Physical development in child development: Physical Development in Children and Adolescents
Physical Development in Children and Adolescents
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Physical development is the most readily visible of the child development domains. Parents notice height and weight as well as the development of both fine motor and gross (large) motor skills. It’s important to remember that what we can see physically corresponds to what we can’t see which is brain development. In all developmental domains, the brain is promoting exploration and movement but when exploration and movement occur it also stimulates brain development including both neurogenesis (growth of new brain cells) and synaptogenesis (forming new connections between brain cells). In fact at various times during the first few years of life, a baby’s brain produces so many connections that they end up with more than in an adult brain. Later through a process called pruning, synaptic connections that are not used by the child are eliminated.
Parents play an important role in all of the developmental domains and physical development is equally important. Parent’s bonding with their child develops a sense of feeling safe to explore and positive feedback encourages a child to reach out more and push harder. Parents also provide guidance and support through a process known as “scaffolding”. Providing objects to encourage a baby to reach and grasp, holding the hands of a toddler while they take a few steps, teaching potty training, help a child with buttoning and zipping clothing, helping them learn to ride a bike and playing catch are just a few examples of how parents provide scaffolding to help children develop physical abilities.
In addition to encouraging and teaching specific skills, parents should promote a healthy lifestyle for their children. This includes helping them to get adequate sleep, eat a well-balanced diet and stay active physically. In this endeavor, the best approach for parents to take is to model the behavior as well as teach and encourage these very important health habits. Teaching safety and maintaining a safe home environment (especially in the early years) is also very important. Keeping up with regular check-ups and keeping immunizations up to date is important as well.
If you are concerned about possible delays in your child’s physical development we suggest you use the American Academy of Pediatrics: Motor Delay Tool and then discuss any concerns you have with your pediatrician.
Tips for Parents
A Few Things Parents Can Do To Promote Physical Development
- Play with your child. Play games that encourage physical development. With baby’s, it could be as simple as showing them an interesting object and encouraging them to grab it and cheering them as they try. Later it is playing outdoor games that encourage skills.
- For great ideas for play activities that encourage physical development as well as other types of development we highly recommend the Gymboree Play and Learn Series.
- Provide your child with toys as well as simple household objects that will encourage physical play.
- When they are ready take them to the park. Let them run. Run with them. Let them play on the equipment like the swings and slides.
- If you have a pool, leave in a complex with a pool or visit friends with a pool or live near natural bodies of water, teach your child to swim at an early age. Check around for programs near you.
- During the summer, make use of programs offered by local recreation and parks department and often community colleges as well that offer all types of instruction in sports and other physical activities.
- Learn yoga as a family, get a video and go for it.
- Go hiking as a family.
- Can’t always play outside? Get Wii Fit and enjoy as a family. Each member should set their own individual goals and encourage each other as well.
- Buy toys that are age appropriate and that encourage physical development and outdoor play here are some suggestions: Sports and Outdoor Toys by Age Group
- Encourage the development of fine motor skills by providing age-appropriate art materials.
- Encourage your child to try out different organized sports. Hopefully, they will find one or two they enjoy.
- Limit screen time. Encourage physical activities and playing with “real toys” rather than “virtual toys”. These two books provide some useful suggestions: Screen Time: How Electronic Media–From Baby Videos to Educational Software–Affects Your Young Child and Reset Your Child’s Brain: A Four-Week Plan to End Meltdowns, Raise Grades, and Boost Social Skills by Reversing the Effects of Electronic Screen-Time.
- Encourage your child to participate in after-school sports.
- Encourage your child to participate in scouts.
Recommended Books for Parents
Ages and Stages: A Parent’s Guide to Normal Childhood Development A comprehensive parent’s guide to your child’s psychological development from birth through age 10 Written in an engaging, practical style, Ages and Stages offers you the benefits of the most current research on child development, featuring helpful tips and techniques to foster your child’s maturation. Charles Schaefer and Theresa Foy DiGeronimo tell you what behaviors you can expect as your child grows and how you can help him or her to advance to the next level of development. They include numerous examples, stories, and activities you can use immediately to positively influence your child’s development.
The Family Fitness Fun Book: Healthy Living for the Whole Family Your childhood memories are full of adventure and activities with friends, family, and neighbors, But in this technology-driven world, your children spend more time inside than out. If you’re trying to think of ways to make the outdoors fun again and introduce your children to the classic games you remember, The Family Fitness Fun Book is for you!
