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PHYSICAL AHD iASTOR

T}EYELOPfiENT OF CHILDHOO$ AHS
ANOLESCENCE

Lesson I Physical Development

of Chitdhood
and Adolescence

Lesson 2 i{otor Development

of Childhood
and Adolescence

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irtODUl-E ll

PHYSICAL AND IMTOR DEYELOPAAENT

rIF THII AND

INTRODUCTION

Changes are inevitabte. lt is progressive and directionat. Ard it is

cofltfnuq$ thrwgh-out tife. With tlrese phenomena, each orc, espcia[y
parents are basically ecstatic and futfi{ted as wetl as amazed and atlured by
the physical and motor deretopments their offspring are rnanifesting as time
goes by. Atuch more to an inexprierreed and basicatty ts$nformed kid wtro
is confronted, benumbed and envetoped by tlrere triggering realities of
his/her sxistence.

A1t those who are invotr*ed with chitdren's growing mechanisms are
witneses of these remarkabte changes. We must conrprehend tlris wrique
characteristic and guide them property in order to attain proper adjustment
in their dynamic tife.

Forcing the moverne*t or Face of grourth and development at any

developmental stages rnay not incur and prduce good consequences. lt rnay
bring frustrations and feeliry of ambiltatence on the chitd. Herce, it is
therefore imperatire that the chitd aM adotescent shoutd naturally grow
and develop in harmony with his natural potentialities and capabitities
throltrh the assistance of significant perssts aru"md him, especialty to the
parents and teaclers who spend and cling qrntity rnom€nts with the,m.

ilodule ll inctudes the fottowing:

Lesson I
- Physicat (Physiotogicat) Devetopment during
Childhod and Adolescence
Lessan 2 - lr{otor Development during Chitdhood and
Adotescence

OBJECTIVES

At the end of the module, you should be abte to:

1. Describe and understand the physical (phystotogtcal) and mctor

devetopments of children and adolescence as affected and inftuenced
by different and numerous factors.
?. Distinguish the stages of physicat and motor development during
chitdhood and adotesceflce.
l. Understand the different factors, principtes, theories, and other
retated factors in the physicat and motor devetopment during
chitdhood and adolescence.

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7 01 _002

Lesson I

PHYSICAL AND JI4OTOR DEVELOPMENT

OF CHILDHOOD ANO ADOLESCENCT

GnolyTH CYCLE - rneans that physicat a regular

rate but mther in of different rctocities
sqnetimes sornetimes

Growtlr lvcles ye--ordgru and pr-edictabre, thorgh the tempo

diffen; .:tlr.re gryw at stow raGEhers atf,rp-Iililffipid rite. However,
filt each cftitd is fairty consistent showing a constant tendency toward eariinesi
or tateness in reaching critical points r'n development

I}TPORTANCE OF GROTVT},I CYCLE

Physicat growth inftuences behavior and behavior in turn, physicat

growth, Growth cyctes are psychologicatly as wetl as physicatty imponant
because they inevitabty affect the chitd's behavior.

EFFSCTS OF GRO}YTH CYCLES

1" AOJUSITI4I'|T UmruLngS - Ouring perids of slow growth, adiustm$ts

are rnr.rch easier white during periods of rapid growth, the cslstant need
to make new adjustmerlts can be emotionatty disturbing.

7. ENERGy .EVEL - Rapid growth is energy consuming y{ith the result that
children are easity fatigued. This makes them moody and irritable. A
stow growth rycte leaves more energy for and other activities. They
tend to be more cheedut and easier to deat with.

3. NUTRIT?.ONAI NEEDS Nutritionat reguirements are greatest during

periods of rapid growth - the fir$t 2 or 3 months of life a*d at puberty.
Chitdren who are not properly nourished become irritabte and tird.
They atso disptay little enthusiasm in school activities, play and show
poor social adjustments and interaction.

4. ,titArNffNANCE AF HO*IEOSTASIS - During periods of stow growti, the

body usuatty/normatty can maintain homeoatasis. During rapid growth,
homeostasis is disturbed, this is reftected and shown in a finicky
appetite, generatty fatigued, irritable and tends to be unsocial.

