, to children's individual
timing for development and, in part, to the range of experiences
children have before coming to Head Start. Some children can hold
and scribble with crayons, while others can copy a few letters.
Some tear paper while others use scissors with ease. Some might
roll and poke holes in playdough. More experienced children use
props such as rolling pins and plastic knives. Some have never used
a computer mouse. Others use a mouse with ease. To promote each
child's fine motor development, Head Start offers materials and
activities that support and challenge a range of skills.
Fine Motor SkillsIndicators
DomainDomain Element
Indicators
Physical Health & Development
Fine Motor Skills Develops growing strength, dexterity, and
control needed to use tools such as scissors, paper punch, stapler,
and hammer.
Grows in hand-eye coordination in building with blocks, putting
together puzzles, reproducing shapes and patterns, stringing beads,
and using scissors.
Progresses in abilities to use writing, drawing, and art tools,
including pencils, markers, chalk, paint brushes, and various types
of technology.
Fine Motor Skills StrategiesTo support development of fine motor
skills
Provide materials for a range of fine motor ability levels,
including table blocks in several sizes, puzzles of varying
complexity, computer software with several levels of complexity,
small and large beads with thick and thin laces, and hand puppets
and finger puppets.
Offer and adapt activities to allow children to participate with
success. When making bread, children can shape the dough into round
loaves or braided ones; while making a group collage, children can
tear or cut pieces of paper to add to the creation; while making
puppets to re-enact a story, children can choose which materials to
use and what to do with them.
Plan an approach that allows children to be actively involved in
routines. Make sure the schedule provides enough time for
children's participation. Children can fold napkins; put on and
take off coats, hats, and boots; mix paint and wash paintbrushes;
and pour from small pitchers.
Focus on the use of multiple senses in planning learning
experiences for children. During meals and food preparation
activities, talk about the way foods look, smell, and taste; on a
walk, point out sights, sounds, and textures; listen to the sounds
of different rhythm instruments with eyes closed.
Observe children using fine motor skills and intervene, when
needed, with an appropriate teaching behavior such as modeling how
to hold a crayon or giving instruction on how to use scissors
safely.
Continue to assess children's progress in fine motor abilities
and offer materials, equipment, and opportunities that allow the
child to practice. When the child seems ready to move on, offer
challenges that will help the child progress without getting
frustrated.
Domain Element: Health Status & PracticesAs noted earlier,
children's physical growth, strength, stamina, and flexibility
depend in part on individual characteristics and influences.
Children who receive good nutrition and medical and dental checkups
and who exercise are more likely to be physically fit and in good
health than those who lack these essential resources. Head Start
plays a role in enhancing children's overall health status and
allowing them to be successful now and in the future.Physical
fitness is defined as "a condition where the body is in a state of
well-being and readily able to meet the physical challenges of
everyday life" (NASPE 2002). Four separate components contribute to
physical fitness:
Thecardio-respiratory (aerobic) systemincludes the heart, lungs,
and blood. When working well, this system provides the stamina
needed to actively participate for a long period of time.
Muscular strength and enduranceallow for effective use of
muscles. Strength allows a young child to use force to perform a
task such as kicking a ball or hammering a nail. Endurance is the
ability to keep moving without stopping due to fatigue.
Flexibilityis the ability to bend and stretch easily. It helps
to prevent muscle and tendon injuries.
Body compositionrefers to weight and body fat. Excess fat puts
stress on the ligaments, tendons, bones, and tissues that support
the body's weight.
Head Start offers an environment and experiences that contribute
to children's physical fitness. In addition, staff encourage
healthy eating, exercising, and movement habits that support
lifelong fitness. They plan family events that incorporate active,
cooperative games children and adults can play together. Effective
practices for supporting development of gross motor skills can also
promote physical fitness. Here are some additional guidelines
(Werner et al. 1996):
Allow children to choose what to do and when to move on to
something else. One way to do this is by creating several play
stations: Roll a ball at a target, toss a ball into a hoop on the
floor, throw a ball at a target, jump through hoops placed on the
floor, jump over boxes on the floor.