It’s time to spend that precious time with your family–all while having fun and getting fit. The Family Fitness Fun Book contains activities for all ages, and groups, in all kinds of weather, making sure your Saturdays (and every day) will always be active and exciting!
Bring back those fun-filled days, whether it is summer or winter, rainy or sunny! The Family Fitness Fun Book is designed to be simple and easy-to-use, featuring:
· A searchable chart to assist your selection of the perfect game for your school party or family picnic
· Helpful icons to help you find an appropriate activity for any size group of any age
· Chapters divided by weather, space, and environment conditions
Proud Parents’ Guide to Raising Athletic, Balanced, and Coordinated Kids: A Lifetime of Benefit in Just 10 Minutes a Day Winner of 34 different publishing awards, this 10-minutes-per-day comprehensive program helps children ages 0 to 6 develop coordination.
Tennis pro and master coach Karen Ronney offers a step-by-step handbook with over 200 games for parents who want to jump-start their child’s fundamental skills, self-confidence, and sports potential while creating a lifestyle of family fitness. She offers an in-depth explanation of a child’s development, their learning styles, with physical and brain anatomy and growth facts, and how simple, fun activities can be the key to unlock their abilities in every area of life. Includes recent scientific and academic research, progress charts, how to incorporate purposeful play, and even helps for families with special-needs kids.
Gymboree Series On Activities for Children We highly recommend this series for parents because the books provide numerous “how to do it” play activities to nurture (provide the scaffolding) child development. From babies to young children they cover cognitive, language, physical and social development. Not only will these activities stimulate development but build a strong parent and child relationship. Plus they are fun for both parents and kids.
Videos on Physical Development
More Articles on Physical Development
Physical Developmental Milestones
Infant (0 to 18 m)Toddler (18 m – 3y)Preschooler (3y – 5y)School Age (6y – 12y)Teens (13-18)
Birth to Six Months
Gross (Large) Motor Skills
- Lifts head and chest when on the stomach.
- Rolls from back to side or side to back.
- Rolls completely over from back or stomach.
- Sits with support.
- Holds head erect.
- Can raise him/herself up on forearms (while on tummy) and hold head up
- Rolls from back to tummy (by 4-6 months)
Fine (Small) Motor Skills
- Reaches for objects.
- Holds objects for short periods of time before dropping them.
- Touches and pats bottle.
- Usually responds to objects or faces as they move
- Plays with fingers, hands, and toes
- Holds and manipulates objects; sucks on everything!
Six to 12 Months
Gross (Large) Motor Skills
- Progresses from sitting steady when supported to sitting without support.
- Crawls on hands and knees.
- Pulls to standing position.
- Walks with help.
- Stands alone.
- Learns to crawl, stand up and walk
- Sits without support (by 8 months)
- Begins to cruise and eventually walk
- Develops eye-hand coordination
Fine (Small) Motor Skills
- Reaches for small objects.
- Places objects in a container.
- Picks up medium and large objects.
- Changes objects from one hand to another.
- Plays with two toys; one in each hand.
- Points with fingers.
- Transfers toys from hand to hand
- Sees almost everything with good vision
- Develops eye-hand coordination
12 to 18 Months
Gross (Large) Motor Skills
- Stands alone.
- Walks without support; starting and stopping with control.
- Walks backward with a pull toy.
- Runs stiffly.
- Squats down to pick up an object and stands up.
- Climbs up stairs; creeps down backward one at a time.
- Climbs out of the crib and playpen.
- Can throw a ball
- Walks well
- Can walk while holding an object
Fine (Small) Motor Skills
- Turns several pages of a book at one time.
- Scribbles on paper with crayon.
- Releases ball with slight thrust.
- Picks up small objects between thumb and forefinger.
- Can open a small box.
- Holds a spoon with a fist.
- Feeds self with fingers.
- Holds and drinks from a cup.
- Picks up small objects with pointer finger and thumb
- Can build a tower of cubes
- Turns pages in a book
18 To 24 Months
Gross (Large) Motor Skills
- Runs stiffly.
- Jumps off the ground with both feet.
- Bends at the waist to pick up an object.
- Walks up and down steps, one step at a time.
- Throws objects overhead.
- Kicks a large ball.