5. AIYKIYARDNESS - Rapid growt* is atmost always accompanied by

awkwardness. Chitdren who usualty disptay good coordination and
disposition becorne ctumry & seem to stumble over their own feet.
\{hen growth slows down, the awkwardness is replaced by sound motor
coordination,

Development -ldodsle ll-

EDUC 1O1- Child and

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4
lX

GRO'WTH CYCLES (Four Distinct itaJor periodr)

GROIYTH is rhythmic not regular.
1. Durtng the pre-nata[ stage & for the first 6 months of post
growth is at rapid grcwth
natal life,
2. By the end of the first postnatal period, growth begins to slow
down and
is foltowed by a stow and retaiirrety eien g.ourti-"up to the
time
puberty or sexral maturing. This miy begi; at anytime between of
the
eight and twetfth years.
3. Frorn then until.15 t 16 yearr, there is rapid growth - usuaily referred as
'lqr"rtt Fr.o\nth spurt" (precocious grourth an? devetopment),
. After
4. which, a period of fairly abrupt tapering o* to ihe time of
maturity. The height attained in this fourth growttr qycle is maintained
untit old age, but there rnaybe an increase in weigtrt.

XORiTAL PHYSICAL DtrELOP}TE}IT

Four i{ajor Areas that lnfluence Behavior
{.,tai
1. ,vERyous SysrEl{ - when the nervous system devetops there is an
increase in inteltigence which brings about new pattems of behavior.
?. ,t{usc[f's - the growttr musctes bring changes in motor capacities &
strength which are reftected in changes in activities engagert in by the
chitd & the degree of participation by these.
3. ['NDocfrNE Gl-AffDs - changes in the functioning of the endocrine gtands
result in new & shifting pattem of behavior.
4. PHYSIQUE - height, weight, body proportions & general appearance affect
child's behavior.
* A child who expand rapidty in physicat size devetop more slowly in their
abitity to sit, creep & walk than those with a stower rate of gain.

DEYIAI{T PHYSICAL DEVELOPiTENT

Factors that lnfluence the Pattern of Child's Behavior

1. Physical development that varies enough from the norm for ths chitd's
age to be noticeabte.
2. ldatfunctioning of any physicat oryan
3. Physicat defects

YARIATIONS IN 6RO}YTH CYCLE5

Erren gro*n grolvth cycles are orderty and predictable, they are
subject to variations.

, r!i'!s l
=g-!
l
-trto&de ll-

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FACTORS THAT INFLUENCE THE AIiOT'NT OF VARIATIOilS T}IAT

ACCO}IPANIES THE GRO}YTH PATTERH

1. FA*AILY & ETHNI1 BAiKGRC,UND - dependent on whar orientation,

exposure & upbringing.
2. B0DY slzE - a small chitd grow: oyer a longer period of time than a
- large chitd who has a tonger period of initfal growth.
3- EaDY TYPE - Ectornorphs grow in height ovir a tonger time than do
the mesomorphs white the mesomorpns grow fastlr at age level,
especiatly the weight.
4. 5E( - Boys grow faster than girts in some periods.
5. ElilonoNAl TElrsroN - may btock/impede the growth r:ate of the
persori atthor.rgh it has more effect on weight than on height.
6. SEASON OFTHEYEAR
1. For the WETGHT
- Juty to middle of December - most favorable for the
increase of weight
- September to December - most rapid gains in weight
-
- fnay to early part of Juty stowest gain
2. For the HEIGHT
- Aprit to middle of August - greatest increase
- August to the end of Novernber - lowest increase
GROIWH CYCLES FOR DIFFERENT ORGANS

The human body does not grow as a whote nor does it grow in att
directions at once. Each organ& each part of the body fottows its own laws
of devetopment.

Law of Devetopmental Direction- means the devetopment occurs first

in the upper part of the body and later in the lower part of the body.

Four maln tyoes of 6ROI#TH

1. generat or sketetal 2. nervous
3. tymphoid 4. genitat
BODY SIZE

. Body Size is measured in terms of height and weight-

. Body Size is controtted by heredity and environmentat
inftuences.

The hereditary controt comes from the growth hormone secreted by

the anterior lobe of the pituitary gland - a smatl gland located at the base of
the brain. lf growth proceeds normally, the hormone must be produced in
the right amounts and at the right time. lf too tittte is produced, growth
stops eartier than normal. lf sufficient amount is produced, overgrowth
results. The thyroid gtands and gonads atso ptay a vitat rote in the
production of hormone (estrogen in the female and androgen in the male)
which act as the retarding inftuences on growth and developmmt.