Create simple, open-ended fitness activities that allow every
child, regardless of skill level, to be successful. For example,
jog around the playground every day when the class first goes
outdoors.
Provide demonstrations that support visual learners. Give
step-by-step directions while modeling how to throw or kick a ball
or jump with two feet.
Keep directions simple; use key words along with modeling. For
example, say "Up" and raise arms; say "Down" and touch the ground;
say "Around" while turning completely around.
Offer variety and change activities often. Young children tend
to have short attention spans so they may lose interest if they
have to do the same thing for too long.
Allow maximum practice opportunity. Provide enough equipment for
everyone and play games in which everyone is actively involved at
all times rather than having to wait for a turn to participate.
Encourage frequent active play. Motivate children to engage in
vigorous activities by showing enthusiasm, making it fun, and
volunteering to do something active with them.
Most preschool children are eager to perform personal care
routines such as dressing and brushing teeth on their own. Head
Start teachers can support childrens growing independence as they
plan the environment, provide materials, develop a schedule, and
respond to individuals.
Preschool children rely on adults to keep them safe and healthy;
however, most are ready to begin learning how to follow basic
health and safety rules and practices that promote physical and
emotional well-being and prevent or reduce accidents. Health and
safety education is effective when delivered through informal,
"teachable moments," and through planned activities. Learning
opportunities arise as children learn to buckle their seat belts in
the van that takes them to and from the program; look both ways to
cross the street while walking to a nearby playground; help wipe
the tables after lunch; and sneeze into their elbows to avoid the
spread of germs. Planned activities related to health and safety
can support progress in other Domains including science,
mathematics, literacy, creative arts, and social-emotional
development.
Health Status & PracticesIndicators
DomainDomain Element
Indicators
Physical Health & Development
Health Status and Practices Progresses in physical growth,
strength, stamina, and flexibility.
Participates actively in games, outdoor play, and other forms of
exercise that enhance physical fitness.
Shows growing independence in hygiene, nutrition, and personal
care when eating, dressing, washing hands, brushing teeth, and
toileting.
Builds awareness and ability to follow basic health and safety
rules such as fire safety, traffic and pedestrian safety, and
responding appropriately to potentially harmful objects,
substances, and activities.
Strategies to Promote Physical Health and Well-BeingTo promote
physical health and well-being
Provide individual storage areas, such as cubbies and low hooks,
so children can store their clothing and personal items.
Place tissues, soap, paper towels, and other personal hygiene
items within children's reach so they can care for their own needs
without adult assistance.
Include sufficient time in the daily schedule for children to do
things for themselves without feeling rushed.
Provide a child with just enough help, rather than stepping in
and taking over. For example, hold the bowl while a child uses a
large spoon to serve himself; untie a child's laces so she can
remove her shoes on her own.
Strategies to Teach Children Health and Safety PracticesTo teach
children health and safety practices
Provide play materials related to health and safety. For
example, include safety road signs for block play; books about
healthy foods, and walking safely in traffic; props for doctor and
dentist offices; empty containers of healthy foods such as oatmeal,
fruits, and vegetables; items for washing dolls and doll clothes
such as soap, sponges, a clothesline and clothespins, and a small
basin; and doll highchairs with safety belts.
Involve children in setting basic health and safety rules. Talk
about why a rule is needed, what might happen if children forget to
follow the rule, and how the rule will keep them safe and healthy.
Use visual and verbal reminders to help children remember the
rule.
Model health and safety practices and give step-by-step
explanations of what and why the practices are necessary and
effective.
Review and discuss safety rules and practices, when necessary,
especially before experiences such as a cooking activity or a
neighborhood walk. Discuss the use of safe practices in context,
such as when stopping at the corner to watch for traffic before
crossing the street.
Conduct regular fire and emergency drills. After the drill,
discuss what happened and why it would keep children safe in an
actual fire or emergency.
Head Start ensures that children have opportunities to build
fine and gross motor skills and are encouraged to stay healthy and
fit. Physical skills allow children to learn in other Domains and
to enjoy moving their bodies and playing games, now and in the
future. Children with well-developed motor skills feel proud of
their accomplishments. Their sense of competence serves as a strong
foundation for additional learning. Furthermore, English language
learners may show competence in physical skills which can help them
feel more confident about their other activities and skills.
