Child Growth and Development

1
Child Growth and Development

• Unit 2
• Parenting
• Mrs. Dollard

2
Curriculum Frameworks

• FW 2.4 Identify ways parents can promote
  physical development. (N.S.15.2)
• 2.4.1 Use current resources to identify
  milestones of physical development for children
  from birth through adolescence.
• 2.4.2 List ways parents can promote physical
  development. (N.S. 4.2.5)
• FW 2.5 Identify ways parents can promote
  intellectual development. (N.S. 15.2)
• 2.5.1 Use current resources to identify
  milestones of intellectual development for
  children from birth through adolescence.
• 2.5.2 List ways parents can promote
  intellectual development for children from birth
  to adolescence.(NS 4.2.5)
• 2.5.3 Identify ways children learn.
• 2.5.4 Describe the role of play in learning.

• FW 2.1 Define terms related to child growth and
  development.
• 2.1.1 Apply terms in correct context.
• FW 2.2 List basic types off development with the
  definition of each.
• FW 2.2.1 Define the 5 basic types of
  development.
• FW 2.3 Select the stages in the individual life
  cycle with the correct age ranges from birth
  through adolescence.
• FW 2.3.1 Chart the stages in the individual life
  cycle with the correct age ranges from birth
  through adolescence.

3
Curriculum Frameworks Continued

• FW 2.6 Identify ways parents can promote social
  development. (N.S. 15.2)
• 2.6.1 Use current resources to identify
  milestones of social development for children
  from birth through adolescence.
• 2.6.2 List ways parents can promote social
  development for children from birth through
  adolescence. (N.S. 4.2.5)
• FW 2.7 Identify ways parents can promote
  emotional development.
• 2.7.1 Use current resources to identify
  milestones of emotional development for children
  from birth through adolescence.
• 2.7.2List ways parents can promote emotional
  development for children from birth through
  adolescence. (N.S. 4.2.5)

• FW 2.8 Identify ways parents can promote moral
  development. (N.S. 15.2)
• 2.8.1 Use current resources to identify
  milestones of moral development for children from
  birth through adolescence. (N.S. 12.2.1) (N.S.
  4.2.5)
• FW 2.9 Describe the influences of heredity and
  environment on child development.
• 2.9.1 Analyze the impact of heredity and
  environment on child development.

4
Unit 2 Vocabulary

• Bonding forming strong emotional ties between
  individuals.
• Child Development the study of how children grow
  and change physically, intellectually,
  emotionally, socially, and morally.
• Classification the process of mentally grouping
  objects of ideas into categories or groups based
  on some unique feature.
• Cooperative Play activity in which children
  actually play with one another.
• Directed Learning Experiences learning
  experiences that are planned with a specific goal
  in mind.
• Environment a persons surroundings and
  everything in them, including both human and
  non-human factors.

5
Vocabulary Continued

• Failure to Thrive a condition in which the baby
  does not grow and develop properly.
• Imitation learning that occurs by watching and
  copying the actions of others.
• Individual Life Cycle a series of stages a
  person passes through during his or her lifetime.
  
• Large Motor Skills the use and control of the
  large muscles of the back, legs, shoulders, and
  arms.
• Moral Behavior to behave in ways that are
  acceptable to society and family.

• Object Permanence the concept in which an infant
  learns that people or things exist even when they
  are gone.
• Parallel Play activity in which children play
  side by side without interacting.
• Puberty the set of changes that gives a child a
  physically mature body able to reproduce.

6
Vocabulary Continued

• Reversibility capable of going backward or
  forward through a series of actions or changes.
• Role Model a person that someone admires and
  wishes to pattern his or her behavior after.
• Separation Anxiety a childs fear of being away
  from parents, familiar caregivers, or the normal
  environment.
• Seriation the ability to arrange items in an
  increasing or decreasing order based on weight,
  volume, number, or size. Grouping by a common
  property.
• Small Motor Skills an ability that depends on
  the use and control of the finer muscles of the
  wrist, finger, and ankles.
• Stranger Anxiety a babys fear of unfamiliar
  people.
• Temper Tantrum a sudden outburst of anger in
  which children may kick, scream, cry, or hold
  their breath.

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Types of Development

• P. I. E. S
• P-Physical
• I- Intellectual
• E-Emotional
• S-Social

8
Physical Development

• Physical Development
• a developmental process that refers to the
  physical growth of a persons body.

9
Infant Physical Development

• At Birth
• Very little control of body movements.
• Most movements are reflexes.
• Nervous system is not yet developed.
• Can only see about 10 inches away from birth-3
  months.
• Colic (Doesnt occur in all babies)
• Can start around 2 ½ to 3 weeks of age and is
  gone by 4 months of age.
• Tiny Tummies
• Holds about 2 ounces. (2 ounces4 Tablespoons)
• More frequent feedings at first.

• Fontanels
• Fontanels are soft spots on a baby's head. Close
  by 18 months.
• 6 Fontanels
• 1. Anterior (frontal) - single and largest
• 2. Posterior (occipital) - single
• 3. Anterolateral (sphenoid) - paired
• 4. Posterolateral (mastoid) - paired
• 2 Purposes
• 1. During birth, enable the bony plates of the
  skull to flex, allowing the child's head to pass
  through the birth canal.
• 2.To expand to allow rapid growth of the brain
  during infancy.

