09 Abpd1203 T5

Topic  Child Growth:
5 Brain, Body,
Motor Skills
and Sexual
Maturation
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Describe a childÊs brain, physical and motor development; and
2. Explain a childÊs sexual maturity and related issues.
 INTRODUCTION
Mrs Ling is anxious about her son Hayden, a Year Five student, who is having
trouble with maths. She is apologetic and blames herself. She says, „I was
hopeless in maths too, though I was good in other subjects during high school.‰
What would have accounted for HaydenÊs maths problem? The environment or
genes? If you are HaydenÊs teacher, what advice would you give to Mrs Ling?
How would you help Hayden?
From previous topics, we have learned that it is the interplay between genes and
the environment that form the basic structures of our brain network. In this topic,
we will look at the importance of early experiences and how these experiences
complete the brain, making us who we are.
Copyright © Open University Malaysia (OUM)

TOPIC 5 CHILD GROWTH: BRAIN, BODY, MOTOR SKILLS AND SEXUAL  87
MATURATION
Motor development is influenced by a variety of factors. Genes, nutrients,

motivations and even culture play a part in the timing of childrenÊs physical
development. We will also discuss the proposition that some cultures are more
skilled in certain motor areas than others.
In this topic, we will discuss child growth: brain, body, motor skills and sexual
maturation. It also discusses the role of family in the development.
5.1 THE BRAIN

We have known from previous topics that genes form the basic structures of our
brain network. Is the brain completely developed when a baby is born? What do
we know about brain development during the prenatal stage? Is the brain of a
toddler less active than that of a college student? Is talking to a baby important?
Can he or she understand what we are saying? Do children need special help and
specific educational toys to develop their brainpower? How do early experiences
shape the young brain? These are a few of the questions that we will explore in
this topic.
In the past, we assumed that brain development was determined genetically, and
that brain growth followed a biologically predetermined path. Now, scientists
know that early experiences have an impact on the development of the brain and
influence the specific way in which the circuits of the brain become „wired.‰
Let us recall what we might have observed in young children:
(a) Baby Adam gazed intently at his motherÊs face while being breastfed;
(b) Toddler Sharon tried to make a tower with construction blocks;
(c) Six-month-old baby Sham rocks his body to and fro, dancing when he hears
some familiar tune;
(d) Baby Kim goes to sleep in his caregiverÊs arms while she sings a lullaby;
and
(e) Lisa, an 18-month-old toddler, wants her mother to read to her from a
storybook that she has read many times before.
These are experiences that the children absorb through their senses: smell, taste,
sight, sound and touch. Why are they important? How do these experiences help
in the development of the childrenÊs brain? Let us explore the human brain more
closely.

88  TOPIC 5 CHILD GROWTH: BRAIN, BODY, MOTOR SKILLS AND SEXUAL
MATURATION
5.1.1 Brain Structure

The brain is part of the central nervous system, and plays a decisive role in
controlling many bodily functions. The basic elements of the human brain
include the following (refer to Figure 5.1):
Figure 5.1: Side view of the brain

Source: Brothersom (2005)
(a) The brainstem is at the base of the skull and controls most basic life
activities, including blood pressure and body temperature;
(b) The midbrain is at the top of the brainstem and controls motor activity,
appetite and sleep;
(c) The cerebellum is behind the brainstem and coordinates movement and
balance;
(d) The limbic system is in the central part of the brain and controls emotions,
attachment and memory; and
(e) The cortex is the top layer of the brain and is about the depth of two
10 cents placed on top of each other. The cortex is the executive branch of
the brain that regulates decision-making and controls thinking, reasoning
and language.

MATURATION
The cerebral cortex contains 80 per cent of the neurons in the brain. Because it
is the least developed part of the brain at birth and keeps developing until
adolescence and even beyond, the cortex is more sensitive to experiences than
other parts of the brain (Brothersom, 2005).
The brain and nervous system contain billions of interconnected neurons.