"Domain 8: Physical Health & Development." The Head Start
Leaders Guide to Positive Child Outcomes. HHS/ACF/ACYF/HSB. 2003.
English.
Last Reviewed: October 2009
General Definition
Domain 2:Physical Well-Being, Health, and Motor Development,
consists of five sub-domains:
Motor Development
Physical Development
Health and Personal Care
Nutrition and Feeding
Safety
Motor Development
Motor development has three distinct components: gross motor
skills, fine motor skills, and sensorimotor skills.
Gross motor skillsare characterized by movements of the large
muscles of the body and include such movements as rolling over,
walking, jumping, and climbing.
Fine motor skillsinvolve the ability to coordinate smaller
muscles including the muscles of the hands, fingers, and face that
allow for movements such as grasping, cutting, picking up food, or
intentionally winking.
Sensorimotor skillsinvolve the ability to use and integrate the
senses (sight, hearing, smell, taste, and touch) to support
activity.
These skills provide a foundation for behavior, learning, and
overall development for young children.
Physical Development
Children need access to free time, play opportunities, adequate
space, and challenging materials to pursue their physical
development needs.Physical competence allows children to
participate in group activities and maintain attention to, and
interest in tasks necessary to the learning process.Elements of
physical competency and development include:
Stamina
Energy
Strength
Flexibility
Coordination
Endurance
Health and Personal Care
Prenatal care, personal hygiene, and basic personal care are
essential to a childs physical health.Childrens physical health is
impacted by access to medical and dental care, nutrition, healthy
sleep patterns, and opportunity for physical activity and active
play.Recognizing and addressing acute and chronic illness is
essential to sustain healthy physical development.
Nutrition and Feeding
Goal 24, Children eat a variety of nutritious foodsencompasses
far more than food groups and nutrients fed to children.Attitudes,
self regulation, culture, and general areas of development are
entwined with food and feeding.
Safety
Safety includes protecting children from exposure to harmful
substances and situations and helping children learn to avoid
harmful objects, environments, and circumstances.Though young
children can learn safety rules and regulations, know when and how
to ask for help, and recognize the boundary between safety and
danger, they cannot be expected to keep themselves safe.Young
childrens physical well-being is dependent on adult-provided
safety.
Supporting Individual Differences
Physical and motor development includes biological maturation
that reflects genetics, nutrition, health, and the
environment.Development of physical skills and abilities follows a
predictable progression, though the rate of physical and motor
development varies widely among individuals, cultures, and
contexts.
Childrens physical well-being, health, and motor development are
sometimes impacted by visual, hearing, motor, neurological, or
other disabilities. Young children who experience delays,
disabilities, or who are at risk for developmental delays may
benefit from assistive technology or adaptive equipment,
specialized activities, space, play settings, and other resources
to support daily activities.
Francis Bacon.(15611626).Essays, Civil and Moral.
The Harvard Classics.190914.