-AAodute il-
EDUC 101- Chitd and Adolescent Development

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FACTORS THAT INFLUENCE VARIATIONS IN EODY SIZE

A. EIRTH WEIGHT & BIRTH LENGTH - Variations in birth weight are

maintained through the growth years & remain constant. Variations in
birth length tikev/ise remain retatively constant throughout the
childhood years. While some change in relative heights may occur in
tate childhood, at the time of puberty growth spurt, tall children do
not become short nor do short childrefl become tatt.
B. FA 4ILY - The chitd resembles the members of the famity as he grows.
C. BIRTH ORDIR - Has tittte influence on variations of body size.
D. SEX DIFFERENCES - Girts are stightty larger than boys untit the
fifteenth year, after which boys again surpass the girls.
E. RACTAL STOCK - Negro babies during the first year of life are the
same with white babies in size, but as they grow older, Negro
chitdren becoote slender. Chitdren of Finnish ancestry are targer than
those of ltalian and Mexican ancestry. Chitdren from Okinawa are
smalter than chitdren of France, South Africa or the Anerican lndians.
Japanese chitdren are smaller, age for age, than white chitdren.
F. INTELUGENCE - Chitdren of high levets of intetligence are tatler and
heavier for their ages than are chitdren of tower levets of
intettigence.
G. SOCIO-ECONDL4IC STATUS - Children betonging to tower economic
status are smatter than those whose economic status is be'tte!'

H. PROLONGED HEAT - Retards growth and the onset of puberty'

BODY PROPORTIONS
ll a aerboca coarldcred ar a mbleture adult? WLat do you
thlnL! Plr. elusldete yort algtct.
The proportions of the neonate's bdy are quite differen t from those
in size
of the adult's body. Growth, therefore results not only in an increase parts
ons. white not all
but of equat importance, in changes in bodY ProPorti
of the body attain maure proponions at the same time, att on the
whole
have done so by the time the individua ls are 16 or 17 Years
old.

ASYNCHRONOUS GROWTH OR "SPLIT GROWTH ' This is referred as the

ffi;g; i; b"dy proportions. Different parts of the body have their own
p"tiiii .pta itow growth & each reaches its mature size at its ot"n
time. "r "na

for height and wejght

Growth is continuous and concurrent' Growth curves in
il;that.ii"pi urtirg trt"Jint v"it of life, chitdren Srow more rapidtv
height than in weight.

Asynchrony is tangible when various regions/Parts of the body are

cornpared.

-Atodu e ll-
Eouc ,01- chitd and Adolescent Development

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The adult head is twice its birth size; the trunk is three times its
birth size and the arms & legs are respective[y four &. five times their birth
tength.

l{uscles, bones, lungs & genitals increase approximatety twenty

times in size during the growth yeals white the eyes , brain & some other
organs which are relatively more developed at birth increased much [ess,
the eyebatt conrptete m6t of its growth during the first five years of life &
the braln during the first 10 years. The heirt & other iniernal organs
require more than 2O years to complete their gronth.

. Even though there is an orderty & predictabte pattem for changes

that take place in body proportfons gro*tn
througlr out the years, there ire
tariations in this pattern. And this is the reason why chitdren have different
appearance with each passing year. And continrrcusly happening through
out adulthood.

PROPORTIOH OF THE HEAD

The head proportionately tess after birth than do most other parts of
the body, because it has to gro$, less to attain its mature size. lncrease in
head tength is due to the increase in facial proportions, as the cranial or the
upper portion grow littte from birth to puberty and none afteruvard.

PROPORTION OF THE FACE

The upper part of the cranium comptetes its growth very earty. That
is why the head has a dispropoftionate took. The top of the head appears to
be too large foer the face white the lower part of the head is srnall and
underdevetoped due to the lack of teeth & due to the smattness of the baby
teeth.

Untit the permanent teeth have reptaced the baby teeth, the entire
lower part of the face is smatl compared with the upper part.
During the transition from baby to permanent teeth, there are
changes in occtusion (fitting together of the upper & [ower teeth). When the
two jaws do not fit together, malocctusion occurs. This affects the shape of
the face & interferes with chewing.

}talocclusion may be due to the ff:

f . irregularities in the growth of the two jaws
2. variations in the size of upper & lower teeth
3. thumb sucking
4. mouth breathing
5. pressure on the chin & tongue biting

'Module ll-

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BONES

CHARACTERISTICs OF CHILDREN'S BONES

A. Not only smatler than adult's bones but they atso differ in proportions,
shape and composition.

Devetopment is most rapid during the first year of tife, fottowed by stow
development. Then, a rapid development takes ptace again at puberty

B. lnfant has 240 bones'Puberty - 340 bones

With matured skeleton - 206 bones (some bones have fused)

C. The hone tissue is soft & spoqy. lt contains more water & protein [ike
substances & fewer minerats than adult bones.
D. Bones are more vascutar, more btood ftows through them to
suppty materiats for growth
E. The outcovering or "periosteum" is thicker & this prevents
complicated fractures

THE TEETH
A. Two sets of teeth
1. Baby or temporary teeth
7. Permanent Teeth

B. These two setsdiffer in several important respects :

1. There are 20 temporary teeth and 32 permanent ones'
2. The temporary teeth are smatter than permanent ones'
3. The permanent teeth are of better quatity and more
durable.