Often referred to as the neocortex, or simply the cortex, the „thinking brain‰ is
composed of six layers of nerve cells (neurons) and supporting glial cells that
form a blanket over the lower areas (Healy, 2004).
Neurons form trillions of connections and pathways. The number and

organisation of these connections influence everything, from the ability to
recognise letters to the maintenance of relationships. Because the quality of these
message systems depends heavily on environmental input, they provide a map
for parents to help their children develop strong mental equipment for learning
(Healy, 2004).
Neurons, the basic building blocks of the brain, develop rapidly even before
birth. In fact, a foetusÊ brain produces roughly twice as many neurons as it will
eventually need. At birth, an infant has roughly 100 billion brain cells – a safety
margin that gives newborns the best possible chance of coming into the world
with healthy brains. However, connections or wiring between these cells is
incomplete and connections have to be organised into systems for perceiving,
thinking, talking and remembering. The first two years are a period of dynamic
change for the cortex (Healy, 2004).
Every neuron has an axon (usually only one). The axon is an output fibre that
sends impulses to other neurons. Each neuron also has many dendrites – short,
hair-like input fibres that receive impulses from other neurons. In this way,
neurons are perfectly constructed to form connections (Shore, 1997).
Between birth and eight months, synapses form rapidly. One neuron can connect
with 15,000 other neurons. In the first three months of life, the synapses multiply
more than 20 times. At three months, a baby has more than 1,000 trillion
synapses. A three-year-old child has twice as many connections as an adult. By
10 years, a child has nearly 500 trillion synapses, which is the same number as
that of an average adult. Synaptic connections are strengthened by repeated use;
if they fail to connect, they die off (Healy, 2004).

MATURATION
Figure 5.2 shows the density of the synapses at different ages:
Figure 5.2: Synaptic density in the human brain

Source: Brothersom (2005)
5.1.2 Brain Plasticity in Early Childhood

Connections are made permanent continuing from early infancy to early
childhood. Early childhood experiences physically determine how the brain is
wired. Early sensory experiences create new synapses. As we mature, the brain
physically changes due to outside experiences. The first three years see the most
rapid changes due to the bombardment of experiences, because everything is
new!
At this time, the brain is most flexible and prepared to learn (plasticity).
Repetition of experiences strengthens them. The number of connections can go
up or down by 25 per cent or more, depending on the enrichment of the
environment. Synapses that are not used are removed by pruning. In fact,
pruning starts after the first birthday. At about age 10, the brain begins to
dramatically prune extra connections and make order of the tangled circuitry of
the brain. Pruning occurs for about 12 years but the brain maintains flexibility for
future learning. New synapses grow throughout life. The capacity of our learning
is greatest when we are very young, but as we grow older, it diminishes. Adults
continue to learn, but they do not master new skills so quickly (Healy, 2000).

MATURATION
There are optimal periods referred to as a window of opportunity – „prime

times‰, „critical‰ or „sensitive‰ periods – when skill practice or teaching will be
most effective. These are times during which the brain is particularly efficient at
specific types of learning (Shore, 1997). At these times, skills may need a certain
degree of stimulation in order to develop fully. For instance, scientists have
determined that the neurons for vision begin sending messages back and forth
rapidly at two to four months of age, peaking in intensity at eight months. Being
able to see the world around them is important because that helps both eyes fine-
tune the connections among brain cells so they develop normally (Brothersom,
2005).
5.1.3 Genetics and Environment Interact

