Module 3: Physical and Motor Development of Children and Adolescents

Module Overview:

Welcome to Module 3! In this part, you will discover the growth and development pattern
of childhood and adolescence as well as its underlying factors. You will also be exposed to the
various exceptional developments of children and adolescents and its implication to education. Get
ready!

Module Objective/Outcome:

At the end of the module, you will be able to:

1) Explain the important milestone encountered within the physical and motor domains from
early childhood to adolescence.

Lessons in the Module:

Lesson 1: Physical and Motor Development

Lesson 2: Factors Affecting Development,: Maternal Nutrition, Child Nutrition, Early Sensory
Stimulation

Lesson 3: Exceptional Development: Physical Disabilities, Sensory Impairments,

Learning Disabilities, and Attention Deficit Hyperactivity Disorders

 Lesson 1: Physical and Motor Development

Learning Outcome:

At the end of this lesson, you will be able to:

a. Describe the physical and motor development in childhood and adolescence.

Time Frame: Week 8

Introduction

Psychology accepts that no man came into this world with a fully developed physique and
set of abilities. As man grows, he undergoes stages of development whose outcome is a
continuously changing organism interacting with a continuously changing environment. Studying
physical and motor development is a key for you to familiarize and understand the nature of
children and adolescents as an organism different from adults. Now, get ready!

Activity

Paste a picture of yourself according the grade level given below. Write the description on
the given areas.

Grade Level (Paste Description

picture here)
Pre-school Height: 3’8

Weight: 27 kg.

Body Shape: narrow shoulders, short legs and arms,

immature hips

Activities you could do: Perform basic tasks such as

getting an object that’s asked, running, playing,
memorize nursery songs, write my name, draw
shapes and recognize patterns, and count.
Height: 4’9

Weight: 45
 Body Shape: wider shoulders, longer legs and arms,
developing hips, developing breasts

Activities you could do: perform tasks and basic

chores in the house and school such as feed myself,
fold clothes, and do gardening, recite in class,
memorize poems and phrases, solve basic math,
write basic poems and essays, throw a ball in a
Elementary controlled speed, jump high (when playing Chinese
garter), skip rope

High School
Height: 5’0

Weight: 49

Body Shape: wider shoulders, longer legs and arms,

round hips, developed breasts

Activities you could do: Write essays, make short

video clips, make artworks, make poems, prepare
meals, do the laundry, do personal hygiene without
being told

Analysis

1. Based on the descriptions you have given, what can you conclude are the general physical
characteristics of children in their pre-school years? Elementary years? High school years? Please
enumerate at least three.

Pre-School:

1. Recognize basic patterns and symbols

2. Jump and hop
3. Cuts out pictures with scissors

Elementary:
 1. Feeding himself without needing assistance

2. Change clothes without needing assistance

3. Taking a bath without needing assistance

High School:

1. Prepare meals
2. Do the house chores

3. Do personal hygiene without being told

2. What are the skills/abilities possessed by the children in the primary, elementary and high
school level? Please enumerate at least three (e.g. walking).

Pre-School:

1. Count
2. Recognize shapes and patterns

3. Jump and hop

Elementary:

1. Feed himself with moderate assistance

2. Fold clothes with moderate assistance
3. Tie shoelaces with moderate assistance

High School:

1. Prepare meals
2. Wash clothes
3. Do personal hygiene

Abstraction

Definition of Growth and Development

Growth – refers to the physical change and increase in size and it can be measured. Indicators of
growth include height, weight, bone size and dentition.

Development – refers to progressive acquisition of various skills (abilities) such as head support,
speaking, learning, expressing the feeling and relating with other people. It is an increase in the
complexity of function and skill progression. Development is a behaviour e.g. the person develops
their ability to walk, to run, etc.

Maturation – refers to the sequence of physical changes that are related to genetic influences. It is
independent on the environment but its timing can be influenced by environmental factors.

The rate of person’s growth and development is highly individualized, however the sequence is
predictable.

I. Early Childhood

https://www.nordangliaeducation.com/our-schools/vietnam/ho-chi-minh-city/bis/learning/curriculum/early-years-foundation-stage

Physical Development

Overall growth is clearly in height and weight measures. At around 3 years of age,
preschoolers move, from remaining baby-like features of the toddler, toward a more
slender appearance f a child. The trunk, arms and legs become larger.

