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.

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

domains.

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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

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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

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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

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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

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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

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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

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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

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Slow Brain Growth: Head broadens & lengthens at puberty

Neural Growth Complete Visual Perceptual Abilities Refined

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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

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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

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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.”

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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

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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

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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

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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

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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

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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.