The impact of environmental factors and early experiences on the young childÊs
brain development is dramatic, altering the way genes are expressed in the
developing brain (Shore, 1997). The sensory stimulation of touch, sound, sight,
taste and smell not only influence the general direction of development; but
actually affect how the intricate circuitry of the human brain is wired and how it
builds connections (Shore, 1997). How the young child develops and learns
depends critically and continually on the interplay between genetic endowment
and the nutrition, surroundings, care, stimulation and teaching that are either
provided or withheld.
Warm and responsive early care helps babies to thrive and plays a vital role in
healthy development. Touch is also key to brain development. Research on infant
massage suggests that in premature babies, massages cause faster growth and
development (McClure, 2000). The infant needs security in order to grow steadily
because the most fundamental task of an infant is to learn how to meet his needs.
For example, if adults respond predictably to his cries and provide for his needs,
the infant feels secure. He then focuses his attention on exploring, allowing his
brain to develop. However, if his needs are met only sporadically, the infant will
focus his energies on meeting his needs. He will have more and more difficulty
interacting with people and objects in his environment. His brain will shut out
the stimulation it needs to develop healthy cognitive and social skills.
Movement, particularly stimulation by rocking, spinning or hanging upside

down, helps develop a large and important area behind the brain stem: the
cerebellum. The cerebellum interacts with higher, frontal levels in the brain for
cognitive skills such as language, social interaction, music, the ability to perform
repetitive activities automatically, such as handwriting and attention. Physical
activities are one of the childÊs main means of advancing physical, intellectual
and emotional growth, so we should encourage many forms of body movement
(Healy, 2004).

MATURATION
5.1.4 Deprivation
Infants in environmentally deprived facilities have smaller brains than those of
children who grow up in sensually rich environments. Studies of over 1,000
abused and neglected children found that children who were rarely touched or
spoken to had brains 20-30 per cent smaller than most children their age
(Newberger, 1997). These risk factors are frequently associated with or
exacerbated by poverty. For children growing up in poverty, economic
deprivation affects their nutrition, access to medical care, safety and
predictability of their physical environment, level of family stress and quality
and continuity of their day-to-day care (Shore, 1997).
SELF-CHECK 5.1
1. Explain why early experiences are important for the brain to

develop.
2. How would parents, teachers or adults who are caring for young
children take care of the childrenÊs brains and how can we help to
develop their brains?
ACTIVITY 5.1
1. What do you think of HaydenÊs case? Is it genetic or

environmental? Have a debate.
2. How do you think you could help Mrs Ling and Hayden?
Discuss and share your answers with your coursemates in the

myINSPIRE forum.

MATURATION
5.2 PHYSICAL AND MOTOR DEVELOPMENT

Physical and motor development is influenced by a variety of factors. Genes,
nutrients, motivations and even culture play a role in the timing of childrenÊs
physical development. What role does culture play in the timing of childrenÊs
physical abilities? We shall also discuss the proposition that some cultures are
more skilled in certain motor areas than others.
5.2.1 Physical Development

Physical growth is rapid in infancy. Babies acquire many new motor abilities and
self-help skills during this developmental period. They also acquire new
perceptual abilities; they can see hear, touch, taste and smell as well as adults by
six months of age. Physical growth and perceptual and motor development
progress is a relatively fixed order. For example, babies swipe at objects before
they can grasp them; they hold objects between fingers and palm before they can
use their pincer grasp.
Although children follow certain sequences in physical development, we must

also remember that children grow and mature at individual rates; they need to
build on what they know, going from simple to complex. Also different types of
physical movements are important in their physical development. Adults who
take care of them should understand the patterns of their physical development
so as to support it.
Seeing a baby roll over for the first time and take his first step, or watching a
preschooler learn to kick a ball are precious and wonderful moments in the life of
a parent or caregiver. Rolling over, holding a bottle or cup, eating with a spoon,
and crawling around or under objects are examples of physical development.
These are some of the physical abilities that a child must develop to adjust to the
world and they play an important role in a childÊs life. These are complex
physical tasks that require strength, coordination and perception. They also are
developmental moments, windows of time when parents or caregivers can see
the ways in which a young child is growing and developing new skills and
abilities.

