FIRST DIMENSION:

GROUP 4
PHYSICAL DEVELOPMENT
• Refers to the physical and
biological changes that occur in
humans between birth and
adolescence.

• It relates to changes, growth and

skill development of the body,
including development of muscles
and senses.
• The process encompassing the period from the
formation of an embryo, through the development of a
fetus, to birth; is heavily influenced by genetics.

• Three stages of prenatal development—Germinal,

Embryonic, and Fetal.
 0 - 2 WEEKS
• Stage of development that occurs from conception until 2 weeks.

• Conception occurs when a sperm fertilizes an egg and forms a

zygote.

• During the germinal stage, the cells necessary for the placenta,
umbilical cord, and amniotic fluid will differentiate to form the
embryo. The mass of cells has yet to attach itself to the lining of the
uterus.
 2- 8 WEEKS
• Embryonic stage lasts from implantation until week 8 of pregnancy.

• Upon implantation, this multi-cellular organism is called an embryo. Now

blood vessels grow, forming the placenta.

• First week of the embryonic period, the embryonic disk separates into
three layers: the ectoderm, mesoderm, and endoderm.

• First part of the embryo to develop is the neural tube, which will become
the spinal cord and brain.
 9 - 40 WEEKS
• Between 9 and 12 weeks, reflexes begin to appear and the arm
and legs start to move.

• The sex organs begin to differentiate. At about 16 weeks, the fetus

is approximately 4.5 inches long. Fingers and toes are fully
developed, and fingerprints are visible.

• By the time the fetus reaches the sixth month of development (24
weeks), it weighs up to 1.4 pounds. Hearing has developed, so the
fetus can respond to sounds.
 9 - 40 WEEKS
• Internal organs, including the lungs, heart, stomach, and intestines,
have formed enough that a fetus born prematurely at this point has a
chance to survive outside of the womb.

• Throughout the fetal stage the brain continues to grow and develop,
nearly doubling in size from weeks 16 to 28. Brain growth during this
period allows the fetus to develop new behaviors.

• 28 weeks, thalamic brain connections form, which mediate sensory

input.
 9 - 40 WEEKS
• Growth will start to slow around 30 to 32 weeks, and around the 36th
week, it will be almost ready for birth.

• A safe birth can also be done by the 37th week, as the organs of the
fetus are now completely developed and will not risk any problems
associated with premature birth.

• As it progresses to the 40th week, the baby will then continue to gain
weight and also grow in length until it has no room, which restricts
their movement and signifies that birthing is close.
 TERATOGENS
• Teratogen is any environmental substance or
agent—biological, chemical, or physical—that
can have a detrimental effect on a developing
fetus. Exposure to teratogens during the
prenatal stage can significantly raise the risk
of birth defects.
• Example of Teratogens are:
• Alcohol
• Prescription or Illegal Drugs
• Tobacco
MATERNAL STRESS AND
DEPRESSION
• Any form of prenatal stress felt by the
mother can have negative effects on
various aspects of fetal development, and
can cause harm to both mother and child.
• When a mother is under stress,
physiological changes occur in the body
that could harm the developing fetus.
• Refers to how children starts taking in,
interpreting, and understanding sensory
input.
2 TO 9 MONTHS 7 TO 18 MONTHS

16 TO 24 MONTHS 21 TO 36 MONTHS
• Perception is the use of the senses to acquire information or knowledge
about the external world.

• Infants begin life with a number of abilities which support knowledge

acquisition and exploration.

• Following a discussion of two general views of perceptual development,

this entry covers the development of depth perception (kinematic,
binocular, and static-monocular cues).

• Perceptual abilities are not at the same level of adults, but their
perception of the world is remarkably competent.
• The physical growth and strengthening of a child's
bones, muscles, and capacity to move and touch
their environment.

• Divided into two sections: Fine Motor and Gross

Motor
• Movement of the hands, wrists, fingers, feet, toes, lips and tongue. This
mainly refers to the development of small muscles of the body
especially in the hand

• Children uses this type of motor skill to grasp, hold and manipulate
small objects such as cups or use tools including scissors.

• It can be further developed through materials that support the build of

strength mainly in the arms, hands and fingers, mainly with things that
are needed for grasping things.
 BIRTH 5 MONTHS 6 MONTHS
Palmar Grasp
Reflex
Raking Palmar Grasp
7 MONTHS 8 MONTHS 9-12 MONTHS 12 MONTHS
Radial Palmar Radial Digital Inferior Pincer Superior Pincer
Grasp Grasp Grasp Grasp
• Movement of the whole body and using large muscles such as in the arms and
legs. Generally includes gaining full control of the head, neck and torso in
infants to achieve a standing or sitting position.

• Includes locomotor skills that emerges to toddlers such as walking, throwing

and stretching.

• This section of motor development gives us the ability to do major physical

activities such as running, standing, walking and other huge movements and
actions that are learned throughout the upcoming years of life as a human.
 4 MONTHS 6 – 8 MONTHS 8 MONTHS
Head Control Rolling Sitting
9 MONTHS 10 MONTHS 12 MONTHS
Creeping Cruising Walking
 MOTOR-COGNITIVE
Motor control is the
physiological process where
motor development occurs,
learning it allows the motor
development occur
systematically, which then
results to a permanent
change in motor behavior due
to the garnered experience.
MOTOR-PERCEPTION
A child would require not
only the muscle control, but
also to perceive and
anticipate different sensory
consequences not only for
the muscle that is being
moved, but also the stability
of the body itself.
MOTOR-SOCIAL
Children must also learn
social development through
motor development by
perceiving different gestures
and social cues that can help
them learn how to properly
address others through
learning from other people
and applying it to themselves.
 :

• Also involves vestibular and proprioceptive systems of a child, which is a part

of the sensory system.
• VESTIBULAR: Allows the body to maintain balance. Located in the inner ear.
• PROPRIOCEPTIVE SYSTEM: Also maintains balance and aids in posture and
coordinated movement. Includes muscles, joints and tendons as well as the
inner ear.
• Proxima-Distal approach of motor development means that usually children
gain control first over their arms and then their fingers, while the
Cephalocaudal approach states that they would need to control their head
first and then the arms, and to the legs and feet should follow.
 HEALTH ENVIRONMENT AND
GUIDANCE SEX
• Environment, as well as
Genetic makeup can also be • In some cases, sex can
parents, guardians being
involved as to how they are affect different sections of
involved in the early
going to learn quickly. Their motor development;
stages of development
natural ability will differ and whereas males tend to
also affects the child in
will also affect the child to develop gross motor skills
learning such as
learn different motor quickly, while females
involvement, instruction
milestones in comparison to develop their fine motor
and encouragement which
other children. skills faster in comparison
helps infants to learn more
over time and guide them with the opposite gender.
properly.
https://courses.lumenlearning.com/boundless-psychology/chapter/prenatal-
development/
https://www.verywellmind.com/stages-of-prenatal-development-2795073
https://helpmegrowmn.org/HMG/HelpfulRes/Articles/WhatMotorPhysicalDev/index.h
tml
https://www.sciencedirect.com/science/article/pii/B9780123708779001055
https://www.sciencedirect.com/topics/medicine-and-dentistry/motor-development
http://blogs.ubc.ca/earlychildhoodintervention1/category/1-3-what-is-development-
motor-development/
https://childdevelopment.com.au/areas-of-concern/gross-motor-skills/
https://www.sciencedirect.com/topics/psychology/perceptual-development
https://illinoisearlylearning.org/ielg/perceptual/
https://www.cde.ca.gov/sp/cd/re/itf09percmotdev.asp