By the time the child reaches 3 years old, all primary or deciduous, or the socalled “baby or
milk teeth” are already in place. The permanent teeth which will begin to come out by age
six are also developing. The preschool years are therefore a time to instill habits of good
dental hygiene.

There are two general patterns of development in this stage namely cephalocaudal and
proximodistal.

a. Cephalocaudal - growth and development occurs from the head down. It consists of
development starting at the top of the body and working its way down, i.e., from the
head to the feet. What this means is that the development of the head and brain
tends to be more advanced (in the sense that it occurs first) than the rest of the body.
This pattern is largely completed by the beginning of adulthood, though of
course other
aspects of development continue throughout life.

b. Proximodistal - development occurs from the centre or core of the body in an outward
direction. It consists in the tendency for growth to start at the center of the body and
work its way outward, toward the extremities. Thus, the spine develops first in the
uterus, followed by the extremities and finally the fingers and toes.
It is between ages 6 and 12 that children grow 2 to 3 inches high and add 6 pounds each
year. At this stage, large muscles are coordinated and they acquire more skills hand-
rendering them to engage in activities requiring motor coordination added strength and
speed like bike riding. It is also during this stage that children acquire hand-eye
coordination. With hand-eye coordination, they are able to engage in activities involving
vision with body movements such as shooting a basketball or playing the piano or violin.

Gross Motor Skills (Skills which involve large muscles)

36-48 months

• Hops 1 to 3 steps on preferred foot

• Skips (with alternating feet)
• Jumps and Turns
• Stands on one leg without failing for at least 5 seconds
• Throws a ball overhead with control of direction
• Throws a ball overhead with control of speed
• Kicks a ball with control of speed

Fine Motor Skills (Ability to use the smaller muscles in the arm, hands and fingers purposely)
36-48 months

• Consistently turns pages of a picture or story book one page at a time, looking at
pictures with interest
• Purposefully copies diagonal lines
• Purposefully bisects a cross
• Purposefully copies a triangle
• Cuts with scissors following a line
49-60 months

• Copies a simple pattern of different basic shapes

• Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without prompts
• Draws a house without prompts using geometric forms
• Colors with strokes staying within the lines

Personal Care and Hygiene (Self-Help Skills)

36-48 months

• Pours pitcher without spillage

• Feeds self using spoon without spillage
• Dresses without assistance except for buttons and tying laces
• Puts on socks independently
49-60 months
• Feeds self using fingers without spillage
• Prepares own food
• Dresses without assistance, including buttoning and tying
 • Wipes/cleans his/herself after a bowel movement
• Brushes teeth after meals without having to be told  Washes and dries face
independently without having to be told  Takes a bath independently without having
to be told.

The Role of Care Givers in the Growth and Development of the

PreSchoolers
• Engage preschool children in simple games that involve
running and walking
• Provide them with toys for catching and throwing such as soft large balls and bean
bags.
• Have balancing activities for preschoolers. Use low balance beams and lines in the
classroom floor or playground
• Allow opportunities for rough and tumple play like a grassy area or soft mats. Keen
observation and monitoring is, of course expected to keep them safe from injury.
• Ensure that pre-schoolers get enough rest and sleep. Setting a routine for bed time is
ideal.
• Model good eating habits to preschoolers. Encourage more fruits, vegetables, water
and fresh juices rather than processed foods, sugary snacks and sodas.

II. Late Childhood

Physical Development
Physical growth during the
elementary years is slow but
steady.
Physical development involves:
- Having good muscle control
https://www.goodtoknow.co.uk/family/child-development-stages-ages-6-12-4735 and coordination
- Developing eye-hand coordination
- Having good personal hygiene
- Being aware of good safety habits
In this stage, children will have started their elementary grades, specifically their primary
years – Grades 1-3.

Children in this stage are extremely active. Because most of the activities in traditional
schools are sedentary, they often release their unusual amount of energy in some forms of
nervous habits including fidgeting, nail biting and pencil chewing.

Primary- school age children get fatigued more easily because of physical and mental
extertions both at home and in school. Hence, activities should be alternated between
strenuous one and relaxing or quiet activities (example: storytelling time after the Math
period).
 Growth is gradual and steady and this gives children the time to get used to the changes
in their body. Height increases 3-4 inches per year.