MATURATION
5.2.2 Motor Development

The term „motor development‰ refers to growth in childrenÊs ability to use their
bodies, and physical and motor skills. It is often defined as the process in which a
child acquires movement patterns and skills. Table 5.1 describes three types of
physical movement that the children are involved in:
Table 5.1: Three Types of Physical Movements
Type of Physical
Description Example
Movement
Locomotor It involves the movement of the Crawling, walking, hopping,

Movement body from place to place. Such running, leaping, galloping and
movements help in the skipping.
development of gross-motor
skills which require the use of
leg muscles.
Non-locomotor Physical abilities where the Pushing, pulling, twisting,

Movement body stays in one place when turning, wiggling and rising.
the limbs are involved in these
movements. This type of
movement helps to develop the
childÊs balancing and
coordination skills.
Manipulative Movement that deals with the Grasping food to put into their
Movement use of hands and fingers that mouths, holding a bottle or a
helps to develop the childÊs fine spoon, picking up toys, fixing
motor skills and eye-hand the puzzle and writing or
coordination. drawing with crayons.
5.2.3 Sequential and Timing of Physical and Motor

Development of Young Children
According to the maturational viewpoint (Shirley, 1933), „motor development
is the unfolding of a genetically programmed sequence of events in which the
nerves and muscles mature in a downward and outward direction. As a result,
children gradually gain more control over the lower and peripheral parts of their
bodies, displaying those sequential motor skills‰ (Shaffer & Kipp, 2007).

MATURATION
Without denying that maturation contributes to motor development, the

experiential viewpoint also believes that opportunities to practise motor skills are
important. Dennis (1960) observed infants who were not given opportunities to
sit, move around and play with objects in an orphanage in Iran. It was found that
half of the one to two years olds could not sit unaided and none of them could
walk. Only 15 per cent of the three- to four-year-olds could walk well alone
(Shaffer & Kipp, 2007).
However, the new dynamic system theory differs from the earlier theory
although it agrees that both maturation and experience contribute to the physical
and motor development of young children. They view each new skill as „a
construction that emerges as infants actively reorganise existing motor
capabilities into new and more complex action systems‰ (Shaffer & Kipp, 2007).
The dynamic system theory believes that infants hope to acquire and perfect new
motor skills that will help them to get to interesting objects they hope to explore
or to accomplish other goals they may have in mind (Thelen, 1995). Hence,
though maturation plays a very important role, Shaffer & Kipp (2007) conclude
that, „The first two years do not simply unfold as part of natureÊs grand plan.
Rather, they emerge largely because goal-driven infants are constantly recoding
actions they can perform into new and more complex action systems that will
help them to achieve their objectives‰.
SELF-CHECK 5.2
1. Name three types of physical movement that are important to

childrenÊs physical development. Explain why they are important.
2. Describe the three viewpoints on the physical and motor

development of young children.
ACTIVITY 5.2
Observe two children in the same age group, one boy and one girl,
engaged in physical play in the playground. What types of motor
movement are they involved in? Are there any differences between the
boy and the girl? Observe how their physical motor skills affect other
developmental areas. Make a report and share it with your coursemates
in the myINSPIRE forum.

MATURATION
5.2.4 Role of Culture in Physical Development

The findings of a variety of research efforts suggest that parentsÊ physical
development-related goals for their children often vary across cultures and
socioeconomic groups. Thus, the expectations parents have for a childÊs physical
development depends on culture, family status or presence of physical
limitation.
The games parents play with their babies, their carrying practices and the kinds
of toys available can affect physical competence. For example, in a culture where
a sport such as football is played early and very competitively, a parentÊs
assessment of a childÊs physical abilities may be linked to performance on the
football field. Parents who love to play badminton will encourage their children
to play the game at a young age. Therefore, culture may be one factor that
influences the pace of motor development. But the basic patterns of physical
development in children are universal.
ACTIVITY 5.3
1. What do you think is the role that Malaysian culture plays in the
physical development of our childrenÊs achievements in sports?
2. What are the roles that the family play in the physical
development of young children?
5.3 SEXUAL MATURATION