- Climbs onto low objects.
- Kicks backward and forward
- Stands on a balance beam
- Walks up stairs with help
- Runs well
- Enjoys riding small wheeled riding toys
Fine (Small) Motor Skills
- Manages spoon.
- Makes vertical marks and circles with crayon (pencil).
- Turns doorknobs.
- Pulls down zippers.
- Shows hand preference, but switches hands often.
- Assists in dressing and undressing self.
- Can draw scribbles
- Drinks from a straw
Two to Three Years
Gross (Large) Motor Skills
- Is constantly in motion.
- Jumps off low objects.
- Pushes self on wheeled toys.
- Runs but has difficulty stopping.
- Seats self in small chairs.
- Alternates feet going upstairs, but not downstairs.
- Kicks ball.
- Throws ball overhand; no aim.
- Catches objects with arms extended and elbows stiff.
- Walks backward
- Can balance on one foot (by 3 years)
- Walks up and down stairs independently
Fine (Small) Motor Skills
- Turns individual pages of a book.
- Screws lids on and off.
- Builds crude towers of six or more blocks.
- Scribbles circles and horizontal and vertical lines.
- Takes simple objects apart and puts back together.
- Uses spoon; spills a lot.
- Strings large beads
- Holds scissors correctly
- Zips and snaps
Three to Four Years
Gross (Large) Motor Skills
- Hops, skips, jumps, and runs.
- Makes sudden stops and starts.
- Walks on tiptoes.
- Hops on one foot.
- Marches to a rhythm.
- Alternates steps when climbing stairs; comes down one step at a time.
- Throws ball by thrusting with arm and shoulder; catches with arms held out straight.
- Swings on a swing.
- Walks a low balance beam.
- Rides tricycle.
Fine (Small) Motor Skills
- Builds block towers of about 9 or 10 blocks.
- Holds pencils and crayons with control.
- Draws straight lines and copies circles.
- Draws three-part person.
- Cuts with scissors.
- Unbuttons clothes.
- Pulls up large zippers.
- Uses spoon and fork.
Four to Five Years
Gross (Large) Motor Skills
- Whirls around turns somersaults and hangs on bars.
- Hops several times in a row.
- Climbs large play equipment.
- Jumps forward using a forward arm action.
- Jumps up and down.
- Throws ball overhead with less body movement.
- Bounces a ball and catches the ball with elbows in front of his body.
- Can hop on one foot, skip and jump
- Can catch a ball with both hands
- Can catch a beanbag
Fine (Small) Motor Skills
- Builds straight block towers.
- Draws a house and person.
- Prints name.
- Forms crude shapes with clay.
- Cuts on lines with scissors.
- Brushes teeth, combs hair and washes hands.
- Dresses self except for tying shoes.
- Develops hand preference.
- Dresses and undresses him/herself
- Can copy a simple design
- Uses scissors to cut a straight line
Five to Six Years
Gross (Large) Motor Skills
- Whirls around, turns, somersaults and hangs on bars.
- Hops several times in a row.
- Climbs large play equipment.
- Jumps forward using a forward arm action.
- Jumps up and down.
- Throws ball overhead with less body movement.
- Bounces a ball and catches the ball with elbows in front of her body.
Fine (Small) Motor Skills
- Builds straight block towers.
- Draws a house and person.
- Prints name.
- Forms crude shapes with clay.
- Cuts on lines with scissors.
- Brushes teeth, combs hair and washes hands.
- Dresses self except for tying shoes.
- Develops hand preference.
Six to Nine Years
- Growth rate slows.
- Requires around eleven hours of sleep each night.
- Needs frequent rest.
- Establishes preference for one side of the body over the other.
- Has established which hand to use.
- Girls mature faster than boys.
- Coordination not fully developed.
- Runs, jumps, climbs, slides, and dances.
- Plays ball, tag, and catch.
- Improves writing skills.
- Engages in art activities.
- Plays musical instruments.
- Dresses and undresses self completely.
Nine to 12 Years
- Develops more adult-like proportions.
- Develops harder, larger bones.
- Is sick less often.
- Extremely active.
- Starts developing secondary sex characteristics.
- May begin growth spurt.
- Develops interest in more specific motor skills such as skating, bicycling, running and gymnastics.
- Engages in organized sports such as tennis, baseball, football, swimming, and golf.
- Has well developed small muscles.
