Physical Growth and Development

From BIRTH – ONWARDS and What Neonates Know

Physical Growth and Development -a normal process of increase in size of an  organism as a result of accretion of tissue similar to that originally  present.

- provides children with the abilities they need to explore and interact with the world around them. Patterns of Physical Development:

- the expectations of parents have foe a child’s physical development thus will depend on culture, family status or the presence of physical limitations.

Introduction:

Concepts of Development: 1. Normative Development – concerns the typical

capabilities as well as limitations of most children of a given age w/in a given cultural group. It indicates a typical range of what children can and cannot be expected to do and learn at a given time.

2. Dynamic Development – concerns the sequence and physical change that occur in all aspects of a child’s functioning w/ the passage of time and increasing experience, and how these changes interact.

It refers to the biological and physiological changes that occurs in human beings between birth and the end of adolescence, as the individual progresses from depending to increasing autonomy. – giving a sense of dependence but under the independent of adult.

What is Child Development?

I. Body Growth

A. Physical growth occurs rapidly during the first 2 years of life. The transition from infancy to toddlerhood-the period that spans the second year of life-is marked by the infant’s switch from “crawling” to “walking”.

Infancy and Toddlerhood

1. During the first 2 years, the body grows more rapidly than at any time after birth.

2. By the end of the first year the infant’s length is 50% greater than it was at birth, and by 2 years of age it is 75% greater.

3. Birth weight has doubled by 5 months of age, tripled by 1 year, and quadrupled at 2 years.

4. Research indicates that these height and weight gains occur in little growth spurts.

5. In infancy, girls are slightly shorter and lighter than boys.

B. Changes in Body Size

1. The cephalocaudal trend is a pattern of physical growth and motor control that proceeds from head to tail; growth of the head and chest occurs before that of the trunk and legs.

2. The proximodistal trend is a pattern of physical growth and motor controls that proceeds from the center of the body outward; growth of the arms and legs occurs before that of the hands and feet.

C. Changes in Body Proportions

1. An infant’s first tooth are usually appears between 4 to 6 months of age. By age 2, the child has 20 teeth.

2. A child who gets her teeth early is likely to be advanced in physical maturity.

D. Appearance of Teeth

A. Heredity1. Catch-up growth is physical growth that returns to

its genetically determined path after being delayed by environmental factors.

2. When environmental conditions are adequate, height and rate of physical growth are largely determined by heredity.

3. Weight is also affected by genetic make-up. However, the environment – especially nutrition – does play an important role.

II. Factors Affecting Early Physical Growth

B. Nutrition1. A baby’s energy needs are twice as great as those of an adult.2. 25% of an infant’s caloric intake is devoted to growth. If a

baby’s diet is deficient.3. Breast vs. Bottle-feeding: a. Today, nearly ⅔ of American

mother’s breast-feed their babies. b. Breast-feeding offers many nutritional and health advantages over bottled-feeding. c. Breast-fed babies in impoverished regions of the world are less likely to be malnourished and more likely to survive the first year of life. d. Some mothers cannot nurse because of physiological or medical reasons. e. Breast milk is easily digestible and, as a result, breast-fed babies become hungry more often than bottle-fed infants. f. Breast and Bottle-fed youngsters do not differ in psychological adjustment.

4. Are chubby babies at risk for later overweight and obesity? a. Only a slight correlation exists between fatness in infancy and obesity at older ages. b. Infants and toddlers can eat nutritious foods freely, w/o risk of becoming too fat. c. physical exercise also guards against excessive weight gain.

5. Malnutrition:Recent evidence indicates that 40 to 60%

of the world’s children do not get enough to eat.

C. Emotional Well-Being1. Non-organic failure to thrive is a growth

disorder usually present by 18 months of age that is caused by lack of parental love.

2. If the disorder is not corrected in infancy, some children remain small and have lasting cognitive and emotional problems.

A. During the first 2 years, the organization of sleep and wakefulness changes and fussiness and crying also decline.

B. Over time, infants remain awake for longer daytime periods and need fewer naps.

C. Although brain maturation is largely responsible for changes in sleep and wakefulness, the social environment also contributes.

D. Ever after infants sleep through the night, they continue to wake occasionally for the next few years.

III. Changing States of Arousal

A. The Sequence of Motor Development1. Gross motor development refers to control over actions that help

an infant move around in the environment, such as crawling, standing and walking.

2. Fine motor development involve smaller movements such as reaching and grasping.

3. Although the sequence of motor development is fairly uniform across children, there are large individual differences in rate of motor progress.