Sexual maturity is the time when both girls and boys gain the capability to
reproduce. It normally begins when the child reaches 10 years of age. It occurs
roughly the same time as the adolescent growth spurt and follows a predictable
sequence for girls and boys (Shaffer & Kipp, 2007). The process with physical
changes by which a childÊs body becomes an adult body capable of reproduction
is called puberty. Puberty is initiated by hormone signals from the brain to the
gonads which are the ovaries of girls and testes of boys. In response, the gonads
produce a variety of hormones that stimulate the growth, function, or
transformation of brain, bones, muscle, skin, breasts and reproductive organs.

MATURATION
5.3.1 Differences between Girls and Boys in Puberty

For girls, puberty is signalled by the rising level of the female hormone,
oestrogen. There will be a spurt in height and the growth of underarm and pubic
hair, followed by the development of the pelvis and breasts. Then, the first
menstrual cycle or menarche occurs.
For boys, the average age for the first signs of testicle enlargement is 11.5 years. It
is followed by the appearance of unpigmented pubic hair (Pinyerd & Zipf, 2005).
Meanwhile, the penis lengthens and widens. At about age 13 to 14½, sperm
production begins (Pinyerd & Zipf, 2005). The penis will be fully developed by
age 14 to 15. By then, most boys will have reached puberty and become capable
of fathering a child (Tanner, 1990). Table 5.2 illustrates a timetable of sexual
maturation for boys and girls.
Table 5.2: Sexual Maturation Timetable
Average Age
Girls Boys
of Onset
10 Breasts (breast buds) begin to –

develop.
11 Pubic hair appears; it is sparse Testes and scrotum begin to

and slightly pigmented. grow.
12 – Pubic hair, lightly pigmented,

begins to appear.
13 Breasts continue to enlarge; areola Spermache: First ejaculation of

and nipple project above contour semen.
of breast.
13–14 Menarche: Beginning of –

menstruation.
14 Pubic hair becomes denser, but Underarm and facial hair begin to
the area covered is smaller than in appear.
an adult woman.
15 Breasts and pubic hair coverage Penis and testes are fully
are fully mature. developed; pubic hair coverage is
complete; moustache and beard
hair begin to grow.
Source: Heatherington et al. (2005)

MATURATION
Puberty normally begins as early as age 10 and is usually completed by age 17.
However, just like physical development, there are many individual differences
in the timing of sexual maturation as well. According to Shaffer and Kipp (2007),
an early-maturing girl who develops breast buds at age eight, may start her
growth spurt at age 9½, and reaches menarche at age 10½. She may complete her
growth and pubertal development before the late developing girls in the class
have even begun. For boys, puberty may not begin until age 16 and continue in a
random fashion beyond age 20.
5.3.2 Factors Determining Timing of Puberty

Today, we often hear about children reaching puberty at earlier ages than in the
past. In fact, it is common to find children, especially girls, reaching puberty
while in Year Four or Five at primary school.
These factors could play a role in the timing of puberty:
(a) Food
It could be due to the fact that health and nutrition have improved over the
past few generations.
(b) Inheritance
Girls whose mothers matured early tend to mature early too (Hetherington,
Parke, Gauvain & Locke, 2006).
(c) Environmental
Environmental factors could also play a role. For example, the onset of
menstruation may be delayed by as much as a year in girls who become
gymnasts, figure skaters and ballet dancers who practise intensively,
perform regularly and diet to keep fit (Brooks-Gunn & Warren, 1985).
(d) Parent-child Relationship

According to Brooks-Gun and Warren (1985), parent-child relationships can
alter the timing of sexual maturation. Steinberg (1987) found that family
relationship and maturation affect each other. According to Steinberg
(1987), puberty causes a distance between children and their parents.
Steinberg also found that the greater the distance between the generations,
the earlier young people tended to reach sexual maturity, whereas the
closer a parent and child were, the slower the process of maturation
(Heatherington, et al., 2006).

