1. Childhood Growth and Development © Gallahue, D.L., Ozmun, J.C., & Goodway, J.D. (2012). Understanding Motor Development. Boston: McGraw-Hill. McGraw-Hill/Irwin © 2012 McGraw-Hill Companies. All Rights Reserved.

2. 10-2 Development during the periods of early and later childhood is marked by steady, incremental changes in the cognitive, affective, and motor domains.

3. 10-3  Growth Rate Decelerates From the Pace of Infancy:  Height: Birth length doubles by age 4; about 1/2 as much gain as during the first 2 years  Weight: Gain from age 2-5 is less than total of the first 2 years  Slow But Steady Growth Gains:  Height: About 2 in. (5.1cm) yearly to puberty  Weight: About 5 lbs.(2.3kg) yearly  Gender differences: Minimal

4. 10-4  Torso :  Chest becomes larger than abdomen  stomach protrudes less  Body Type :  6 year olds body looks like that of older children  Muscle Mass :  Accounts for about 25% of body weight  Dynamic Bone Growth :  Susceptible to malnutrition, disease and illness

5. 10-5  Brain Growth :  Size 75% complete by age 3 - - - 90% by age 6; midbrain complete at birth; cerebral cortex complete by age 4  Neural Growth:  Myelination complete by end of early childhood  Eye Growth:  Retina complete by age 6; eyeball not adult size until 12  preschoolers tend to be farsighted  Ear Growth:  Short Eustachian tube; more ear infections  Taste Buds:  Greater number; increased sensitivity to taste

6. 10-6  Physical & Motor Development  Height: Boys & girls range from 33 to 47 inches (83.8– 119.4 cm)  Weight: Girls & boys range from 25 to 53 pounds (11.3–24.0 kg)  Perceptual-motor abilities: Rapidly developing, but confusion exists in body, directional, temporal, and spatial awareness  Bladder and bowel control: Generally well established, but accidents may still occur  Fundamental movement skills: Proficiency in most skills possible by age 6 or 7  Activity levels: Active and energetic but still needs frequent short rest periods

7. 10-7  Cognitive Development  Cognition: Constantly increasing ability to express thoughts and ideas verbally  Creativity: Great imagination enables imitation of both actions and symbols with little concern for accuracy or the proper sequencing of events  Exploration: Eager investigation and discovery of new symbols that have a primarily personal reference  Problem solving: The “how” and “why” of the child’s actions are learned through play  Preoperational Thought Phase: Results in a period of transition from self-satisfying behavior to fundamental socialized behaviors

8. 10-8  Affective Development  Egocentric: Assume all think the way they do; often seem to be quarrelsome; hard to share & get along  Sense of security: Often fearful of new situations; shy; self-conscious; unwilling to leave security of the familiar  Sense of Justice: Learning to distinguish right from wrong; beginning to develop a conscience  Emotional stability: 2 & 4-year-old’s often seen as irregular in their behavior; 3 & 5 year-olds viewed as more stable & conforming  Self-concept: Rapidly developing sense of self; wise guidance, success-oriented experiences, positive reinforcement important

9. 10-9  Slow But Steady Gains in Height & Weight;  Boys: Longer arms, legs, & slightly taller than girls until puberty  Girls: Slightly larger hips & thighs than boys  Minimal Changes in Body Build:  Period of lengthening & filling out  Minimal sex differences in weight

10. 10-10  Slow Brain Growth : Head broadens & lengthens at puberty  Neural Growth Complete  Visual Perceptual Abilities Refined

11. 10-11  Physical and Motor Development  Height: Boys and girls range from 44 to 60 inches (111.8–152.4 cm); 2-3 inch (5.1- 7.6cm) annual height gain  Weight: Girls and boys range from 44 to 90 pounds (20.0–40.8 kg); 3-6 pound (1.4- 2.7kg) annual weight gain  Growth: Slow steady pace, especially from age 8 to the end of this period  Muscularity: Large muscles considerably more developed than the small muscles

12. 10-12  Pace of Change: Girls about 1 year ahead of boys physiological development; separate interests begin to emerge  Handedness: Hand preference firmly established; 85% right  Reaction time: Slow; difficulty with eye & foot coordination at the beginning of this period; generally well established later  Training: Full of energy; low endurance levels; tire easily; excellent responsiveness to training  Visual Perception: Mechanisms fully established by the end of this period  Vision: Farsighted; not ready for extended period of close work  Fundamental movement skills: Most have potential to be well defined by the beginning of this period; skills needed for successful sport play become well developed

13. 10-13  Cognitive Development:  Learning potential: Eager to learn and to please adults; needs assistance in making decisions  Creativity: Good imaginations; very creative minds; but often self-conscious toward the end of this period.  Abstract thinking: Deals best with concrete examples at beginning of this period; better abstract thought by the end of this period  Attention span: Generally short at the beginning of this period; gradually extends; will often spend hours on activities that are of great interest  Curiosity: Intellectually curious; anxious to know “why.”

14. 10-14  Affective Development:  Interests: Boys and girls are similar at the beginning of this period but soon begin to diverge  Self-centered: At the beginning of this period, often plays poorly in large groups although small group play is handled well; self-concept firmly established by end of period  Maturity level: Inconsistent; tends to be aggressive & boastful, or self critical & over reactive; often more mature at school than in the home  Sense of justice: Critical sense of right & wrong; responsive to authority and “fair” discipline  Sense of adventure: Eager to be involved with a friend or small group in “dangerous” or “secret” activities

15. 10-15  Chronic Malnutrition:  Critical period : First 4 years  Determinants: Severity; duration; timing; catch- up potential  Growth Retardation:  Developing countries: Most prominent conditions: Rickets, Pellagra, Scurvy, Kwashiorkor  Developed countries: Most prominent conditions: Anemia, lags in motor milestones

16. 10-16  Physical Activity/Inactivity  Appropriate levels: Increased muscle mass (muscle hypertrophy); increased lean body mass; increased bone mineralization  Too much: Epiphyseal injuries; growth plate damage; muscle & tissue injuries (i.e. overuse injuries)  Too little : Decreases in muscle mass (muscle atrophy); increases in fat mass; increases in risk factors associated with overweight and obesity

17. 10-17  Sheldon Method :  Body types numbered 1-7  1=least of a quality  7=most of a quality  ¾= midpoint of a quality  Extreme Physique Types  Endomorph: ‘Rounded’; 7-1-1  Mesomorph: ‘Muscular’; 1-7-1  Ectomorph: ‘Angular’; 1-1-7  Typical: (endomorph-mesomorph-ectomorph)  Males: 3-4-4  Females: 5-3-3

18. 10-18  Illness:  Determining factors: Duration; severity; timing  Climate:  too many interactive effects to draw definitive conclusions  Secular Trends :  Nutrition: Key to both positive & negative generational changes  Height: Static in Developed World  Weight: Dramatic increases in Developed World  Sexual maturation: Decreased age of menarche in USA

19. 10-19 Age of onset, duration, and severity determine how a variety of physical activity, nutrition and other factors influence development during the periods of early childhood and later childhood.