C. TenrPorary teeth

1. The first temporary teeth appear between the third and the sixteenth
month, with'the ir"r.g" age of appea*nce between the sixth
and
eight months
And girts as
2. The lower teeth, as a rute, erupt before the upper teeth.
a rute, erupt their fint tooth stfuhtty before Myt:.
3.Thesequenceoferuptionofthetemporaryteethismoreimportant in the
than the age of *ruption because *iren there is irregularity
proportion
out of
the
*q*n." oi "*pii-oii, ti is tiXety to throw iaws
and resutt in poor atignment of the teeth'

PER}IANENT TEETH

A. 6 Years 1or 2 Permanent teeth

B. 8 Years 10 or 11 Permanent teeth
C. ld years ' 14 or 16 permanent teeth
D. 12 years ' 74-or 26 pennanent te€th
E. 13 years ' 27 or 28 permanent teeth

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PSYCHOLOGICAL SIGI.IIFICAT{CE OF TEETH

peopte do not think of the psychotogicat

_sgme significance of teeth.
They fait to realize that children's teeih-are irn'ponuni
to them for other
than physical reasons. Parents fait to reatize trrut teetn
long lasting impact on chitdren's behavior and on
ire tikety to have a
therr ierr-concepts.
a- Effect on Emotiom - The phprcat discomfart accompanying the
cutting of temporary teeth is partiatty responsible for ttre r,"ighi"nJ
gmotiorytty characteristic of the secord ind third yea$ or ti?e. *ris
!: t** atso sf pennanent teeth that erupt in areas or *r* gums udei;
there were rlo temporary teeth.
b. Disturbance in the Bdy Equitibrium - pain & discomfort fronr teething
and pison thrown into the btoodstream from carior.r teeth ,.ryr.i
body equilibrium. Thts is often recponsibte for retardation in normal
growth and for eating, steeping and other" ueudoifroutems.
c. lnsignia of itaturiqy - Sign of leaving babyhood behind and are
reaching a new tevel of maturity.
d. Effect on appearance - tf a child pults out a loose baby tooth - hoprng
to speed rp the insigaia of maturity in this way - the-interval beiori
the permanent tooth erupts may be tong enough for the gum to shrink
& cause the permanent tooth to come in srooked.
e. Effect on Speecfr - Before the permanent teeth erupt, there is
normally a gap where the baby teeth haw fallen out. Ferr. chitrlren go
thro.Eh this transition witho,rt tisping- the softening of harsh sounds.

DEVELOPIII}{T OF THE HERVOUS SYSTEI,{

A. The growth o'f the nervous systern is very rapid before birth and the first
3 -4 years after birth. After the age of 3 -4 years, growth slows down.
B. During tJre pre-natal stage, grorth increase in number &. size of nerve
celts. During the post nata[ pedod, growth consists rf deve{opment of
immature cells.
C. Brain attains its mature size at the age of 16 years. At birth, the brain is
350 grams as contrcsted vrith the adutt weight which ranges from 1260
to t4m grarns.
D. Devetopment of the brain is internat & can't be measured in terms of
size and weight.

CHANGES IX INTERNAL ORGA}IS

The increase in t}e size & weight of the chitd is not due to the
devetopment of the bones, museles or fatty tissue atone, but it is atso due
to the growing of different intemal organs, conne{ted with respiration,
circulation & dtgestion.

l. RESPIRATORY SYSTEI,i
The tungs at birth are sma[[, as maybe seen by t]re fact that the chest
circumference at that age is smaller than the head circumference.

IDUC 101- Chitd and lr-

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Throughout the adotescent years, the lungs increase in rotune &

weight.
The grourth of the lungs is accompanied by an increase in breathing
caBacity.

II. CIRCULATO&Y SYSTEIT

The hea* at birth is higher in the ches, rnore tprizsntat in po$tion,

heavier & laryer in relation to body weight than at arry ather time in life.
The heart at binh is small.
Changes in the heart & b1ood vessels thra1ghofi the yearc of growth
rsutt in cfranges in btood pre$surer putse rate & body femfrirture.
The Btd Pressure in chitdhood is [ow but it incream at puberty dte
to theincreax in the ratio of heart wtume to the sire of aorta.
The putse iate rafiges betnreen I20 and 140 in the eady ages of tife as
contrasted with the nomral rate of 72 in adutts. At birth, the pulse rate of
girts is higher than for bqfs. But as thry Brew, tJte reyerse is true.
Arnmg young children, body tempemture is mriable. lt is usually
lower in the ear{y mondng than in the tate aftemoon,

III DIGE3TIYE SYSTEii

Baby's stomach is tubular in shape, lies transversety in the body. That

is why fod empties quickty. Adult's stomach is baglike, thp food empties
slowty.

lktabotism is in chitdren than in adults.