VII
Of Parents and Children
THE JOYSof parents are secret; and so are their griefs and
fears. They cannot utter the one; nor they will not utter the
other. Children sweeten labors; but they make misfortunes more
bitter. They increase the cares of life; but they mitigate the
remembrance of death. The perpetuity by generation is common to
beasts; but memory; merit, and noble works are proper to men. And
surely a man shall see the noblest works and foundations have
proceeded from childless men; which have sought to express the
images of their minds, where those of their bodies have failed. So
the care of posterity is most in them that have no posterity. They
that are the first raisers of their houses are most indulgent
towards their children; beholding them as the continuance not only
of their kind but of their work; and so both children and
creatures.1
The difference in affection of parents towards their several
children is many times unequal; and sometimes unworthy; especially
in the mother; as Solomon saith,A wise son rejoiceth the father,
but an ungracious son shames the mother.A man shall see, where
there is a house full of children, one or two of the eldest
respected, and the youngest made wantons;1but in the midst some
that are as it were forgotten, who many times nevertheless prove
the best. The illiberality of parents in allowance towards their
children is an harmful error; makes them base; acquaints them with
shifts; makes them sort2with mean company; and makes them surfeit
more when they come to plenty. And therefore the proof is best,
when men keep their authority towards their children, but not their
purse. Men have a foolish manner (both parents and schoolmasters
and servants) in creating and breeding an emulation between
brothers during childhood, which many times sorteth3to discord when
they are men, and disturbeth families. The Italians make little
difference between children and nephews or near kinsfolks; but so
they be of the lump, they care not though they pass not through
their own body. And, to say truth, in nature it is much a like
matter; insomuch that we see a nephew sometimes resembleth an uncle
or a kinsman more than his own parent; as the blood happens. Let
parents choose betimes the vocations and courses they mean their
children should take; for then they are most flexible; and let them
not too much apply themselves to the disposition of their children,
as thinking they will take best to that which they have most mind
to. It is true, that if the affection or aptness of the children be
extraordinary, then it is good not to cross it; but generally the
precept is good,optimum elige, suave et facile illud faciet
consuetudo[choose the bestcustom will make it pleasant and easy].
Younger brothers are commonly fortunate, but seldom or never where
the elder are disinherited.
Both school and parents teach children how to be good members of
society
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nguyen hongAug23,2012,04:33am #1Some people think that children
become good members of society depend on how teach of parents.
However, others claim that it belongs to responsibility of school.
Both sides of this issue will be discussed in my essay.It is,
first, stated that parents have positive effects on children's
education. By dint of teaching of parents, the children can
understand life's basic rule such as respecting to the elders and
others. Moreover, when children have difficult problem, parents
usually analyze and then guide them how to solve the problem
correctly. However, it is palpable that no sooner were children
gone to school than their knowledge significantly extend. Besides,
children far from family, they get more mature due to they have to
decide and take the responsibility for their actions. Besides, with
many subjects such as philosophy and society, they can understand
more about external world.Secondly, familiar circumstance plays
important role in creativity children's personality. Only when
children see parents' hard work to earn money do they realize
parents' care then trying to learn well and doing work hard to help
family. In addition, parent's attitude to neighbor gradually affect
to children. It can believed that parents are mirrors who children
follows. Nevertheless, in schools, the children can participate
discussion, talk about their opinion and present a topic, which
makes them more confident. Equally important, once living with the
friends, children know how to take care each other and doing a
teamwork, they know how to co-operate to complete the work.In
conclusions, both parents and schools are main factors contribute
to growth of children to be good members of society.
ELTS ESSAY Parents should teach children how to be good members
of society
Top of Form
elmar912Jan14,2013,10:41am #1Some people think that parents
should teach children how to be good members of society. Others,
however, believe that school is the place to learn this.Discuss
both these views and give your opinion
Nowadays parents and schools educate children and take them to
the main role of formulating our societyHome is the first school
and parents are first teachers of ours. Because during the
childhood they teach us how to speak and behave to someone in
society. Other way parents own behavior is also affect to their
children and they get these easily while they are child. Then they
are going to be formed how they see and hear. Subsequently children
will show their experience to the others what they learn from their
parents. That`s why parents must be careful while they are teaching
their children because they are seriously responsible from their
children.Although school is the best place for the children to
learn and to be o good person. At school they meet with many people
and do their activities together with their classmates. Children
can learn how to act and have a good attitude. Teachers, except
teaching many subjects they also teach to the children how to have
o good behavior with their friends, parents or neighborhoods.
That`s why, parents always have a big hope from school to help them
for creating their children to be o good person.In my view I think
that good parents are good teachers and both of them have their own
role in our society.
Long-term Effects of Parents Education on Childrens Educational
and Occupational Success: Mediation by Family Interactions, Child
Aggression, and Teenage Aspirations
Eric F. Dubow,Paul Boxer, andL. Rowell HuesmannAuthor
informationCopyright and License informationSee other articles in
PMC thatcitethe published article.