4. Motor control of the head proceeds control of the arms and trunk w/c proceeds control of the legs.

5. Head, trunk, and arm control appears before coordination of the hands and fingers.

IV. Motor Development

B. Motor Skills as Dynamic Systems1. According to dynamic systems theory of motor

development, mastery of motor skills involves acquiring increasingly complex systems of action.

2. Each new skill is a joint product of central nervous system development, movement possibilities of the body, the task the child has in mind, and environmental supports for the skill.

3. When a skill is initially acquired, it is tentative and uncertain. The infant must practice and refine it so that the skill becomes smooth and accurate.

4. Each skill is acquired by revising combining earlier accomplishments into a more complex system that allows the child to reach a desired goal.

C. Dynamic Motor Systems in Action1. To study infants’ mastery of motor milestones,

researchers have conducted microgenetic studies, w/c follow babies from their initial attempts at a skill until it is smooth and automatic.

2. Esther Thelen's findings show that infants are active problem-solvers in acquiring motor skills. They experiment and revise motor actions to fit changing task conditions.

D. Cultural Variations in Motor Development3. Cultural beliefs vary concerning the necessity and

advisability of deliberately teaching motor skills to babies.

4. Early motor skills are due to complex transactions between nature and nurture.

E. Fine Motor Development: Voluntary Reaching and Grasping1. Voluntary reaching plays a vital role in infant cognitive development.2. Motor skills start out as gross activities and move toward mastery of fine

movements.3. Prehearing is the uncoordinated, primitive reaching movements of newborns.4. Development of Voluntary Reaching and Grasping: a. Voluntary reaching

appears at about 3 months and gradually improve in accuracy. b. early reaching is controlled by proprioception, our sense of movement and location in space that arises from stimuli within the body. c. the ulnar grasp is a clumsy grasp of young infants, in w/c the fingers close against the palm. d. the pincer grasp is a well-coordinated grasp that emerges at the end of the first year, involving the oppositional use of the forefinger and thumb.

5. Early Experience and Voluntary Reaching: a. Trying to push infants beyond their current readiness to handle stimulation can undermine the development of important motor skills. b. As infants’ and toddlers’ motor skills develop, caregivers must devote more energies to protecting them from harm.

F. Bowel and Bladder Control1. Toilet training is the best delayed

until the end of the second or beginning of the third year.

2. At this time, toddlers can correctly identify and respond to signals from a full bladder or rectum.

A. Hearing1. During the 1st year, babies start to organize sounds into

complex patterns.2. By 6 months of age, babies “screen-out” sounds that are not

useful in their language community.3. Older infants can also detect clauses and phrases in sentence.

B. Vision1. By 3 months, infants can focus on objects and discriminate

colors about as well as adults can.2. By 11 months, visual acuity reaches a near-adult level.

V. Perceptual Development

3. Depth Perception: a. The ability to judge the distance of objects from one another and from ourselves. b. Research indicates that around the time that infants crawl, most distinguished and shallow surfaces and avoid dangerous-looking drop-offs.

c. The Emergence of Depth Perception: 1. Motion is the first type of depth cue to w/c infants are sensitive.

d. Independent Movement and Depth Perception: 1. Researchers believed that crawling may promote a new level of brain organization by strengthening certain synaptic connections in the cortex.

4. Pattern Perception – newborns prefer to look at patterned as opposed to plain stimuli.

a. Contrast Sensitivity account for infants’ early pattern preferences. It states that babies can detect a difference in contrast bet. 2 patterns, they will prefer for the one with more contrast.

b. Combining Pattern Elements once babies can detect all aspects of a pattern, they combine pattern elements and integrate them into a unified whole. By 4 months, infants can perceive subjective boundaries that are not really present.

c. Perception of the Human Face – by 3 months, infants can discriminates bet. the photos of 2 moderately similar strangers. They can also recognize their mother’s face in a photo. An it’s supports infants’ earliest social relationships.

C. Object Perception 1. Size and Shape Constancy

a. Size Constancy is the perception that an object’s size is the same, despite changes in its retinal image size.

b. Shape Constancy is perception that an object’s shape is stable despite changes in the shape projected on the retina. – both of these perceptual capacities appear to be innate and assist babies in detecting a coherent world of objects.

2. Perception of Objects as Distinct, Bounded Wholes: a. the movements of objects relative to one another and to their background enables infants to construct a visual word of separate objects. At first, motion and spatial arrangements help infants identify objects. Then, as babies visually track moving objects, they pick up additional information about an object’s boundaries, such as its distance from their eye, shape, and color.