Gmd heatth in chitdhood is essentiat not onty to normal growth but

also to normal activity. Once a chitd has poor heatth, this affects his
physfcal and mentat growtlt.
lllness that teaves a darnaging effect on the chttd's body tikewise
teaves scats on his perconality.

I. GOOD HEALTH

CHAfiACTTR'5TTC5 OF A HEALTHY CfiA

1. Lips are pinkish { mrrous membrane}
?. Faciat expression is happy, often radiant
3. Smiting is frequent.
4. Eyes are bright and resPotsive.
5. Skin is smooth and elastic-
6. Limbs are rounded, because of sufficient subcutanecus fat.
7. Muscles are wetl formed and their tonus is good'
8. The stance is wetl balanced, erect and gracefut'
9. The timb musctes are atmost straight.
10. The spine is erect.
11, The shoulder girdtes do not droop.
12, The arches of the feet are welt fonned'

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PHYSICAL DETTCTS

Ang kind of phgsiet defec,ts is a definite merttal ?wzard

{Padatshg}
amount oil
factors as the nature & se\ierity of the defect, the age at which this
defect was aqquird, how much the defect timig the notmat
activities of the chitd & the attitudes of parents, teacherc and the
child's peers to the defat.

TYPES OF DEFECTS
1. Dentat caries 7. harelip, cleft patate
2. Speech B. faciai Utrtt mirts
3. Yizuat & auditory g. Abnpnnalities of physigr:e
4. Orthopedic (webbed fingers, cioss-eyed,
5. centrat nervous syttem hutnchback)
* 6. Heart 10. contractures retulting fronr bums
Thex defects are sornetimes acquired as a result of ittnesses or
accidents 6 otfters are bom witlr thse defects.
1, Derctopmental status of the chitd is usuatty ktow ayerage.
Examples: Blind chitdren are stower in watking, ?eeding themselies
than with nonnal vision because they have to substitute ear-hand for
eye- hand coordination.
2. 5choot achierement is often interfered
3. Poorer adjustment
4. Undesirable personality pattern
'Devetopment of shame linferiority

THREE EFFECTS
1. Srccumbs to his obstacles & accept non-expressim as his tot
2. Develops a co{Trpen$atory abundance of expressisl to satisfy his
injured ego
3. Reptacer ruppressed modes of setf-expression urith attemative modes
of equat merit.
ACClDtilTS
There is no individuat who is comptetely free from accidents of one
type or another during his tife span.

I. AGECT'4F'6E5
a. Fatt is the most freqrentlcommon rnechanism of iniury
b. common accidents resr.rlt in:
* bruises * fractures
" Cuts
'distocations *sPrains " bums

Approximatety, 2/3 of att accidents occur before the chitd is nine

yearu otd, 2 to 3 yrs. As the most Nrlnerable, followed by 5 ft 6 yearc otd.

Boys have more accidents than girts.

topment -i&dute ll-

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Among younger chitdren, accidents
occur in their homes,
older ones happea ou*ide home, on the ptaygr;ncs/streets white

YARIATIOilS
!r Ihu home atmosphere of accident -prme chftdren is more
authoritarian in thar theri are more commands,'e prorriniii*i'lnii
homes of children with fewer accidents.
ir'Ii!
school history is tess favorabte in accident-profle children.
A{any have
been transferred from school to school. & are known to the counselcrs
because of adjustment probtems.

ln Personality pattem, a kid who has more accidents is more

aggressive, have more inhibitions & reveal more verbal than action
aggression.

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I6
Lesson 2

il-m _ lAoroR DEvELopA,rENr oF

E=Fg cHtLDHooD AND ADoLEscENcE
idotor deveropmmt consists of control
muscles which, at birth and shortty of the movement of the
arterwaro, url'runi* and meanfngtess
moyements are rep_taced by specific pattem
control over his muscular mechanism.
responsd;s the baby derrerops

ft atso means.the devetopmefit of control over bodily

through the coardinated actlvitv?ih;;;;'.J"."*]'the movernen*
-v tv,se' '' nerves and the
muscles.
During the firt 4 0r 5 years, the most
irnportant devetopment atong
motor lines consisrs of rhe development of the
a) Gross Aiovernents - inrolves laryei;iiilng,
*id* of the body: like
walking, running, swimming, jurrlping etc.
b) Finer coordin3t-ion - Invotie-smitte? mrscre groups, etc -
writing, grasping, holding, etc.

unless environmental barriers, physicat and menml

interfere with norrnat motor develrymeni, ihe 6-year old wi[ handicaps
b" ;;;;i;
adjust to the demands of schoot and to pa*icipati in rhe ptay activitG;i
peers. Society elqects this of chitdren.