Go to:Abstract
We examine the prediction of individuals educational and
occupational success at age 48 from contextual and personal
variables assessed during their middle childhood and late
adolescence. We focus particularly on the predictive role of the
parents educational level during middle childhood, controlling for
other indices of socioeconomic status and childrens IQ, and the
mediating roles of negative family interactions, childhood
behavior, and late adolescent aspirations. Data come from the
Columbia County Longitudinal Study, which began in 1960 when all
856 third graders in a semi-rural county in New York State were
interviewed along with their parents; participants were
reinterviewed at ages 19, 30, and 48 (Eron et al, 1971;Huesmann et
al., 2002). Parents educational level when the child was 8 years
old significantly predicted educational and occupational success
for the child 40 years later. Structural models showed that
parental educational level had no direct effects on child
educational level or occupational prestige at age 48 but had
significant indirect effects that were independent of the other
predictor variables effects. These indirect effects were mediated
through age 19 educational aspirations and age 19 educational
level. These results provide strong support for the unique
predictive role of parental education on adult outcomes 40 years
later and underscore the developmental importance of mediators of
parent education effects such as late adolescent achievement and
achievement-related aspirations.
Parental educational level is an important predictor of
childrens educational and behavioral outcomes (Davis-Kean, 2005;
Dearing, McCartney, & Taylor, 2002;Duncan, Brooks-Gunn, &
Klebanov, 1994;Haveman & Wolfe, 1995;Nagin & Tremblay,
2001;Smith, Brooks-Gunn, & Klebanov, 1997). The majority of
research on the ways in which parental education shapes child
outcomes has been conducted through cross-sectional correlational
analyses or short-term longitudinal designs in which parents and
children are tracked through the childs adolescent years. Our main
goals in the current study were to examine long-term effects on
childrens educational and occupational success of their parents
educational level while controlling for other indices of family
socioeconomic status and the childrens own intelligence, and to
examine possible mediators of the effects of parents education on
childrens educational and occupational outcomes. Following theory
and research on family process models (e.g.,Conger et al.,
2002;McLoyd, 1989), we expected that indices of family
socioeconomic status, including parent education, would predict the
quality of family interactions and child behavior. Next, based on
social-cognitive-ecological models (e.g.,Guerra & Huesmann,
2004;Huesmann, 1998;Huesmann, Eron, & Yarmel, 1987), we
expected parental education, the quality of family interactions,
and child behavior would shape, by late adolescence, educational
achievement and aspirations for future educational and occupational
success. Finally, following Eccles expectancy-value model (Eccles,
1993;Frome & Eccles, 1998), we predicted that late adolescent
aspirations for future success would affect actual educational and
occupational success in adulthood. We use data from the Columbia
County Longitudinal Study, a 40-year developmental study initiated
in 1960 with data collected most recently in 2000 (Eron, Walder,
& Lefkowitz, 1971;Lefkowitz, Eron, Walder, & Huesmann,
1977;Huesmann, Dubow, Eron, Boxer, Slegers, & Miller,
2002;Huesmann, Eron, Lefkowitz, & Walder, 1984).
Go to:Family Contextual Influences during Middle Childhood
In terms of socioeconomic status (SES) factors, the positive
link between SES and childrens achievement is well-established
(Sirin, 2005;White, 1982).McLoyds (1989;1998) seminal literature
reviews also have documented well the relation of poverty and low
socioeconomic status to a range of negative child outcomes,
including low IQ, educational attainment and achievement, and
social-emotional problems. Parental education is an important index
of socioeconomic status, and as noted, it predicts childrens
educational and behavioral outcomes. However, McLoyd has pointed
out the value of distinguishing among various indices of family
socioeconomic status, including parental education, persistent
versus transitory poverty, income, and parental occupational
status, because studies have found that income level and poverty
might be stronger predictors of childrens cognitive outcomes
compared to other SES indices (e.g.,Duncan et al., 1994;Stipek,
1998). Thus, in the present study, we control for other indices of
socioeconomic status when considering the effects of parental
education.
In fact, research suggests that parental education is indeed an
important and significant unique predictor of child achievement.