- Refines writing.
- Develops special interests in activities such as model building, shop work, art classes, music and crafts.
- Tries new foods; has favorites.
- Eats neatly.
12 – 15 years of age
- Puberty: Rapid growth period
- Secondary sexual characteristics appear: grow body hair, increase perspiration and oil production in hair and skin
- Girls – breast and hip development, the onset of menstruation
- Boys – growth in testicles and penis, wet dreams, deepening of voice Tremendous physical growth: gain height and weight
- Body Image
- Preoccupation with physical changes and critical of appearance
- Anxieties about secondary sexual characteristic changes
- Peers used as a standard for normal appearance (comparison of self to peers)
15 – 18 years of age
- Secondary sexual characteristics advanced
- 95% of adult height reached
- Puberty is completed
- Physical growth slows for girls, continues for boys
- Body Image
- Less concern about physical changes but increased interest in personal attractiveness
- Excessive physical activity alternating with lethargy
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Physical Developmental Milestones | Virtual Lab School
Objectives
- Identify typical developmental milestones for all of the ages your program serves.
- Discuss factors that influence physical development.
- Apply knowledge to support your staff’s understanding of physical development.
Learn
Introduction
A quick refresher on children’s physical development can support your efforts in ensuring that your program has adequate space and materials both indoors and out to support the physical development of children and youth. In considering physical development, the specific needs for children vary by age. Strategies for supporting each age group will be outlined in Lesson Three. Understanding that infants and toddlers experience rapid physical growth while older children refine skills already attained will make it easier to meet the individual needs of children and youth in group care. This lesson provides a snapshot of development by age group. A more detailed understanding can be achieved by reading Lesson Two for each age track.
Influences on Physical Development
While there is a natural progression when it comes to physical development, the pace of that progression can be influenced both positively and negatively by environmental and experiential factors. These factors include:
- Prenatal care: Lack of prenatal care or prenatal exposure to harmful substances, such as drugs and alcohol, can negatively influence development.
- Prematurity: Children born before the 38th week of development and children having low birth weight may experience respiration difficulties, vision problems, and feeding and digestive problems.
- Heredity: Genes influence development, but equally important are the children’s experiences.
- Basic needs: Failure to meet basic needs such as safety, love, housing, and food due to socioeconomic factors or neglect can negatively influence brain development, which in turn impacts physical development.
- Culture: Some cultures may not value reaching developmental milestones as quickly as others; some may not value the independence that supports physical development.
- Temperament and learning styles: There are many types of learners. Some children learn through physical, hands-on activities, while others may observe and keep to themselves.
- Developmental delays, disabilities or health concerns: It’s important to keep in mind that being diagnosed with a disability does not alter children’s innate desires to move.
Developmental Milestones
Individual differences exist when it comes to the precise age at which children meet milestones; each child is unique. Milestones should not be seen as rigid checklists by which to judge or evaluate children’s development. Think of milestones as guidelines to help staff understand and identify typical patterns of development and to know when and what to look for as children mature. It is your responsibility to ensure that staff are knowledgeable about children’s developmental milestones, stay current on best practices, and use assessment data so they can meet the individual needs of the children in their classrooms.
Infants
Infants are dependent on adults to support their emerging physical abilities in a safe and nurturing environment. From the beginning, infants want to explore their world by making connections. While each infant has his or her own schedule for development, they are often eager to move their mouths, eyes and bodies toward people and objects that comfort and interest them. Nurturing relationships are important for all children’s development, but they are especially important for infants and toddlers.
Here is a snapshot of physical development during infancy (birth to 18 months).
- First movements are reflexive (inborn, automatic behaviors). For example, infants startled by a loud sound or sudden body shift will extend their legs and throw their arms outward and then bring them back toward their bodies. The rooting reflex occurs when an infant’s cheek is stroked near the corner of the mouth and they turn toward the spot being stroked.
- Young infants begin to use their fine-motor skills and senses to learn more about their world. For example, a young infant may hear a caregiver shaking a rattle and he/she may reach for it. With hands and mouth, the infant further explores the rattle. Mobile infants begin to use their large (gross-motor) and small (fine-motor) muscles to further explore their world and take action to meet their needs. For example, mobile infants may crawl to a chair and pull themselves up or walk across the grass to a sandbox, bend down, and pick up a small shovel.