CHILDHOOD - THE IDEAL AGE FOR LEARNING A{OTOR SKILLS

1. child's body is rnore ptiabtethan those of adolercentr & adutts;

hence, all teaming isea$er-
2' A chf{d has a fewer previousty learned skitts that wilt conftict with the
learning of a new skill & by so doing, make the learning of the rkilt ,*r
mor€ difficutt than it otherwise woutd be.
3. A child is more adventuresome than they yrill be as the!, gro$, older.
They are, as a result, eager to try something new, This provides the
motilatim necessary to put the effort into the leaming.
4. $lhite adolescent & adutt find repetition boring, children enjoy it. As a
result, thry are witting to rcpeat an act over and over again untit the
muscle patterns harre been trained to perfomr effectivety.
5. Children have fewer dr"rties and responsibitities than they wilt have, as
they grow otder, they have more time to derote to the mastery cf the
skitls than adotescents & adutts have.

ESSEI{TIALS Iil LEANNNG ITOTOR SKILLS

l{otor skitts r-rilt not devetop through naturatitr} atone, instead they
must be teamed
a. readiness to learn
b. oppo*unity to leam
c. good models
d. opportunities for practice

1
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e. guidanc€
f. motivation
g, individua{ tearning of each skitt
h. learning one at a time of skills

ln case that one of these essentiars ts lacking or deficient,

devetopment of the skitl witt rari uerow rhe
chitd,s cevJopm"ort. The skitt is
ttkety, alm to fa[ short of rhe *.diy
approved way of doing it.

II{PORTAXCE OF I*OTOR I}EYILOFIIEI{T

a. lt provides the child with a source or amusemeni al'*"un, or
ent€rtaining himself.
b- Through his motor. dereropment, the child goes from the helplessness
characteristics of the first iew month of life til*a.p*rdence.
c. lmportant to the child's school adjustment.
"---r-
d. lrnportant for social contacts.
e. lmportant to a chitd's concept of self & to his personatity devetopment
** f,dotor Skills are important
to a child and the same time there are also
Handicapr to a child.

a. A chitd uAo explores his environment & manipulater differelt

mechanical devicer rrraybe harmed because he has not tearnd to
p* these things under his controt.
b. Parents experience anxiety
c. Parent's interference with chitdren's activities leads to many
clashes betrveen parent & child, & many ternper outbursts on thi
part of the chitd.

PRINCIPLES OF l,tOTOR DEVELOPHENT

a) liotor Develryment dependr on Heural & iiuscular ltaturation

Develsnrent of the different forms of motor activfty parattets the
development of different areas of the nerve{rs system. Beause the tower
nerve centers tocated in the spinal cord are better devetoped at birth than
the higher nerve centers, located in the brain, reflexes are better
developed at birth tlan voluntary activities. \{ithin a
*lort time after birth,
the impoftant reflexes need for suryivat such as sucAing; swatlowing,
btinking & knee jerk become better coordinated. Others that are less rseful
ruch as the toe-gain reflor, hand gmsp reflex gradualty wane & disappear
before the end of the first year of life.

irtass activity, tikewise present at birth, graduatty devetops into

simpte patterns of rrotuntary activity, which form the basis for skitls.

The cerebeltum or tower brain, which co*trols balance, develops

a rapidty during the early days of tife & practicatty reaches its mature size by
the time the chitd is 5 years otd.
The gpper brain sr cerebrurn, especiatty the frontal tobes which
controlled skitted movements, likewise develops in the early years.