For example, in an analysis of data from several large-scale
developmental studies,Duncan and Brooks-Gunn (1997)concluded that
maternal education was linked significantly to childrens
intellectual outcomes even after controlling for a variety of other
SES indicators such as household income.Davis-Kean (2005)found
direct effects of parental education, but not income, on European
American childrens standardized achievement scores; both parental
education and income exerted indirect effects on parents
achievement-fostering behaviors, and subsequently childrens
achievement, through their effects on parents educational
expectations.
Thus far, we have focused on the literature on family SES
correlates of childrens academic and behavioral adjustment.
However, along with those contemporaneous links between SES and
childrens outcomes, longitudinal research dating back to
groundbreaking status attainment models (e.g,Blau & Duncan,
1967;Duncan, Featherman, & Duncan, 1972) indicates clearly that
family of origin SES accounts meaningfully for educational and
occupational attainment during late adolescence and into adulthood
(e.g.,Caspi, Wright, Moffitt, & Silva, 1998;Johnson et al.,
1983;Sobolewski & Amato, 2005; for a review, seeWhitson &
Keller, 2004). For example, Caspi et al. reported that lower
parental occupational status of children ages 35 and 79 predicted a
higher risk of the child having periods of unemployment when making
the transition from adolescence to adulthood.Johnson et al.
(1983)found that mothers and fathers educational level and fathers
occupational status were related positively to their childrens
adulthood occupational status. Few studies, however, are
prospective in nature spanning such a long period of time (i.e., a
40-year period from childhood to middle adulthood). Also, few
studies include a wide range of contextual and personal predictor
variables from childhood and potential mediators of the effects of
those variables from adolescence.
Go to:Potential Mediators of the Effects of Family Contextual
Influences during Childhood on Adolescent and Adult Outcomes
Family process models (e.g.,Conger et al., 2002;McLoyd,
1989;Mistry, Vanderwater, Huston, & McLoyd, 2002) have proposed
that the effects of socioeconomic stress (e.g., financial strain,
unstable employment) on child outcomes are mediated through
parenting stress and family interaction patterns (e.g., parental
depressed mood; lower levels of warmth, nurturance, and monitoring
of children). That is, family structural variables such as parental
education and income affect the level of actual interactions within
the family, and concomitantly, the childs behavior. It is well
established within broader social learning models (e.g.,Huesmann,
1998) that parents exert substantial influence on their childrens
behavior. For example, children exposed to more rejecting and
aggressive parenting contexts, as well as interparental conflict,
display greater aggression (Cummings & Davies, 1994;Eron et
al., 1971;Huesmann et al., 1984;Lefkowitz et al., 1977) and the
effects between negative parenting and child aggression are
bi-directional (Patterson, 1982). Presumably, children learn
aggressive problem-solving styles as a result of repeated exposure
to such models, and in turn parents use more power assertive
techniques to manage the childs behavior.
Researchers also have shown that behavioral problems such as
early aggression impair childrens academic and intellectual
development over time (e.g.,Hinshaw, 1992;Huesmann, Eron, &
Yarmel, 1987).Stipek (1998)has argued that behavioral problems
affect young childrens opportunities to learn because these youth
often are punished for their behavior and might develop conflictual
relationships with teachers, thus leading to negative attitudes
about school and lowered academic success. Thus, it is possible
that low socioeconomic status (including low parental educational
levels) could affect negative family interaction patterns, which
can influence child behavior problems (measured in our study by
aggression), and in turn affect lowered academic and
achievement-oriented attitudes over time.
Parent education and family interaction patterns during
childhood also might be linked more directly to the childs
developing academic success and achievement-oriented attitudes. In
the general social learning and social-cognitive framework
(Bandura, 1986), behavior is shaped in part through observational
and direct learning experiences. Those experiences lead to the
formation of internalized cognitive scripts, values, and beliefs
that guide and maintain behavior over time (Anderson &
Huesmann, 2003;Huesmann, 1998). According to Eccles (e.g.,Eccles,
1993;Eccles, Vida, & Barber, 2004;Eccles, Wigfield, &
Schiefele, 1998), this cognitive process accounts for the emergence
and persistence of achievement-related behaviors and ultimately to
successful achievement. Eccles framework emphasizes in particular
the importance of childrensexpectations for success,with parents
assuming the role of expectancy socializers (Frome & Eccles,
1998, p. 437).