- Mobile infants are refining their fine-motor skills, such as using their thumbs and forefingers (pincer grasp) to pick up a Cheerio or to help a caregiver turn the pages of a board book.
- Older mobile infants are refining their gross-motor skills, such as stacking and lining up blocks and walking while carrying objects in each hand.
Toddlers
Toddlers are on the move. They are determined to master movement, balance and fine-motor (small-muscle) and gross-motor (large-muscle) skills. With practice, they get stronger and their abilities become increasingly more advanced. Toddlers need time for these new experiences. It is essential for toddlers to explore the world around them with a trusting, caring adult who balances the need for exploration with safety. Ensuring safety while exploring and learning is important for all children’s development but it is especially important for toddlers.
Here is a snapshot of physical development for toddlers (18 to 36 months).
- Toddlers use their bodies to further understand their world and to gain independence; they do not yet understand their limitations.
- Toddlers use their gross-motor (big muscles) skills in activities such as climbing, running, pushing, pulling, jumping, and throwing.
- Older toddlers begin to walk up stairs with one foot on each step.
- Toddlers refine their fine-motor (small muscles) skills by practicing drawing, fitting pieces into simple puzzles, zipping (with help), stacking and building with blocks, turning pages of a book, and holding a drinking cup.
- Toddlers point to objects as a way of communication.
Preschoolers
Preschoolers spend a great deal of time running, climbing, jumping, and chasing each other; they scribble, paint, build, pour, cut with scissors, put puzzles together, and string beads. They are constantly on the move and their skills improve significantly from the time that they were toddlers. As their bodies grow over time, the areas in preschoolers’ brains that control movement continue to mature, thus enabling them to perform gross-motor skills such as running, jumping, throwing, climbing, kicking, and skipping, and fine-motor skills such as stringing beads, drawing, and cutting with scissors. They become increasingly more independent. Rich experiences are important for all children’s development, and they are especially important for preschoolers.
Here is a snapshot of physical development for preschoolers (3 to 5 years).
- Three-year-olds are good at running and climbing. They can pedal a tricycle and walk up and down stairs placing one foot on each step. They are able to wash and dry their hands.
- Four-year-olds can hop and balance on one foot for up to two seconds. They catch a bounced ball most of the time and they are able to pour, cut, and mash their own food. They can use scissors and draw a person with two to four body parts.
- Five-year-olds can skip and stand on one foot for 10 seconds or longer. They can swing and do somersaults. They can use a fork and spoon and sometimes a table knife.
School-Agers
School-agers mature while refining their gross- and fine-motor skills. They gain more control of their bodies and are better able to coordinate and balance, as seen in activities such as jumping rope, organized sports, obstacle courses, and yoga. School-agers become more proficient in their fine-motor skills and are able to use utensils, tie their shoelaces, use clasps and buttons, and color in lines. A school-age child’s brain is still developing as they learn how to do new things and to think differently. They gradually become less egocentric and are better able to think about and understand things from different viewpoints. School-age children will experience normal body changes as puberty begins. Sometimes these changes can be drastic, seeming to happen overnight, while other changes happen gradually over months or years. The changes that accompany the onset of puberty can often be confusing and even scary for school-age children. A caregiver’s empathy is especially important for school-agers.
Here is a snapshot of physical development for school-agers.
- There will be great variety of height and weight in school-age children.
- Growth spurts are common and can lead to school-age children feeling awkward or clumsy.
- School-age children will begin to see an improvement in their motor skills and increased muscle mass. They will have better control, coordination, balance, and strength.
- Hormonal changes in the body can cause acne, pimples and body odor. These changes can sometimes lead to self-esteem issues.
- Hormone changes can also lead to mood swings and strong emotions. Sometimes children will feel upset or sad and not be able to explain why.
Supporting All Learners
There will be times when your staff or children’s family members are concerned about a child’s development. It is your responsibility to ensure that staff understand your service’s procedures for addressing those concerns. Here are a few considerations:
- Children develop at their own pace. Never compare children and their abilities. If a family member compares their child to one of the child’s peers, encourage them not to do so. This can be harmful to a child’s development if they feel they are “not as smart” as their peers.
- Most children will catch up and be on pace with their developmental milestones.
- If your staff begin to have concerns that a child may not be developing in a typical way, have them make observations and record their concerns as well as any unusual behaviors they observe. Always have them come to you first before discussing their concerns with a family member.
