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Physical Development in Early Childhood

Physical Development in Early Childhood. Chapter 7. Growth Patterns. Height and weight increase rapidly but less rapidly than in infancy Cephalocaudal trend changes to be more adult-like proportions As middle childhood is reached, rate of growth slows until adolescence. Nutrition.

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Physical Development in Early Childhood

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  1. Physical Development in Early Childhood Chapter 7

  2. Growth Patterns • Height and weight increase rapidly but less rapidly than in infancy • Cephalocaudal trend changes to be more adult-like proportions • As middle childhood is reached, rate of growth slows until adolescence

  3. Nutrition • Caloric Intake: • Child (2-3 years old): • 1000 cal sedentary 1400 cal active • Female (4-8 years old): • 1200 cal sedentary 1800 cal active • Male (4-8 years old): • 1400 cal sedentary 2000 cal active • Source: USDA, 2005

  4. Nutrition • Protein: • Amino acids • Supports new growth • Carbohydrates: • Provides energy for muscle activity • Generation of heat • Support brain functioning

  5. Nutrition • Fat: • Temperature control • High levels linked to heart disease • Body produces cholesterol • Minerals and Vitamins • Required for bone growth • Deficits linked to physical and mental problems

  6. Nutrition • Malnutrition • Lower than necessary caloric intake (undernourished) • Inappropriate nutritional categories (malnourished)

  7. Nutrition • Impact of Malnutrition During Early Chhd • Malnutrition in infancy • Increased emotional responses to stress • Lowered thresholds of arousal • Nutritional supplementary programs most effective in early childhood • Recipients of supplements were: • More active, • More talkative, • Less time crying

  8. Nutrition • Specific Deficiencies • Iodine—retardation of cognitive capacity and physical growth (particularly during pregnancy—Kyrgyz Case) • Iron—lower levels of performance on infant psychological tests; lower IQ scores among young children;

  9. Brain Growth & Development • Changes in the early childhood brain: • Increased rate of mylenation • Increased production of glial cells • Synaptic pruning • Increase in mass of brain • Increase in circumference of the skull

  10. Experience and Brain Development • Experience—expectant development: • Readiness to learn based on genetics • Sensitive periods primed for stimulation

  11. Experience and Brain Development • Experience—dependent development: • Neural pathways dependent on unique experience • Basis of individual differences • Basis of unique skills • Pruning allows new pathways to mature • Fragile X syndrome—negates pruning • How much is enough stimulation? (Scarr)

  12. Brain Lobes and Development • Occipital—visual cortex develops early (e.g. face recognition) • Temporal—language learning; continues to develop across early childhood

  13. Brain Lobes and Development • Parietal—movement, orientation, recognition, perception of stimuli (coordination—eye hand) • Frontal—reasoning, planning, parts of speech, movement, emotions, and problem solving (develops into young adulthood)Hippocampus—memories; immaturity related to infantile amnesia

  14. Motor Development • Locomotor skills • Gait becomes smoother • Stair climbing—both feet brought to the same step before moving upward or downward • Eye-hand and eye-foot coordination improves • Running and jumping become easier • Balance improves • Based on maturation, experience, and encouragment

  15. Motor Development • Fine motor skills: • Require greater precision and control • 2-3 year olds begin stacking blocks, molding clay, scribbling, etc • 3-4 year olds more accurately perform tasks such as writing letters with an adult-like grip, cutting with blunt scissors, open screw-top containers (cause for caution) etc.

  16. Physical Activity & Exercise • USDA: • at least 60 minutes each day of vigorous exercise for all with an additional 60 minutes of free activity • Vigorous exercise • Increases pulmonary functioning • Supports bone growth and strength • Play with peers increases opportunity for social, language, and cognitive development • Can support family cohesion (biking, hiking, swimming) • Reduce sedentary time (e.g. computer, t.v.)

  17. Developmental Delays & Disorders • Individuals with Disabilities Education Act & Americans with Disabilities Act • Adaptive physical education • Independent living training • Adaptive facilities • Leaning Post Ranch experience

  18. Safety and Early Childhood • Car Seats—age and size appropriate correctly installed • Poison control—cabinet locks, removal, healthier alternatives to toxic substances • Illness/Disease—inoculations, food safety, childhood diseases • Pool and Water safety—locked gates, alarms, supervision • Firearm safety—locked in safe, ammunition stored separately, not in the home

  19. Child Maltreatment • Physical Abuse: • Striking a child causing some level of physical harm (brusing, etc.) • Can be unintentional arising from punishment that escalated • Can be intentional

  20. Child Maltreatment • Neglect: • failure to provide for basic needs (social, emotional, educational, physical) • Includes abandonment, leaving the child alone and unsupervised

  21. Child Maltreatment • Sexual: • Fondling a child’s genitals or breasts • Oral, anal, vaginal intercourse • Other sex acts • Exposing child to pornography or other sexual acts • Involving child in pornography production

  22. Child Maltreatment • Psychological: • Degrading • Threatening • Isolating • Typically, the categories overlap with multiple types of abuse • Reporting Requirements: any professional or volunteer with reason to believe abuse is taking place must report it.

  23. Child Maltreatment • Most likely to inflict abuse: Mother • Most likely to be abused: Infants (> 1yr) • Young boys most likely to be physically abused • Young adolescent girls most likely to be physically abused • Girls most likely to experience sexual abuse

  24. Outcomes of Abuse • Physical: • Lowered reactivity to stressors (non-reactive salivarial cortisol) • Hippocampus may be smaller • Psychological: • Move from trust to mistrust (ala Erikson) • Use of violence to deal with conflict • Lack of sympathetic response to others’ distress • Little evidence that a abused kids grow up to be abusive parents

  25. Outcomes of Neglect • Lower achievement in academics than abused children • Poor social development with withdrawal • Poor emotional control

  26. Factors Impacting Outcomes of Abuse • The child's age and developmental status when the abuse or neglect occurred • The type of abuse (physical abuse, neglect, sexual abuse, etc.) • The frequency, duration, and severity of abuse • The relationship between the victim and his or her abuser (English et al., 2005; Chalk, Gibbons & Scarupa, 2002)

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