Thus, for example, a child exposed to parents who model
achievement-oriented behavior (e.g., obtaining advanced degrees;
reading frequently; encouraging a strong work ethic) and provide
achievement-oriented opportunities (e.g., library and museum trips;
after-school enrichment programs; educational books and videos)
should develop the guiding belief that achievement is to be valued,
pursued, and anticipated. This belief should then in turn promote
successful outcomes across development, including high school
graduation, the pursuit of higher learning, and the acquisition of
high-prestige occupations. Not surprisingly, there are positive
relations between parents levels of education and parents
expectations for their childrens success (Davis-Kean, 2005),
suggesting that more highly educated parents actively encourage
their children to develop high expectations of their own.
Importantly, on the other hand,McLoyds (1989)review found that
parents who experience difficult economic times have children who
are more pessimistic about their educational and vocational
futures.
In the current study, we assume a broad
social-cognitive-ecological (Guerra & Huesmann,
2004;Metropolitan Area Child Study Research Group, 2002; also
developmental-ecological,Dodge & Pettit, 2003) perspective on
behavior development. This view proposes that it is the cumulative
influence both of childhood environmental-contextual factors (e.g.,
parental education, family interactions, school climate,
neighborhood efficacy) and individual-personal factors (e.g., IQ
and aggression) that shapes enduring cognitive styles (e.g.,
achievement orientation, hostile worldview) in adolescence. Once
formed, those styles allow for the prediction of functioning into
adulthood above and beyond the effects of the earlier influences.
In this view, then, cognitive factors such as beliefs and
expectations present during adolescence serve as internal links
between early contextual and personal factors and later
outcomes.
Go to:The Present Study
Based on data from the Columbia County Longitudinal Study, we
first examine how well we can predict two adult outcomes at age 48
(educational and occupational attainment) from parental educational
levels during middle childhood (age 8). Because our
cognitive-ecological model emphasizes the family as the more
important unit than the individual parent, we focus on the overall
family climate. For example, we assess the educational climate of
the family environment by using the average of the two parents
levels of education (r= .53,pBottom of Form
Quick KPH to MPH ConversionKPHMPH30195031603780501006212075
As a child grows and develops, he learns different skills, such
as taking a first step, smiling for the first time, or waving
goodbye. These skills are known asdevelopmental milestones. There
is normal variation around what age children will achieve a
specific developmental milestone. Developmental delay refers to a
child who is not achieving milestones within the age range of that
normal variability. Most often, at least initially, it is difficult
or impossible to determine whether the delay is a marker of a
long-term issue with development or learning (i.e. known as a
disability) or whether the child will catch-up and be typical in
their development and learning. There are five main groups of
skills that make up the developmental milestones. A child may have
a developmental delay in one or more of these areas:
Gross motor: using large groups of muscles to sit, stand, walk,
run, etc., keeping balance and changing positions.
Fine motor:using hands and fingers to be able to eat, draw,
dress, play, write and do many other things.
Language:speaking, using body language and gestures,
communicating and understanding what others say.
Cognitive:Thinking skills including learning, understanding,
problem-solving, reasoning and remembering.
Social:Interacting with others, having relationships with
family, friends, and teachers, cooperating and responding to the
feelings of others.
Usually, there is an age range of several months where a child
is expected to learn these new skills. If the normal age range for
walking is 9 to 15 months, and a child still isnt walking by 20
months, this would be considered a developmental delay (2 standard
deviations below the mean). A delay in one area of development may
be accompanied by a delay in another area. For example, if there is
a difficulty in speech and language, a delay in other areas such as
social or cognitive development may coexist.
It is important to identify developmental delays early so that
treatment can minimize the effects of the problem. Parents who have
concerns about their childs development should consult the childs
physician, who, in turn, might make a referral to a developmental
pediatrician, developmental psychologist or pediatric neurologist.
The consultant can evaluate the child and recommend treatments and
therapies that might benefit the child.
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