- Make referrals as quickly as possible and utilize all available resources, such as Kids Included Together, so individualized educational programs (IEPs) can be developed and children can get the supports they need to be successful.
To create an inclusive environment that supports all learners, you must first model an inclusive attitude. Your facility is compliant with the Rehabilitation Act (Section 504), so at a minimum children and families with a variety of physical needs can access your building. You must go beyond access, however. Make sure all children and families feel welcome and involved. Consider the experiences offered in your program, and help staff members brainstorm possible modifications and adaptations. When a child with identified special needs enters your program, work with the disability specialists Inclusion Action Team to make sure you and the staff members know how to support the child’s physical development.
Video not availableThe ages and stages of physical development.
In Summary
You and your staff play a critical role in supporting all ages and stages of physical development. Though the progression of skill development is predictable, the pace at which each child reaches milestones is unique. When you and your staff understand what to expect developmentally and when children’s progress is assessed on a regular basis, you can better support their optimal development. Providing staff and families with ongoing training opportunities keeps everyone’s knowledge current and provides the basis for ensuring that children and youth are getting the supports they need to flourish. Lesson Three will focus on strategies for meeting the physical development needs of the children and youth your program serves.
Explore
There are many resources listed in the reference section that could be useful to both staff and families in deepening their understanding of what to expect in terms of physical development. Take some time to explore those resources and include relevant items in both your staff and family resource areas.
Apply
Observation is one of the best ways to see the range of development across the ages. Carve out some time each day for a week to observe the different age groups in your program. You will walk away with a greater understanding and appreciation for the amazing process of development. Another option is to have staff observe in an age group different from theirs, especially a younger group. This can help staff appreciate how far their children have progressed while sharpening their observations skills.
Glossary
Demonstrate
One of your toddler staff members comes to you with concerns about a toddler’s motor development. He is 24 months old and is walking up and down steps by placing both feet on each step. How do you respond?
You ask the staff member to set up a time to meet with the toddler’s parents.
You share developmental milestone resources with her and discuss that typically children begin placing one foot on each step around 3 years.
You suggest she refer the child to an occupational therapist.
You let the staff member know that you will be in the classroom this week to observe this child.
True or false? A staff member should document observations about a child’s behavior and share their concerns with their supervisor before sharing their concerns with a child’s family.
True
False
You are preparing a professional development in-service for your staff members on physical development. Finish this statement: Some factors that can influence a child’s physical development are…
the gender of the child.
whether or not the child has siblings.
prenatal care, heredity, prematurity, failure to meet the child’s basic needs, culture, temperament, developmental delays or disabilities, health concerns.
All of the above
References & Resources
The American Academy of Pediatrics. (1999). Caring for Your School-Age Child: Ages 5 to 12. New York: Bantam Books.
The American Academy of Pediatrics. (2004). Caring for your school-age child. New York: Bantam Books.
Berk, L. E. (2004). Infants and children: Prenatal through middle childhood (5th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Centers for Disease Control and Prevention (2012). Developmental Milestones. http://www.cdc.gov/ncbddd/actearly/milestones/index.html
Centers for Disease Control and Prevention (2010). The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance. http://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf
The Centers for Disease Control and Prevention. (2013). BAM! Body and Mind. http://www.cdc.gov/bam/
Kids Included Together. (2021). www.kit.org
Schickeadanz, J. A., Hansen, K., & Forsyth, P. D. (2000). Understanding Children. Mountain View, CA: Mayfield Publishing Company.
Trawick-Smith, J. W. (2014). Early Childhood Development: A Multicultural Perspective, (6th ed.). Upper Saddle River, NJ: Pearson Education Inc.
Features of the physical development of preschool children
The physical development of preschool children is a continuous process that has its own characteristics. One of them is its unevenness. We are talking about the wave-like growth of the baby, which either intensifies, or vice versa, slows down for a while. The most intensive child grows from birth to a year. During this period, it increases by about 25-40 cm, gaining 50% of body weight at birth.
Physical development of the muscular system
After birth, the child’s muscles are poorly developed, which make up only one fourth of the total body weight. Muscle fibers are unnaturally thin, but as the child grows, they become stronger and increase in volume.
