for student physical and brain development

8/12/2019 For Student Physical and Brain Development

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Physical Development

PISMP TESL 2013


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Objectives

Definition of physical developmentThe influence of genes and environment on

physical development

Principles of physical developmentPhysical changes across the school years

Variations in physical development and

implications for teachers


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Question Time

In what aspects do you differ from yourfriend physically?

Identify the physical aspects of a child that

you would examine to determine thephysical development of the child

What are the main physical characteristics

of a child in the following stages Early childhood

Childhood

Early adolescence


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What is physical development?

It refers to changes in our ___________________,proportions, _________________ and appearance

(Woolfolk & Margetts, 2007)

There is a strong link between physicaldevelopment and ______________,

_____________ and _____________development

Both _____________ and _________________factors (physical conditions, social interactions,educational experiences) influence physiologicalgrowth and psychological characteristics


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What is physical development?It refers to changes in our physical size,proportions, functionsand appearance

(Woolfolk & Margetts, 2007)


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There is a strong link betweenphysical development and

cognitive, socialand emotionaldevelopment


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Both genesand environmentalfactors (physical conditions, social

interactions, educationalexperiences) influence physiologicalgrowth and psychological

characteristics


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The brain and its development

The brain is the most complex and largest organin the body.

The brain is referred to:

the command centreof human functioning as it

regulates and coordinates the activities of variousbodily systems.

the switchboardas it transmits a huge amount ofinformation to, and receives an equal amount of

information from, all parts of the body a computer because it interacts with physical and

social environments.


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Structures and Functions

Hindbraincontrols basic physiologicalprocesses (breathing, blood pressure, sleep,arousal, balance and movement).

Midbrainconnects the hindbrain to theforebrain. Acts as a relay station betweenthe two structures.

Forebrainproduces complex thinking,emotional response and driving forces ofmotivation.


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Cerebral Cortex

A portion of the forebrainWhere executive functioning occurs (e.g.,

interpreting, reasoning, communicating,goal setting, planning, decision-making,conscious thinking processes.

Has the capacity to store and transmit largeamounts of information throughout the

brain.


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Left and Right Hemispheres

Cortex is divided into two hemispheres.

Each hemisphere controls the side of the bodyopposite to it and specialises in certain functions

a process known as lateralisation.The left hemispheredominates analysis, breaking

up information into smaller parts and put them ina sequential order.

Dominates talking, understanding speech, reading,writing and mathematical problems and computerprogramming.


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Right hemisphere excels in synthesis,pulling together information into a coherent

whole (especially nonlinguistic informationsuch as body language, 3D images, visualpatterns).

Dominates recognising faces, detectinggeometrical patterns, reading maps,drawing.

Key to recognising melodies, understanding

humour, noticing emotions in other peopleand expressing ones own emotions.


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the two hemispheres are in constantcontact with one another, tradinginformation back and forth.

No single activity is controlled exclusively byone hemisphere of the brain.

The brain performs many functionssimultaneously and therefore learning isenhanced by a rich environment with a

variety of stimuli.


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Phases of Development

________(0-2 years)Rapid growth and change in body proportions

Emergence of reflexesAbility to move aroundrolling over, sitting,

__________, standing, walking

Ability to coordinate ________ of hands and eyes- ability to grab, manipulate and release objects

Rudimentary self-feeding by the end of infancy


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Phases of Development

Infancy(0-2 years)Rapid growth and change in body proportions

Emergence of reflexesAbility to move aroundrolling over, sitting,

crawling, standing, walking

Ability to coordinate musclesof hands and eyes -ability to grab, manipulate and release objects

Rudimentary self-feeding by the end of infancy


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Question Time

Should walkers

be used to aid childrento walk?


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Implications from Neurological andPsychological Research

Good nutrition is essential for developinghealthy bodies and brains.

Infants thrive in stimulating environments.

Talk to infants and observe their reaction tovarious stimuli to determine theirpreferences and interests.

Form stable and affectionate relationshipswith infants - their brains are busy formingemotional circuits.


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Childhood

_______________ (2-6 years)

Loss of rounded, babyish appearance.

Boundless physical energy

Increasing abilities in _________ motor skills(running, skipping, throwing a ball)

___________________ skills_________ gripand use of _______________

Increasing competence in basic self-care andpersonal hygiene


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Childhood

Early Childhood(2-6 years)

Loss of rounded, babyish appearance.

Boundless physical energy

Increasing abilities in grossmotor skills (running,skipping, throwing a ball)

Fine motor skillspencilgrip and use of scissors Increasing competence in basic self-care and

personal hygiene


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Childhood

______________ (6-10 years)

Steady gains in height and weight

Refinement and consolidation of gross motor skills

- ability to ride a __________ Increased fluency in ________ skills

(_______________ and drawing)

Successful imitation of complex physical

movements Participation in structured play and organised

sports.


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Childhood

Middle Childhood(6-10 years)

Steady gains in height and weight

Refinement and consolidation of gross motor skills

- ability to ride a bicycle Increased fluency in fine motor skills (handwriting

and drawing)

Successful imitation of complex physical

movements Participation in structured play and organised

sports.