-, =
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Skitted rno\,ements can$ot be mastered until the muscular

mechanism
of the chitd matures.

b) Learning of Skills cannot occur until the Child is rnaturationally ready

lf we try to rcach the kid for a skilled monement before the nenCIus
system & muscles are wetl.deraetoped witt be a wasted effort. This is
true of practice the chitd may initiate. such training may produce'somi
"!|Jally
ternporiary gain but the tong tenn effects witt be in$gnificant or nil.

c) ilotor developmant follows a pradictable Sequence

The predictable pattem of motor devetopment is evident in the

change from mass to specific activities. with the maturation of the
neuromuscular mechanisms, rnass activity is replaced by specific actiyities &
gross randorn movernents give way to refined movem€nts which involve onty
the apprryriate muscles & timbs.
I{ithin different pattems of motor development, there are
predictable stages. Yfhite each of these is distinct frsn others, each is
dependent on tfre stage preceding it & influences the stage following it.

d. Thare are Individual Differences in the Rate of llotor Devetopment

lndividuat differences occur in t}re detait of the pattem even though

motor devetopment fotlours a pattem. These affect the ages at which
different individuats reach different stages" Sorne of these conditions retard
the rate of development urhite others speed up.

COT{DITIOTTS THAT IHFLUENCE THE RATT OF I+OTOR DEYELOPIiEHT

I.Genetic constitution, including body buitd and intetligence has a

ma*ed inftuence on the rate of motor development.
7-. The rnore active the fetus, the more rapid is more motor
development in early postnatat tife unless unfavorable environmental
conditions interfere.
3. Favorable prenatal conditions, especially matemal nutrition
encourage more rapid postnatat motor devetgment than wtfavorabte
prenatat conditions
4. A difficutt birth, especiatty when there is brain damage, detays motor
development.
5. Good heatth & nutrition untess there are environmeotat barriem.
6. Chitdren with high IQ show more rapid rnotor devetopmcnt than with
normal or betow normal lQ
7. Stimutation encouragement & opportunities to move att parts of the
bs6/
8. First-borns tend to be ahead than later"bom due to parental
encouragerneflt & stimutation
9, Prematurity usuatly detays devetopment
1S. Physical defects

EDUC l0t- Chitd and Adotescent Developrnent -ltodute ll-

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ll.sex, raciar & socio-ecor$rnic differences
motimtion & in chitd training activities. due
-*; to differences in
F

Afrer rhe gross m"",

"c*1lff l[tjj*,"*,the ch*d besins
or the finer coor&.nat!* f;*d;h
ile sma.tter muscles ptay a major rore.sk*rs
Skilts must be tearned, but wiren
trrev are ieinieo is as important to
know as how they are tearned.
chitdren rryho receive.trainfng are
receive no training, but the training defiryitely superior to thoqe who
maturational readiness to learn.
must ue colrerateo with their

a' Directed pr:actice -,#niliff1i*yfj:f"ctiqn because the end

results are better
b' ln early, stages
uncoordinated. -9f .devetonment, movements are crumsy, awkward &
with. cffitinued practic.e-, t*t[ i*p.*.
of,il: they are gracefut, rhythmic, coordinated moyements rs the prrt
c" As skilts- deverop through practice, itre i*pro""*"nii
iru,
1. Waste movernents are gradually eiiminated
2. Errors beconre fevrer
3. Fatigue accompanying the activity is reduced to a minimum
! Speed & accuracy of movement are increased
5. Strength increaes with physical devetopment
IMFORTANCE Or ENCOURAGEiTEHT
chitdren need not onty opportunities but also encourcgement in the
development of skills. He needs the ff:
1, Provision of equipments/materiats
2. Motivation to practice by being shorn hovr.
3. Help to meet any obstacle that arises in his practice
4. Praising for his effortr so that he witl derive satisfaction from the
practice
SEX DITTERE!{CE

Example: ln play, girts are not encauraged to ptay as rnany neighborhood

games which require speed & strengti as boys are.
Girts on the other hand are encouraged to concentrate on ptay activities
which wilt devetop tfie smalter muscles as dolt ptay, crayoning & sewing.

iIETHOIS OF LEARilING l,tgT0n S$LLS

The method chitd uses to learn a motor skill is important to the

quatity of the skill eventualty leamed. White any method may, in time,
enabte the chitd to develop a skill, some methods are far more efficient I
resutt in better quality skitts than other methods.

a) Triat & Error tearning - Having no proper guidance & model to

imitate, the chitd tries out different acts at randorn. This usuatty
results in a skitt betow the child's capacities.

Etluc 101" chitd and Adotescent ll-

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b. lmitation - Leaming by observing a model is faster than leaming by

trial and error but is timited by faults in the modet. Even if the model
is good, the child is not tikety to be an efficient observer.
c. Training - Learning under guidance & supervision in which the model
demonstrates the skilt & sees that the chitd imitates it correctty is
especiatty important in the earty phases of leaming. Fautty
movements and bad habits, once estabtished, are hard to etiminate.

COflI ON l,lOTOR SKILLS OF CHILDHOOD

The skilts that kids in our cutture today are exp€cted to leam are
mainty invotving the hands & arms as welt as legs E feet.