The development of the motor ability of muscles begins with the muscles in the neck, after which the muscles of the body and limbs are connected to the process. From one to three years old, the baby masters the basic movements, the nervous system matures, and now the child walks confidently, runs, plays with the ball. In order for motor activity to develop correctly, it is necessary from birth not to limit the freedom of action of the child and to participate in the process of strengthening his muscles.
Features of the development of the cardiovascular system
Naturally, the heart and blood vessels in a preschool child have little in common with the organs of an adult. A baby’s heart is quite large, its mass is about 25 grams. It will grow rapidly in the first two years of a child’s life. Closer to 3-4 years, its growth will noticeably slow down.
Depending on age, the position of the heart will also change. If in the first two years of life it will be higher, then after that it will begin to acquire an oblique position due to the transformation of the chest, lungs and other changes in the child’s body.
Blood pressure in children is lower than in adults, it is characterized by greater lability. It easily decreases during sleep and rises during intense physical or mental stress.
How does a child’s musculoskeletal system develop?
At preschool age, cartilage tissue ossifies in children, but the bones are still not strong enough. That is why, until the final strengthening of the bones (that is, up to 12 years), you need to protect the baby from participating in power sports.
The development of the skeleton is directly related to the development of ligaments, muscles and joints. As the child grows older, the muscle mass in the child also increases in volume and by the end of preschool age approaches 27% of the total body weight. It is important to monitor how the child walks and sits in order to exclude possible posture problems in the future.
Food is of great importance at this age. The child should receive enough protein foods, as well as the required amount of foods high in calcium and magnesium, which will positively affect the strengthening of bone tissue.
Development of the central nervous system
At preschool age, the central nervous system continues to form. Preschoolers are quickly excited, unable to concentrate on one lesson for a long time, inattentive. Toddlers quickly get bored with monotonous tasks, and their movements are more chaotic than thoughtful.
Despite their apparent activity, preschoolers quickly get tired as the end of the day approaches. This is due to the instability of the child, who quickly changes activities, without pauses moving from too active games to those requiring attention and concentration. Increased activity is a consequence of the mobility of the nervous system. Parents need to remind their kids to take regular rest for at least 10 minutes.
Useful recommendations for parents
It can be noted that most of the indicators of the body of a preschooler correspond to the level of development of organs in an adult. Nevertheless, it is important not to forget that a child at preschool age is not yet ready to perform serious physical exercises and his abilities are limited by the anatomical features of his age.
Professional sports for children at the age of three or four is a colossal burden that will not benefit their health. It is important to choose age-appropriate physical activity for kids that will contribute to physical and mental development, and not slow it down.
An excellent option for preschool children is athletics, tennis, table tennis, swimming, gymnastics.
Remember that preschoolers require special attention and care. They need proper nutrition, proper sleep and rest. In the house where the child lives, a pleasant, positive atmosphere should reign, which is necessary for the harmonious development of his nervous system.
In conclusion, it is worth noting that the main feature of a preschooler is the continuity of his growth and development. Growth means an increase in the mass and length of the body, development means the improvement of systems and individual organs of the body. These processes are continuous, but sometimes occur separately from each other. If at one age the priority is given to growth processes, then at another it is already moving to development processes, and this is normal. It is due to these processes that age differences in preschoolers can be determined.
Physical development of the child – features of the physical development of preschool children
Physical education is necessary for a person at any age. But it is in childhood that it plays an important role in the development of the child. Physical activity is useful not only for physical, but also for neuropsychic development, and is also of great importance for the formation of such qualities of character as determination, concentration and the ability to overcome oneself.
Before you figure out what kind of physical activity should be given to a child in accordance with age, it is necessary to understand what is the difference in the physiology of preschoolers and first graders. After all, the age from 5 to 7–8 years is a period of intensive development of all organs and systems, including the musculoskeletal system.
It is before school that the following changes occur in the body of a child at the age of 5–6 years:
- musculoskeletal system: change in body proportions, active growth of limbs, final formation of spinal curves, active muscle growth;
- respiratory system: completion of the formation of the structure of the lungs;
- cardiovascular system: active development towards greater endurance, pulse stabilization;
- nervous system: improvement of the processes of regulation of organs and systems, which is accompanied by the development of motor skills. Movements become clearer, reaction speed increases. The vestibular apparatus develops, the child is able to maintain balance longer.