Weight gain averages about 6.5 pound a year.

Gross Motor Skills Fine Motor Skills

• Hop • Zip zippers and lace shoes
• Skip on alternating feet • Able to learn piano or violin
• Jump rope • Control encil with the finger and
• Work on balance beam thumb. Movement comes from
elbow
• Throwing, catching, and kicking
become smoother • Write and draw with more
• Begin to participate in organized control, but writing looks choppy
games (e.g. hopscotch) and sports and uneven. Letters are somewhat
(e.g. basketball) mastered, but lowercase letters
• Skate, ski, bike and other specialized continue to be challenging through
skills with training 3rd grade, especially letter with
slants and curves.

Implications to Child Care, Education and Parenting

The health care providers, teachers and parents must do the following:

• Encourage children to join or enrol them in related programs during summer in their free
time, if children show interest in a particular activity or sport.
• Advocate better nutrition in foods providing in the school canteen by providing healthier
options and healthier options and accessible healthier products.
• Provide a balance between rigorous physical play activity and quiet activities in designing
classroom activities.
• Create an exercise plan for children. Not only does it promote motor skills but also
improves strength and endurance, builds healthy bones and muscles, and increases
positive emotions.
• Maintain a daily sleep schedule and consistent bedtime routine.
• Make children’s bedroom conducive for a peaceful sleep. If possible. Keep computers and
TV out of the bedroom.
III.Adolescence

https://www.hopkinsmedicine.org/health/wellness-and-prevention/the-growing-child-adolescent-13-to-18-years

Physical Development
The early sign of maturation is the adolescent growth spurt.

A sharp increase in height and weight for girls aged 9 ½ and 14 ½, and in boys between
10 ½ and 16.

Usually adult height is attained at age 14 or 15 for girls and 18 for boys. Manifestations
of growth differ among boys and girls. The male develops wider shoulder, longer legs
relative to the trunk and forearms relative to the upper arms and his height. For
females, there is widening of the pelvis to make child bearing easier. There is also an
accumulation of layers of fat under the skin that results to more rounded appearance.

Eyes growing faster, so that myopia, or nearsightedness results when the eyeball is so
lengthened that it focuses images in front of the retina rather than on it.

The lower jaw usually becomes stronger and thicker along with the incisors of both jaws
becoming more upright.

Puberty brings about the physical differences between males and females

- Growth of ovaries for females and testes for males. These constitute the primary sex
characteristics.
- Growth of pubic hair, development of breasts in females and growth of facial hair for
males.
- The principal sign of sex maturation for boys is the sperm in the urine. Boys become
fertile as soon as sperm is present in the urine.
- Spermarche is the first ejaculation of semen containing ejaculate for the males.
- Menarche is the beginning of the menstrual cycle for the female. Actually,
menstruation which is the shedding of tissue from the lining of the womb is the most
dramatic of sexual maturation for girls. Implications for Child Care, Education and
Parenting
To meet the physical development of adolescents:

Parents need to be aware of manifestations of behavioural patterns that require closer

communication, guidance and support. The teen is especially addictive to modern gadgets
fro music listening, video games, mobile phone communication and social media posting.
These may cause shorter sleeping time that may contribute to drowsiness, sleeping
problems and depression.

Teachers need to be aware of the possible drop in self-esteem among adolescent learners.
The teacher’s support is crucial to protect adolescent learners against the sever distress
and anxiety over their school work and social relationships.

Application:

A. Recall your experiences in preschool, elementary and high school years. What were the
issues/concerns that you have encountered related to physical and motor development in
these levels? What did your teacher or parent do in order to help you overcome those
issues/concerns?

Stage/Level Issues/Concerns related to Teacher or Parent’s

physical and motor Intervention strategies
development
a. Early Childhood Struggles of being The teacher gave us an
less confident to outdoor activity of playing
entertain groups games and with that, I
of co-students made new friends.

b. Late Childhood Struggling to solve My mother re

basic math demonstrated a way of
teaching it to me in our
language and how it
should be done using her
own strategies.

c. Adolescence Being unable to My mother let me cook

cook simple foods and then
instructed me what to do
next.

Closure:
Congratulations for doing great in this lesson! Now that you have explored the physical and motor
development of children and adolescents, I hope that you will always remember your learning and
apply these not only to your future students but also to all children and adolescents you are dealing
with everyday.