CHAPTER 12 PHYSICAL DEVELOMENT IN MIDDLE AND LATE CHILDHOOD

Skeletal and Muscular Systems – Average height at age 11 is 4’10” for girls and 4’9” for boys. During the middle and late childhood years, children gain about five to seven pounds per year. There is an increase in muscular strength – disproportions between body height and head circumference. BODY GROWTH AND PROPORTION Tooth Development and Dental Care – Permanent teeth come in rapidly during this period. Cavities have been greatly reduced due to fluoride and better dental hygine.

MOTOR DEVELOPMENT During this period, motor development becomes more coordinated. Children gain greater control over their bodies. (see page 364 for list of age-related motor capabilities.)

CHLILDREN’S HEALTH Nutrition – More food is consumed in order to meet body demands for more energy. A balanced diet is essential; however, maintaining this balance is difficult amidst the allure of fast foods, which are generally non-nutritious.

Exercise and Sports Exercise – Essential to the maintenance and physical growth of the developing body. Television and schools’ failure to promote more physical education classes have contributed to an unfit nation of youth. Evidence shows that physical exercise improves all aspects of child development. Sports – Participation in sports can be both a negative and positive influence. It is an ideal activity to promote exercise, to develop teamwork, to boost self-esteem, and to provide a setting for social interaction, but high-pressure sports participation is becoming a national problem.

HEALTH PROBLEMS

Obesity When is a child considered to be obese? – Weight to height is the standard measure for obesity. Girls are more likely than boys to be obese, and obesity at age six results in approximately 25% probability that the child will be obese as an adult. What factors are linked with obesity? – Heredity, blood chemistry, and environmental contexts all contribute to the proliferation of obesity. The type of food children eat also contributes to obesity. A major factor is inadequate exercise. Consequences of obesity in children – the main consequence of child obesity is the likelihood of adult obesity and the pattern for high-risk in cardio-pulmonary diseases. Treatment of obesity – Exercise, diet, and behavior modification all contribute in the treatment of obesity.

Cancer – is the second leading cause of death in children aged 5 to 14 years. Childhood cancers mainly attack the lymphatic system, muscles, kidneys, and nervous system. Childhood cancers are found to be dispersed throughout the body in 80 percent of children afflicted. Cardiovascular disease – Uncommon in children but is generally genetically attributed; however, childhood behaviors in youth can lead to cardiovascular problems in adulthood.

Accidents and injuries – Passenger car accidents are the most severe cause of injury and death in middle and late childhood. Asthma – Although the exact cause is unknown, it is believed that environmental substances trigger allergic reactions. It is the most chronic of childhood diseases and causes school absences and emergency room visits.

CHILDREN WITH DISABILITIES Who are Children with Disabilities? – Approximately 10 percent of all children in the United States receive special education services, with half of these classified as learning disabled.

Sensory Disorders Visual impairments – Children with low vision have a visual acuity of between 20/70 and 20/200 and can read large print. Educationally blind students cannot use their vision in learning. Almost one-half were born blind. Hearing impairments – Children with a hearing loss or who are born deaf will experience speech and language difficulties. Children with hearing loss are taught to use the oral approach using lip reading, visual cues, and their impaired hearing; or the manual approach using sign language and finger spelling. Physical Disorders Orthopedic impairments – Involve restriction in movement because of muscle, bone, or joint problems. They are generally assisted by adaptive devices. Cerebral palsy – A disorder that involves a lack of muscular coordination, shaking, or unclear speech.

Speech Disorders Articulation disorders – Problems in pronouncing sounds correctly – generally improved with speech therapy. Voice disorders – Speech that is harsh, too loud, too high pitched, or children with a cleft palate who have difficulty in being understood. Fluency disorders – Involve “stuttering” characterized by spasmodic hesitations, prolongations, and repetitions. Learning Disabilities Characteristics – Have normal intelligence, have difficulties in at least one academic area, have a problem not attributable to any other diagnosed problem – generally involves problems in speaking, thinking, concentrating, and listening. Afflicts more boys than girls. Reading is the most common disability, but many children have problems with handwriting, spelling, or composition. Intervention strategies – Phonological awareness at the kindergarten level has positive effects on reading development, but no one program of intervention works for all disabilities.

Attention Deficit Hyperactivity Disorder Characteristics – ADHD is a disability in which children display one or more of the following; inattention, hyperactivity, and impulsivity. Generally, the ADHD child has difficulty in controlling his or her actions and behavior, and often becomes a low-achiever. Causes and treatment – It is believed that low levels of neurotransmitters, prenatal abnormalities, and environmental toxins are chiefly to blame, with heredity suspected as a strong casual agent. Treatment usually involves a combination of medication, behavior management, teaching strategies, and parental monitoring.

Autism – Severe developmental disorder characterized by problems in social relationships, abnormalities in communication, and repetitive patterns of behavior such as compulsive rituals. Autistic children benefit from well- structured classrooms, individualized, and small-group instruction.

Educational Issues – Rights relating to children with disabilities were instituted and regulated by Public Law and its successor Individuals With Disabilities Education Act (IDEA). These laws guarantee appropriate public education and individualized education plans in the least restrictive environment.

Evaluation and eligibility determination – Children suspected of having a disability must be classified through a series of testing, counseling, and program development that includes parental participation. Appropriate education and the IEP – The Individual Education Plan is a written statement that delineates a program geared specifically for students with disabilities. Least Restrictive Environment (LRE) – Means that the educational setting for the learning-disabled child must be as similar as possible to that of children without disabilities. Inclusion means having the disabled child fully participate in the general education program, while mainstreaming refers to disabled children being included partially while in a special education classroom for the remainder of the day.