Physical Development
The body is a complex, dynamic system that grows and changes in a multilayered environmental setting. Over time, physiological functions become increasingly differentiated and integrated. Children's bodies seem to aim for general targets in physical growth, even if growth is temporarily deterred by illness or inadequate nutrition. (McDevitt & Ormrod p. 190)
The Brain and its Development
During prenatal development, neurons form and migrate to places where they will do there work. During infancy, the brain creates many connections among neurons, areas of the brain that support perceptual learning show particularly rapid growth. During early and middle childhood, the brain protects those connections that are used most often and lets the others die out; particular refinements solidify language skills and complex learning processes. (McDevitt & Ormrod p. 190)
Recommendations for Accommodating Characteristics of Children's Brains
- Be optimistic that children can learn essential skills.
- Give children opportunities to exercise their emerging executive functions.
- Consider connections among cognitive processes, emotional experiences, and bodily sensations
- Accommodate the needs of children with neurological delays and disabilities.
Physical Development During Childhood
Birth to 1 month: Feedings: 5-8 per daySleep: 20 hrs per day Sensory Capacities: makes basic distinctions in vision, hearing, smelling, tasting, touch, temperature, and perception of pain
2 months to 3 months: Sensory Capacities: color perception, visual exploration, oral exploration. Sounds: cries, coos, grunts Motor Ability: control of eye muscles, lifts head when on stomach. Delight
4 months to 6 months: Sensory Capacities: localizes sounds Sounds: babbling, makes most vowels and about half of the consonants Feedings: 3-5 per day
Motor Ability: control of head and arm movements, purposive grasping, rolls over.
7 months to 9 months: Motor Ability: control of trunk and hands, sits without support, crawls about.
10 months to 12 months: Motor Ability: control of legs and feet, stands, creeps, apposition of thumb and fore-finger.Language: says one or two words, imitates sounds, responds to simple commands. Feedings: 3 meals, 2 snacks Sleep: 12 hours, 2 naps Anger
1 years to 1 ½ years: Motor Ability: creeps up stairs, walks (10-20 min), makes lines on paper with crayon. Dependent Behavior
1 ½ years to 2 years: Motor Ability: runs, kicks a ball, builds 6 cube tower (2yrs) Capable of bowel and bladder control. Language: vocabulary of more than 200 words Sleep: 12 hours at night, 1-2 hr nap
2 years to 3 years: Motor Ability: jumps off a step, rides a tricycle, uses crayons, builds a 9-10 cube tower. Language: starts to use short sentences controls and explores world with language, stuttering may appear briefly. Fear of separation
3 years to 4 years: Motor Ability: Stands on one leg, jumps up and down, draws a circle and a cross (4 yrs)
4 years to 5 years: Motor ability: mature motor control, skips, broad jumps, dresses himself, copies a square and a triangle. Language: talks clearly, uses adult speech sounds, has mastered basic grammar, relates a story, knows over 2,000 words.
2 months to 3 months: Sensory Capacities: color perception, visual exploration, oral exploration. Sounds: cries, coos, grunts Motor Ability: control of eye muscles, lifts head when on stomach. Delight
4 months to 6 months: Sensory Capacities: localizes sounds Sounds: babbling, makes most vowels and about half of the consonants Feedings: 3-5 per day
Motor Ability: control of head and arm movements, purposive grasping, rolls over.
7 months to 9 months: Motor Ability: control of trunk and hands, sits without support, crawls about.
10 months to 12 months: Motor Ability: control of legs and feet, stands, creeps, apposition of thumb and fore-finger.Language: says one or two words, imitates sounds, responds to simple commands. Feedings: 3 meals, 2 snacks Sleep: 12 hours, 2 naps Anger
1 years to 1 ½ years: Motor Ability: creeps up stairs, walks (10-20 min), makes lines on paper with crayon. Dependent Behavior
1 ½ years to 2 years: Motor Ability: runs, kicks a ball, builds 6 cube tower (2yrs) Capable of bowel and bladder control. Language: vocabulary of more than 200 words Sleep: 12 hours at night, 1-2 hr nap
2 years to 3 years: Motor Ability: jumps off a step, rides a tricycle, uses crayons, builds a 9-10 cube tower. Language: starts to use short sentences controls and explores world with language, stuttering may appear briefly. Fear of separation
3 years to 4 years: Motor Ability: Stands on one leg, jumps up and down, draws a circle and a cross (4 yrs)
4 years to 5 years: Motor ability: mature motor control, skips, broad jumps, dresses himself, copies a square and a triangle. Language: talks clearly, uses adult speech sounds, has mastered basic grammar, relates a story, knows over 2,000 words.
Early Childhood (Ages 2-6) Physical Development
During the years of Early Childhood changes occur in both gross motor skills and fine motor skills. During preschool years children learn motor skills that are more specific to the culture they are in. skills such as riding a tricycle and throwing a ball. Over time motor skills become better coordinated due to practice and the supportive environment the child is in. The idea of fantasy also accompanies gross motor skills. Children learn to use their imagination and use imaginative play with their peers. Explicit instruction and practice can help children develop both gross motor skills and fine motor skills.
Physical Well Being
The physical well being of children during early childhood is equally as important. The following are areas in which educators should play close attention to in order to secure the proper physical development of our students:
- Eating Habits - Food affects all aspects of a child's physical well- being. Factors like over weight youth and eating disorders need to be dealt with care in order to ensure that our children are receiving proper nourishment.
- Physical Activity- It is important to include physical activity into the classroom. Studies have show that this promotes better concentration and better physical well being among students.
- Rest and Sleep- adequate sleep is vital to the physical well-being of a child during early childhood. A good sleeping habit allows the child to recharge their batteries per say and helps them start the day fresh.
Promoting Physical Well Being in All Children
- Seek guidance from parents and from specialized organizations
- Encourage children to monitor their health conditions.
- Encourage children and their families to take protective measures.
- Design environments to minimize injuries.
- Know what to do in a health emergency.
- Educate children about physical disabilities.