D. Intermodal Perception- it combines information

from more than one modality, or sensory system. Foe example: newborn babies suggest that they expect sight, sound, and touch to go together.

Structures – responsible for the different functions. Ex. amygala and neurons – being fed by glial cells.

I.Q. – Intelligent Quotient E.Q. – Emotional Quotient 1995 – Howard Garden – M.I. Multiple Intelligent

VI. Brain Development

leftright

Assume this is a brain and divided in half.

Saw of reasoning

neurons

arts

literature

specialization

Early Childhood Development – held in PANS- bridge of the brain.

- starting point of brain development (during conception).

- Cell Proliferation – over production of the neurons and the connections

- Cell pruning – some memories are pruned / having auto delete.

Middle Childhood Development – 95% of brain is developing, lateralization occur.Adolescence Development – Growth Spurts, happened during this stage.

A. Eleanor and James Gibson’s differentiate theory states that perceptual development involves the detection of increasingly fine-generated, invariant features in the environment.

B. Invariant features are features that remain stable in a constantly changing perceptual world.

VI. Understanding Perceptual Development

Physical Growth and Development from BIRTH onwards….

Neonates Know……

Gains 5.7 oz. / week Grows 1.5 cm first weekHolds hand in fistDraws arms and legs to body Startle and Rooting reflex predominant May lift head briefly if prone Comforts with touch Prefers to look at faces, B/W, follows objects

in line

Birth to 1 Month

Gains 5.7 oz / weekGrows 1.5 cm/ monthHold rattleLooks and plays with own fingersBrings hands to midlineTurn to side to back then returnDecreased in head lagHold head when proneFollows objects 180 – turn head to voices and sounds

2 - 4 Months

Gains 5.7 oz / week Grows 1.5 cm / month Teeth begin to grow by 6 months Grasps objects at will Mouth objects and manipulates Holds bottle Head steady when sitting No head lag Turns from abdomen to back (4months) and back (6 months) Examines complex visual images and falling objects Support much of own weight when held

4 - 6 Months

Gains 3 - 5 oz / weekGrows 1 cm / month (slower)Bangs objectsPincer grasp at timesExtinguished inborn reflexesSits steady (8 months)Recognizes own name- responds by smilingEnjoys complex objects

6 - 8 Months

Gains 3 -5 oz / weekGrows 1 cm / monthPicks up small objectsUses pincer grasp wellCrawls- pulls to standing (10 months)Understands “NO” and “CRACKER”Recognizes sound w/o difficultyMay say one word in addition to mama and dada

8 - 10 Months

Gains 3 - 5 oz / week Grows 1 cm / week Head circumference equals chest circumference Mark paper with crayon or pencil Place objects into containers Stands alone Walks with furniture Peek a boo and patty cake Sits down from standing

10 - 12 Months

Gains 8 oz. + / month Grows 14 - 18.5 cm / 3 years Display independence Growth rate slows due to limited intake Age 2 - weight is quadrupled Motor activities rapidly develop (walking - running...) Lose of incontinence Uses spoon to eat Enjoy the presences of others - play side by side Temper tantrums Dresses self Interpersonal skills - increasing vocabulary

1 - 3 Years (TODDLER)

Gains 3 - 5 lbs. / yearGrows 4 - 6 cm / yearChubby toddler - slender longer legs Most are at childcare services - interpersonal skillsDraws - scissors, shapes, six part personUses utensilsTies shoesThrows ball, climbs, rides tricycleVisual acuity improves - focus and learn letters

3 - 6 Years (PRESCHOOL)

Gains 3 - 5 lbs. / year Grows 4 - 6 cm / year Plays boards games Rides two wheeler Concentrate for longer period of time Can read Last year of which males and females are close in size First tooth lost at 6 years Growth spurt - females 9 - 10 years - males year later Mature use of language Cooperative play

6 - 12 Years (SCHOOL AGE)

Growth Spurt - M - 15 - 65 lbs. F - 15 - 55 lbs.

Lack of coordination common with growth spurt

Puberty (starts near end of school age)

Self identity

12 - 18 Years (ADOLESCENTS)

THANKS FOR LISTENING AND

WATCHING!!!

GOD BLESS!!!!

References: ◦ www.psycho.k.edu◦ www.wikipedia.com◦ Gen. Psychology – Child Development

Prepared By: Guinto, Loranel C. BEED-2

Submitted To:Mr. Cyrus C. Dela CruzINSTRUCTORECED 102 – Characteristics of Young Filipino