MATURATION
5.3.3 Some Related Problems

Children face great stress, both physically and emotionally, during puberty. For
some parents, some topics are difficult to address. Charlesworth (2000) suggested
that parents should be the major sex educators, but teachers also have to deal
with these problems at school. Communication must be open and honest.
Experts suggest that parents begin short and casual discussions about the bodily
changes that occur in puberty with their children by the age of seven or eight.
Providing the child with healthy reading materials about puberty can impart
information to the young person without the awkwardness that may characterise
parent-child conversations. Parents could offer their children opportunities to ask
questions or to discuss any aspects of puberty and sexuality that may arise from
their reading. This will also prevent children from getting the wrong information
from unhealthy sources.
ACTIVITY 5.4
1. Why do you think young people are reaching sexual maturity at

earlier ages than in the past?
2. What are the roles of parents in assisting children during this

stressful period?
• Early experiences are important because they enable neurons in the brain to
make all the connections and wiring through the synapses. These experiences
complete the brain in making who we are.
• Physical development refers to physical changes in the height and weight of

children. Family, genes, nutrients, motivation and even culture affect the
physical development of children.
• Physical development also includes gross and small motor development;

locomotor and non-locomotor movement.

MATURATION
• TodayÊs children are reaching puberty at a younger age, possibly due to these
factors:
– Food;
– Inheritance;
– Environment; and
– Parent-child relationship.
• Puberty is a physically and emotionally stressful period, and young people

need their parentsÊ guidance and support to overcome problems or answer
questions that they might have.
Axons Locomotor and non-locomotor

Balanced and coordination skills Midbrain
Brainstem Neurons
Cerebellum Oestrogen
Cortex Plasticity
Critical periods Pruning
Dentrites Puberty
Gonads Small motor development
Gross motor development Synapses
Limbic System

MATURATION
Brooks-Gunn, J., & Warren, W. P. (1985). The effects of delayed menarche in

different contexts: Dance and nondance students. In Heatherington, E. M.,
Parke, R. D., Gauvain, M., & Locke, V. O. (2006). Child psychology: A
contemporary viewpoint (6th ed.). New York: McGraw-Hill.
Brothersom, S. (2005). Understanding brain development in young children.

Family Science Specialist, NDSU Extension Service. Retrieved from
http://www.ag.ndsu.edu/pubs/yf/famsci/fs609w.htm.
Dennis, W. (1960). Causes of retardation among institutional children: Iran. In

Shaffer, R. D., & Kipp, K. (2007). Developmental psychology: Childhood &
adolescence (7th ed.). California: Thomson.
Charlsworth, R. (2000). Understanding child development (5th ed.). New York:

Delmar.
Healy, J. M. (2004). Your childÊs growing mind. New York: Broadway.
Heatherington, E. M., Parke, R. D., Gauvain, M., & Locke, V. O. (2006). Child
psychology: A contemporary viewpoint (6th ed.). New York: McGraw-Hill.
McClure, V. (2000). Infant massage: A handbook for loving parents. New York:
Bantam Books.
Newberger, J. J. (1997). „New Brain Development Research: A Wonderful

Window of Opportunity to Build Public Support for Early Childhood
Education.‰ Young Children, 52(4), p. 4–7.
Pinyerd, B., & Zipf, W. B. (2005). Puberty-timing is everything. In Shaffer, R. D.,

& Kipp, K. (2007). Developmental psychology: Childhood & adolescence
(7th ed.). California: Thomson.
Practical strategies for teaching social emotional skills. (2018, Mar 17). Retrieved
from https://www.youtube.com/watch?v=h973WVZ9eAw