At the age of 7–8 years, the above organs and systems continue their development. Motor activity, endurance, physical performance improve. The mental load increases, mental processes become more complicated, which means that the need not only to increase physical activity increases, but to make it more balanced and focused on different muscle groups and the formation of certain motor skills.
Find out the level of preparation of the child for school
Small but smart
Based on the characteristics of the formation and development of the physiology of the child in different age periods, a different approach is required in the organization of physical education.
As experience shows, it is by the age of 6–7 years that the level of physical development of a preschooler shows what kind of physical training he received from early childhood. And if not enough, before school there is time to take care of the physical health of the child with the help of simple physical exercises.
At the same time, one should not forget that the complexity of exercises and the intensity of physical activity for preschool children and for first graders should be different.
When doing physical education with children 5-6 years old, the following aspects should be taken into account:
- classes are held daily, possibly in several approaches,
- session duration is 25-30 minutes,
- after difficult exercises, a break of 30 seconds must follow,
- a set of exercises should include 6-12 exercises,
- exercises should not be repeated more than 2-6 times,
- exercises should be varied and differ in the starting position of the body.
It is obligatory for children to participate in sports games using a ball, rope, hoop.
Parents of first-graders should be aware that physical activity for children aged 7–8 years must be increased. It means that:
- session lasts 35–40 minutes,
- classes are held daily,
- complex consists of 10-14 exercises,
- exercises are done 8-10 times.
Outdoor games with a ball, jump rope, as well as roller skating, skiing, and ice skating are held after school.
Physical preparation for school
The physical education of the baby is often not given importance in preparation for the first grade. And not because parents do not pay attention to the physical development of their son or daughter. But not all children are able to set sports records and even just meet the standards. And what to do if the child is so “unsportsmanlike”?
According to the Federal State Educational Standard (FSES), the subject results of mastering the main educational program of primary general education in physical culture should reflect:
- Formation of initial ideas about the importance of physical culture for strengthening human health (physical, social and psychological), about its positive impact on human development (physical, intellectual, emotional, social), about physical culture and health as factors of successful study and socialization .
- Mastering the skills to organize health-saving life activities (daily routine, morning exercises, recreational activities, outdoor games, etc.).
- Formation of the skill of systematic monitoring of one’s physical condition, the magnitude of physical activity, health monitoring data (height, body weight, etc.), indicators of the development of basic physical qualities (strength, speed, endurance, coordination, flexibility), including preparation for performance standards of the All-Russian physical culture and sports complex “Ready for work and defense” (TRP).
It is important to do everything so that first-graders do not experience discomfort from doing physical exercises in physical education classes. And this is possible with the right approach of the teacher in accordance with well-organized physical education classes at school. This opportunity is provided by the “Primary School of the 21st Century” program, which is aimed at an individual approach to each child and provides opportunities for classes for different groups of students in the most comfortable mode for them.
It is important to note that all the standards of the school program of physical education lessons are strictly regulated and include the performance of exercises for dexterity, strength, endurance, and flexibility.
What exactly should a physical education teacher teach first graders at school:
- run – 30 meters,
- cross – 1 kilometer,
- long jump,
- throwing stuffed and small balls,
- jumping rope,
- hanging and lying pull-ups.
It should be noted here that the child will be asked to perform the same exercises when passing the TRP standards.
Children perform the task with great interest and desire, if you bring a game element to the lesson.
We train at home
As a rule, in preschool institutions, children are given good physical training aimed at developing basic sports skills and qualities. At home, you can also use simple exercises to prepare for school workloads. The main thing to remember is that children perform the task with great interest and desire, if you bring a game element into the lesson.
A soft rug with a fun pattern will also draw your baby’s attention to physical education.
Many exercises offered to children in gymnastics already have fun game names, for example:
- “Butterfly”: sitting on the floor, the child bends his knees and spreads to the sides.
- “Book”: standing on his feet, the child leans forward, trying to reach the floor with his hands.
- “Ring”: lying on his stomach, the child bends his knees and wraps his arms around them.
- “Stump”: lying on his back, the child throws his straight legs behind his head.
- “Cat”: standing on all fours, the child arches his back up and down.
- “Bicycle”: lying on his back, the child makes foot movements that imitate cycling.
In addition to gymnastic exercises indoors, there are outdoor games that are useful for both children and parents: ball games – volleyball, basketball, football, in winter – bandy; badminton, tennis, jumping rope.