Sem1/2007-08 Physical Development

Physical Development in Early Childhood Sem1/2007-08 Physical Development in Early Childhood

Handedness Preference of using one hand over the other. Sem1/2007-08 Preference of using one hand over the other. Begins as early as 1 year and strengthens; evident at age 3. Left hemisphere of the brain which controls the right side of the body is more dominant – right handedness. Right hemisphere dominates – left handed. 90% are right-handed Is it genetic?

Helping Young Children Sleep Sem1/2007-08 Helping Young Children Sleep Regular bed time Early enough for 10-11 hours of sleep Special pajamas No TV or computer games before bed Bedtime ritual Respond firmly but gently to bedtime resistance No sleeping medication

Nutrition in Early Childhood Sem1/2007-08 Appetite becomes unpredictable Like familiar foods Need high-quality diet Social environment influences food choices Imitate admired people Repeated exposure to foods Emotional climate,parental pressure Poverty

Factors Related to Childhood Injuries Sem1/2007-08 Factors Related to Childhood Injuries Individual Differences Gender Temperament Poverty, low parental education More children in the home Societal conditions International differences

Motor Skill Development in Early Childhood Sem1/2007-08 Motor Skill Development in Early Childhood Gross Motor Skills Walking, running smoother Catching, throwing, swinging, riding Fine Motor Skills Self-help: dressing, eating Drawing

Artistic Development Rhoda Kellog: Sem1/2007-08 Rhoda Kellog: examined children under 6 years old. Found universal progression of changes (reflecting brain and muscles maturation). Scribbles: during 2nd year Age 3 – draw shapes (circle, square, rectangle, crosses, X) …. Combine shapes into more complex figures. Pictorial stage (age 4 to 5 years) Progression from abstract form and design to depicting real objects --- reflects cognitive development of representational ability.

Artistic Development First Representational Forms Sem1/2007-08 First Representational Forms Label already-made drawings: around age 3 Draw boundaries and people: 3–4 years More Realistic Drawings: preschool to school age Early Printing: Ages 3–5

Development of Children’s Drawing Sem1/2007-08 Development of Children’s Drawing

Development of Printing in Early Childhood Sem1/2007-08 Development of Printing in Early Childhood Up to Age 3 Scribbles Varied pencil grips Around Age 4 “Drawing print” Between Ages 4 and 6 Gradually realize writing stands for language, identify individual letters Adult pencil grip by age 5

Variations in 3-Year-Olds’ Pencil Grip Sem1/2007-08 Variations in 3-Year-Olds’ Pencil Grip

Individual Differences in Motor Skills Sem1/2007-08 Individual Differences in Motor Skills Body Build Taller, longer limbed better at running and jumping Sex Boys: better at power and force Girls: fine motor skills, balance, foot movement

Enhancing Early Childhood Motor Development Sem1/2007-08 Enhancing Early Childhood Motor Development Mastered through everyday play Formal lessons have little impact Daily routines support fine motor development Provide appropriate play space and equipment Promote fun and positive attitude

Physical Development in Middle Childhood Sem1/2007-08 Physical Development in Middle Childhood . Please add photo of Book Cover

Body Growth in Middle Childhood Sem1/2007-08 Body Growth in Middle Childhood Slow, regular pattern Girls shorter and lighter until about age 9 Lower portion of body growing fastest Bones lengthen Muscles very flexible All permanent teeth arrive

Middle Childhood Growth Worldwide Sem1/2007-08 Middle Childhood Growth Worldwide Shortest children: South America, Asia, Pacific Islands, parts of Africa Tallest children: North & central Europe, Australia, Canada, U.S. Secular trend in industrialized countries toward larger and heavier children

Common Health Problems in Middle Childhood Sem1/2007-08 Common Health Problems in Middle Childhood Vision – Myopia Hearing – Otitis media (middle ear infection) Malnutrition Obesity Bedwetting Illnesses Injuries

Causes of Myopia Genetics Early biological trauma Experience Sem1/2007-08 Causes of Myopia Genetics Myopic parents Asian heritage Early biological trauma Low birth weight Experience Reading & close work Computer use

Nutrition Problems in Middle Childhood Sem1/2007-08 Nutrition Problems in Middle Childhood Little focus on eating Fewer meals with family Too few fruits and vegetables Too many fried foods and soft drinks Poverty and lack of nutritional food

Causes of Obesity in Middle Childhood Sem1/2007-08 Causes of Obesity in Middle Childhood Overweight parents Early rapid growth or malnutrition Low SES Family eating habits Response to food cues Low physical activity Television

Risks for Obese Children Sem1/2007-08 More likely to be overweight adults Health risks Blood pressure, cholesterol Respiratory problems Diabetes Liver, gall bladder Cancer Psychological risks Feeling unattractive Stereotyping and teasing Depression Problem behaviors Early puberty and sexual problems

Illnesses in Middle Childhood Sem1/2007-08 Illnesses in Middle Childhood More acute illnesses first two years of school Exposure Still developing immune system Chronic Diseases - 15–20 percent Asthma Severe illnesses – 2%

Accidents in Middle Childhood Sem1/2007-08 Most common types: Motor vehicle Bicycle Pedestrian Prevention Teach safety Model safe behavior Require helmets Watch high-risk children more

Motor Development in Middle Childhood Sem1/2007-08 Gross Motor Skills Improvements Flexibility Balance Agility Force Fine Motor Skills Gains Writing Drawing

Six-Year Old’s Drawing Sem1/2007-08

Eight-Year Old’s Drawing Sem1/2007-08 Eight-Year Old’s Drawing

Ten-Year Old’s Drawing Sem1/2007-08 Ten-Year Old’s Drawing

Individual Differences in Motor Skills Sem1/2007-08 Individual Differences in Motor Skills Body build Sex Family encouragement, expectations SES School & community lessons available

Physical Play Development in Middle Childhood Sem1/2007-08 Physical Play Development in Middle Childhood Child-Organized Games with Rules Sports Invented Games Video Games Adult-organized Sports Physical Education

Providing Developmentally Appropriate Sports Sem1/2007-08 Build on children’s interests Emphasize enjoyment Let kids contribute Teach age-appropriate skills Limit practices Discourage unhealthy competition Focus on personal and team improvement

Rough and Tumble Play Friendly chasing and play-fighting Sem1/2007-08 Friendly chasing and play-fighting Informal and spontaneously organized Seems universal Common in many mammals and across cultures Peaks in middle childhood Boys do more May help establish dominance hierarchy