MATURATION
Shaffer, R. D., & Kipp, K. (2007). Developmental psychology: Childhood &

adolescence (7th ed.). California: Thomson.
Shirley, M. M. (1933). The first two years: A study of 23 babies. In Shaffer, R. D.,
& Kipp, K. (2007). Developmental psychology: Childhood & adolescence
Shore, R. (1997). Rethinking the brain: New insights into early development. New
York: Families and Work Institute.
Social-emotional development – 8 to 18 Months. (2014, May 16). Retrieved from

https://www.youtube.com/watch?v=cafXa6Z-elA
Tanner, J. M. (1990). Foetus into man. In Shaffer, R. D., & Kipp, K. (2007).
Developmental psychology: Childhood & adolescence (7th ed.). California:
Thomson.
Thellan, E. (1995). Motor development: A new synthesis. In Shaffer, R. D., &

Kipp, K. (2007). Developmental psychology: Childhood & adolescence

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Topic  Child Growth:

Copyright © Open University Malaysia (OUM)

Motor development is influenced by a variety of factors. Genes, nutrients,

5.1 THE BRAIN

Let us recall what we might have observed in young children:

(b) Toddler Sharon tried to make a tower with construction blocks;

Copyright © Open University Malaysia (OUM)

5.1.1 Brain Structure

Figure 5.1: Side view of the brain

Copyright © Open University Malaysia (OUM)

The brain and nervous system contain billions of interconnected neurons.

Neurons form trillions of connections and pathways. The number and

Copyright © Open University Malaysia (OUM)

Figure 5.2 shows the density of the synapses at different ages:

Figure 5.2: Synaptic density in the human brain

5.1.2 Brain Plasticity in Early Childhood

Copyright © Open University Malaysia (OUM)

There are optimal periods referred to as a window of opportunity – „prime

5.1.3 Genetics and Environment Interact

Movement, particularly stimulation by rocking, spinning or hanging upside

Copyright © Open University Malaysia (OUM)

1. Explain why early experiences are important for the brain to

1. What do you think of HaydenÊs case? Is it genetic or

Discuss and share your answers with your coursemates in the

Copyright © Open University Malaysia (OUM)

5.2 PHYSICAL AND MOTOR DEVELOPMENT

5.2.1 Physical Development

Although children follow certain sequences in physical development, we must

Copyright © Open University Malaysia (OUM)

5.2.2 Motor Development

Table 5.1: Three Types of Physical Movements

Locomotor It involves the movement of the Crawling, walking, hopping,

Non-locomotor Physical abilities where the Pushing, pulling, twisting,

5.2.3 Sequential and Timing of Physical and Motor

Copyright © Open University Malaysia (OUM)

Without denying that maturation contributes to motor development, the

1. Name three types of physical movement that are important to

2. Describe the three viewpoints on the physical and motor

Copyright © Open University Malaysia (OUM)

5.2.4 Role of Culture in Physical Development

5.3 SEXUAL MATURATION

Copyright © Open University Malaysia (OUM)

5.3.1 Differences between Girls and Boys in Puberty

Table 5.2: Sexual Maturation Timetable

10 Breasts (breast buds) begin to –

11 Pubic hair appears; it is sparse Testes and scrotum begin to

12 – Pubic hair, lightly pigmented,

13 Breasts continue to enlarge; areola Spermache: First ejaculation of

13–14 Menarche: Beginning of –

Source: Heatherington et al. (2005)

Copyright © Open University Malaysia (OUM)

5.3.2 Factors Determining Timing of Puberty

These factors could play a role in the timing of puberty:

(d) Parent-child Relationship

Copyright © Open University Malaysia (OUM)

5.3.3 Some Related Problems

1. Why do you think young people are reaching sexual maturity at

2. What are the roles of parents in assisting children during this

• Physical development refers to physical changes in the height and weight of

• Physical development also includes gross and small motor development;

Copyright © Open University Malaysia (OUM)

• Puberty is a physically and emotionally stressful period, and young people

Axons Locomotor and non-locomotor