MODULE FOUR

LESSON 1: PHYSICAL DEVELOPMENT OF INFANTS AND TODDLERS

NAME: CALVO, GEORGE BOY B. TEACHER: MRS. NANCY GONZALES

DATE: SEPTEMBER 20 2021 SUBJECT: EDUC 111

ACTIVITY

Take a learning partner and together study the figures below. Look closely at the
changes in the sizes of the human body parts as person grows.

ANALYSIS

1. What do you notice about the size of the head in relation to the other parts of the
body as a person grows older? Technically, it gets smaller as you grow older
according to the principle. But say like other factors such as obesity, body
proportions, etc. can affect how big your head is. For obesity, the fat that the
individual doesn’t use gets stored up within their body, therefore, making their
face seem larger. The thing is, your head gets bigger (if it needs to) to become
more proportionate to the rest of your body. It’s not really that “our head
becomes bigger as we get older”. In fact, the reason why the head of a fetus is
bigger at 2 months is because the head is far ahead of the rest of the body
during the prenatal period. During the first year after birth, that’s when the
trunk (torso) grows the fastest, while the second year, the legs grow the
fastest.
2. Does physical development begin from the top or below? from the side to the
corner? Explain your answer. Babies generally develop from the top down. The
first thing to develop is head control and strengthening of the neck muscles.
Later, hand coordination develops, which allows a baby to pull themselves
forward before learning how to crawl.

APPLICATION

Observe one 1) 0-6-month infant; 2) 7-12 months infant; 3) 13-18 months infant
and 4) 19-24-month-old infant. Refer to “What Infants and Toddlers Can Do Physically”
based in the Philippines Early Learning and Development Standards (ELDS) formulated
by the Child and Welfare Council now merged with Early Childhood Care and
Development (ECCD).

Directions: Put a check on those items that you observed the infants/toddler
demonstrated.

A Summary of What Infants and Toddlers Can Do Physically Domain: Physical

Health, Well-Being and Motor Development
PHYSICAL HEALTH
Standard 1: The child demonstrates adequate growth (weight, height, head
circumference.
Standard 2: The child has adequate sensory systems to participate in daily activities.

0 – 6 months

 Startles to loud sounds

 Visually follows a moving object from side to side
 Visually follows a moving object up and down
 Reacts to pain by crying
 Withdraws or cries when in contact with something hot
 Withdraws or reacts with surprise when in contact with something cold
 Reacts with pleasure/smiles or relaxed expression when he/she tastes
something delicious
 Reacts by making a face/ frowns/grimace when he/she tastes something he/she
does not like

7 – 12 months

 Reacts with pleasure when he/she smells something nice

 Reacts by making a face when he/she smells something foul

Standard 3: The child has adequate stamina to participate in daily activities.

 Pushes and/or pulls moderately heavy objects (e.g., chairs, large boxes)
 Walks without tiring easily

13 – 18 months

 Plays without tiring easily, able to keep pace with playmates

 Participates actively in games, outdoor play and other exercises
 19 – 24 months
 Sustains physical activity (e.g., dancing, outdoor games, swimming) for least 3- 5
minutes

MOTOR SKILLS DEVELOPMENT (GROSS MOTOR SKILLS)

Standard 1: The child shows control and coordination of body movements involving
large muscle groups. Based on your experience, are these indicators generally observed
on and/or performed by a child on the specified age? Yes

0 – 6 months
 Holds head steadily
 Moves arms and legs equally to reach at dangling object
  Rolls over
 Bounces when held standing, briefly bearing weight on legs
 Sits with support
 Starting to crawl but not yet very good at this

7 – 12 months

 Sits alone steadily without support

 Creeps or crawls with ease as a primary means of moving around
 Stands without support
 Stands from a sitting position without any help
 Squats from a standing position with ease
 Stands from a standing position with ease
 Bends over easily without falling
 Stands from a bent position without falling
 Walks sideways by holding onto the sides of crib or furniture (cruise)
 Walks with one hand held

13 – 18 months

 Walks without support

 Walks backwards
 Walks up the stairs with hand held, 2 feet on each step
 Walks down the stairs with hand held, 2 feet on each step
 Jumps in place
 Climbs onto a steady elevated surface (e.g., bed, adult chair, etc.)
 Kicks a ball but with little control of directions
 Throws a ball but with little control of speed
 Runs without tripping or falling
 Maintaining balance (walking on a low, narrow ledge; between 2 lines) without
assistance
 Moves with music when he hears it
 Can move body to imitate familiar animals
 Can move body to imitate another person/TV character

19 – 24 months

 Walks up the stairs with alternating feet, without help

 Walks down the stairs with alternating feet, without help
 Kicks a ball with control of direction
 Throws a ball with control of direction
 Throws a ball with control of speed
MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS)
Standard 1: The child can control and coordinate hand finger movements. Based on
you experience, are these indicators generally observed on and/or performed by a child
on the specified age? Yes

0 – 6 months

 Hands open most of the time

 Brings both hands together towards dangling object/toy
 Uses either hand interchangeably to grasp objects
 Uses all 5 fingers in a raking motion to get food/toys placed on a flat surface
 Grasps objects with the same hand most of the time (hand preference emerging)

7 – 12 months

 Pulls toys by the string

 Bangs 2 large blocks together
 Picks up objects with thumb and index finger
 Grasps and transfers objects from hand to hand
 Grasps objects with the same hand all the time (definite hand preference
established)

13 – 18 months

 Puts small objects in/out of container

 Unscrews lids
 Unwraps candy/food
 Holds thick pencil or crayon with palmar grip (i.e., all 5 fingers wrapped
around pencil)  Scribbles spontaneously

19 – 24 months

 Colors with strokes going out of the lines

PERSONAL CARE AND HYGIENE (ACTIVITIES OF DAILY LIVING)

Standard 1: The child participates in basic personal care routines. Based on you
experience, are these indicators generally observed on and/or performed by a child on
the specified age?

0 – 6 months

 Sucks and swallows milk from breast/bottle

 Begins to take complementary or semi-solid foods by the end of 6 moths
  Keeps reasonably still while being dressed, undress bathed and while
diaper is being changed

7 – 12 months

 Holds a feeding bottle by himself

 Helps hold cup for drinking
 Chews solid foods well
 Feeds self with finger foods
 Scoops with a spoon with spillage

19 – 24 months

 Feeds self with assistance

 Feeds self using fingers to eat/viands with spillage
 Feeds self using spoon with spillage
 No longer drinks from feeding bottle
 Drinks from cup unassisted
 Participates when being dressed by lifting arms or raising legs
 Pulls down gartered short pants/underpants or panties
 Removes shoes/sandals
 Informs caregiver of the need to move his bowels so he/she can be
brought to comfort room
 Takes a bath with assistance
 Brushes teeth after meals with assistance from adult
 Washes and dries hands under adult supervision
 Washes and dries face with the assistance of an adult

19 – 24 months

 Drink for self unassisted

 Removes loose sando
 Removes socks
 Informs caregiver of the need to urinate so he/she can be brought to the
comfort room
 Goes to the designated place to urinate but sometimes wets his/her pants
 Goes to the designated place to move his/her bowels but sometimes still
soils his/her pants
 Goes to the designated place to move his/her bowels but needs help with
wiping and washing
 Brushes teeth after meals with adult supervision
 Washes and dries face under adult supervision