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Adolescence

Early Adolescence(10-14 years) Onset of puberty Significant growth spurt Self-consciousness about resulting physical changes Some risk-taking behaviour

Late Adolescence(14-18 years) Sexual maturity Boys continue to growAdult height reached for girls

Increase in appetite Development of specific eating and sporting habits. Greater risk-taking behaviour (alcohol, drugs) due to

greater independence


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Variations in Physical Development

There are differences in growth rates and heightacross countries.

These differences could be attributed to factors

such as diet and health. Low birth weight in infants has been found in

areas characterised by infectious disease, poorsanitation and housing, and malnutrition.

High levels of alcohol, tobacco or drugconsumption during pregnancy could result inphysical and brain abnormalities for child.


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Gender Differences

__________ mature faster than _______. Duringinfancy, girls may reach some physical milestones severalweeks earlier than boys. The gap tends to widen duringchildhood with girls reaching the end of puberty as muchas two years ahead of boys (Tanner, 1990).

Girls are more skilled in _________________________andactivities requiring agility.

During early childhood, girls perform better than boys onbalance tasks.

Boys perform better at _______________________ (e.g.,ball skills).


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Gender Differences

Girls mature faster than boys.

During infancy, girls may reach somephysical milestones several weeksearlier than boys. The gap tends to

widen during childhood with girlsreaching the end of puberty as muchas two years ahead of boys (Tanner,

1990).


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Gender Differences

Girls are more skilled in fine motorskills and activities requiring agility.

During early childhood, girls perform

better than boys on balance tasks.Boys perform better at gross motor

skills (e.g., ball skills).


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Girls participation in structured physicalactivities tends to decline from 12 years.

___________ engage in more vigorous___________ than girls.

These differences in physical activity are

partly due to societal roles of males andfemales.


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Girls participation in structured physicalactivities tends to decline from 12 years.

Boysengage in more vigorous exercisethan girls.

These differences in physical activity are

partly due to societal roles of males andfemales.


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Physical DevelopmentAge Physical Activity

4 mths Reaches for objects

6 Sits alone

8 Stands with help

10

12

14

20-24 Runs easily

Firststep

crawl

Walkalone


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6 Sits alone

8 Stands with help

10 Crawls

12

14

20-24 Runs easily


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6 Sits alone

8 Stands with help

10 Crawls

12

14 Walks alone

20-24 Runs easily


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6 Sits alone

8 Stands with help

10 Crawls

12 First steps

14 Walks alone

20-24 Runs easily


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3 years Rides trike, uses scissors

4 Climbs stairs

5 Hops and skips

6 Jumps rope

7 Rides two-wheeler

9-10 Beginning puberty


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Sort activity according to developmental age

Physical Activity Physical Activity

Reaches for objects Rides trike, uses scissors

Sits alone

Stands with help Climbs stairs

Crawls Hops and skips

First steps Jumps rope

Walks alone Rides two-wheeler

Runs easily Beginning puberty

Gi e e amples of acti it hich


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Give examples of activity whichwill promote physical

development of childrenStages of Development Parent activity Teacher activity

Infant

Early childhood

Childhood

Early adolescence


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Encouraging Physical Activity

Provide appropriate equipment and guidance sochildrenengage in activity safely

Uniforms should be comfortable.Make exercise an enjoyable, social activity Plan physical activities with diversity in mind

(accommodate low and high level skill) Focus on self-improvement rather than

competition. Celebrates successes. Provide more privacy in change rooms.Reduce opportunities for girls to be observed by

boys.


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Physical Problems

Sight and hearing difficulties

Dietary deficiencies

Physical illnessesPhysical disabilities


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Implications for Teachers

Seek guidance from caregivers and fromspecialised organisations.

Learn about childs physical disability

Educate their peers about the disability.Learn what to do in an emergency

Help child to participate in activities to their

fullest extent.Medical precautions should be taken if child

is sick, injured or has an open cut.


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Developmental Stages: A. Gesell

Development occurs in the inside of humanbeings according to specific times.

It follows a fixed and systematic sequence.

Until the muscles, nerves & brains are notready, all the opportunities given will notproduce the desired positive results.


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Child Development: A. GesellAge Characteristics

0-4 years A smooth developmental period

5-6 years Transitional period (home to school)School, peer groups, rules, regulations, adjustment

7-10 years Smooth transitional periodAdaptation & consolidation towards schooling life

11-14 years Transitional period

Maturity and conflicts during adolescence

15-16 years Consolidation periodGetting ready to face adulthood


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D l t l T k


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Developmental Tasks(R. Havighurst)

Stage Age Developmental Tasks

Birth to earlychildhood

0-6 years Eat solid food(chew)Can differentiate genderCan form concepts (correct

/ wrong )

Childhood 6-12 years Learn physical skills to playForm positive self concept

Preadolescenceand adolescence 12-18years Using bodily and sensoryfunctionsLearns how to beindependentCan manage own finances


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Useful websites

The Growing Child

http://www.healthsystem.virginia.edu/uvahea

th/peds_growth/grwchld.cfm

Stages of Brain Development at Infancy

http://home.iprimus.com.au/rboon/StagesofBainDevelopment.htm

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