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Infant Physical Development

• 0 -3 months
• Sucking, grasping reflexes
• Lifts head when held at shoulder
• Moves arms actively
• Is able to follow objects and to focus
• By 4 Months
• Infants have some control of their muscles and
  nervous system.
• Can sit up with some help.
• Can roll from their side to their stomach.
• Can hold head up for short periods of time.

• 3- 6 months
• Rolls over
• Holds head up when held in sitting position
• Lifts up knees, crawling motions
• Reaches for objects
• By 5 Months
• Most babies can rollover by this age.

11
Infant Physical Development

• 6-9 months
• Sits unaided, spends more time in upright
  position
• Learns to crawl (7-9 months)
• Climbs stairs
• Develops eye-hand coordination
• Cuts their first deciduous teeth (non-permanent
  teeth or "baby teeth).

12
Infant Physical Development

• 6-12 Months
• Infants can sit alone.
• They start to eat and sleep at regular times.
• Reach for and hold objects. (8 Months)
• They eat three meals a day and drink from bottles
  at various times.
• They start using a cup and spoon to feed
  themselves.
• Infants still take a nap in the morning and in
  the afternoon.
• They pull up to stand, they stand holding onto
  furniture, and they can walk when led.
• They can pick up objects with their thumb and
  forefinger and let objects go (drops things).
  They start to throw things.
• By the time they are 12 months old, most babies
  weigh three times what they weighed at birth and
  are two times as long as they were at birth.

13
Toddler Physical Development

• ONE-YEAR-OLD CHILDREN
• They may grow less quickly than during infancy.
• They may eat less, but they tend to eat
  frequently throughout the day.
• Most walk without support by 14 months.
• Most walk backward and up steps by 22 months.
• They get better at feeding themselves, although
  spills should still be expected.
• They drink from a cup with help.
• They can stack blocks.
• They can scribble.

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Toddler Physical Development

• TWO-YEAR-OLD CHILDREN
• Children are generally more active than at any
  other point in their lives.
• They walk, run, climb, walk up and down stairs
  alone, and dig.
• They throw balls and kick them forward.
• They jump with two feet together.
• They stand on tip toes.
• They take things apart and put them back
  together. They like to screw and unscrew lids.
• They feel discomfort with wet or soiled diapers.
• They start to show an interest in toilet
  training.

15
Toddler Physical Development

• Three Year Olds
• weight 25-44 pounds
• height 34-43 inches
• develops a taller, thinner, adult-like appearance
  
• develops a full set of baby teeth
• needs approximately 1,300 calories daily
• sleeps 10-12 hours at night
• sleeps through most nights without wetting the
  bed (occasional accidents are still quite common)
  
• uses the toilet with some help (many boys may not
  be ready for toilet learning until sometime
  during their third year)
• puts on shoes (but cannot tie laces)
• dresses self with some help (buttons, snaps,
  zippers)
• feeds self (with some spilling)
• tries to catch a large ball
• Throws a ball overhead
• hops on one foot
• climbs up and down a small slide by self

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Potty training

• Be patient with toilet training toddlers.
• Look for cues from the child that they may be
  ready.
• Cues Include
• Interest in toilet, potty chair, or wearing
  underwear.
• Understands and follows basic directions
• Stays dry for periods of two hours or longer
  during the day
• Waking up from naps dry
• Fairly predictable bowel movements
• Child tell you when they needs to use the
  bathroom.
• Is uncomfortable in wet or dirty diapers
• Can pull down pants and pull them up again
• Many show interest in toilet training by age 2.
• If you start to early it may take longer to get
  them fully toilet trained.
• Boys may potty train later.
• All children are different.
• Accidents will happen for a while
• Be calm when accidents occur.
• Avoid shaming a child.

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Individual Life Cycle
18
Ways Parents Can Promote Physical Development

• Provide nutritious foods
• Provide appropriate health care
• Encourage physical activity
• Establishing sleeping patterns

19
Ways Parents Can Promote Intellectual Development

• Talk to the child
• Meet physical needs
• Food, clothing, shelter
• Cuddle and provide emotional support
• Encourage new skills

20
Ways Parents Emotional and Social Development

• Show love and affection
• Model behavior within the family unit
• Encourage interactions
• Provide opportunities for children to interact
  with others

21
Heredity vs. Environment

• Heredity

• Environment

• The sum of all the qualities a person inherits
  from his or her parents at birth.
• Example
• eye color and shape
• hair and skin color
• height and bone structure
• gender (XX girl, XY boy)

• A persons surroundings and everything in them,
  including both human and non-human factors.
• Example
• family and friends
• home and community
• life experiences

22
Heredity vs. Environment

• Impact of Heredity on Child Development

• Appearance resembles family members.
• Body Type
• Height
• Weight
• Overweight/Obese
• Possible health problems that have genetic link.

23
Heredity vs. Environment

• Impact of the Environment on Child Development

• Home Environment
• Strong Families Ties
• Loving Environment
• Family Traditions
• Abuse in the Home
• Family Structure
• Ex Nuclear, Blended, Single Parent, etc.
• Health Risks Associated with Environmental
  Factors
• Urban-Pollution, Motor Vehicle Accidents, Stress,
  Violence.
• Rural-Illiteracy, barriers in health care
  availability, lower socioeconomic means.
• Safe/Unsafe Neighborhood
• Gang Involvement
• Drug Involvement