HAND SKILLS
Control of the musctes of the arms, shoulders & wrists imProves
rapidty during chitdhood & atmost reaches the adutt tevel of perfection by
the time tne *rita is 12 years otd. control of the fine musctes of the fingers'
by contrast, devetops at a slower rate. The control nec$sary for
ifi."A*titini *ptayrng of musical instruments is not normatty attained untit
children are 12 or older.

Of the many skitts of childhood, those have been studied extensively

are setf-feeding, dressing, grooming writing, coPying, batl throwing,
catching and btock building.
-with one hand only'
Setl-feeditg 'At first, the baby can not hold the cup
but later he teams atso how t-d ,iX" utt of spoon &' fork to his bread &
feed himsetf'
;;;; ; tyears oto ne-can itreaoy spread the iam on
graduatty manages himsetf to eat property'

Se$-dressirtg,- A chitd leamsto remove his clothing before he tearns how to

than boys'
pri ttt", ,i. Girls as a -tu ai"ts tt"i eartier and mtre efficienttv
owning partly to more ,outi* of the wrist' - 'theii Pltly to generat
At
motor
six' he
ctothing'
cmrdination & partty to tnelrlitei simplicity of
can dress himsetf comPtetety'
*1fll:.|.:.:nbo'o & tater makes
Writittg 'Babv starts using a pencit u.t
a clearer way'
symbol units. at O, ne leams to write in
a fine
Ball throwing & cotchirg - (Gesett)
Skitt in throwing a batt requires
sense of static and dynamic ;;ffi;,
iicurate tlmlng of delivery E retease'
as welt
sood eve-hand .*.ainuti*llJp'ti'lt!
d;y"15.of the finsers'batt' "
the trajedory of the
is the arms, trunk, head e t&ilin iontrotting thev leam' one
Atl chitdren ,."* tntoiiis iiiit
qt1i.tqq19ut bodv in doins it'
as

nuno iirJ'-U. r, cat't'i'ii' ii"v"'* iiJ"t5l:il'#t

But tater they manage to cal

Next .
irlri, br ptacing these brocks in
Blockbuilding-Akidcarriesbtockfromplace.toptace.&maniputatesthem
i#
in irregurar masses. "'rran$ngmore complex'
rows to buitd simpte structures'
ttt"n to become

il-
c tol- chi td and Adolesc ent Devetopm ent

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i! 41
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i
LEG SKILLS
a A. Skills Following Watktag
Eefore a chitd g 2 years otd, he can sid€nft,ayr & backvrard, uF
l
&
drrwnstairs $/ith hetp & can stand in one foot & then the otr,*, niuir,dp. gv
the time he is 3, can walk upstairs & down alone, stand on one foot witlrouf
hetp & walk on tiptoe.

B. Pattern of Developrnent of Leg Ski[s

t. Running - For the beginner, running is just walktng accunpanied by rnany
f..ttr. gvJfg age of 5-6 ysm, he not onty runs bul ako plap at tfri samd
with no fatts.
2- Jlmping - An exaggerated stepping urith one foot & then the other or tfie
{titc drgFs himsetf fronr the ptace of supperr, tifting borh feet at once.
The body is not proptted forward, & as a resutt,-the chitd generiatty
tards in a sprawl E has trou&te in geuing up. This is the jur$piis or a
years otd, but this kind of jump is improred by the time he ir fqlr years
i
otd.
* 3. stipping & horoing - are modificarions of jumping. Skipping is more
difficutt than hopBiry. krnes proficient at-O -Zyelrs.
4. Gallopiry - another modification of jumpfng whiih deraelops later t}lan
_ $inninf, He rum first then throvrs weight on t'he fonvard foot (7 years)
5. Ctimbing - Stair ctimbing is simitar with creeping. Left foot moves first,
then the left hand & the right foot almost rimuttaneousty; thea after a
pause' right hand artd teft foot.
f. Swimrning - the omortunities to leam is very much csnsidered irecause
this is highty coordinated type sf skilt, and requires more practice than
any other skills.
7. Tricycllng - between 3 - 4 years, mo;t kids tearn to ride.

FU}iCNOilAL CATEGORIES OF CHILDREII'S STILLS

A, Self- Ftelp Skills - ln order to achieve independence, children must leam

rnotor skitls.that ryitt enabte thern to do things for themselves {e.g. self
feeding, dressing, grouring & bathing).
Sefore reaching school age, it is expected that kids reach a lenet of
proficiency.
B, Smial-Help Skills - ln order to be an accepted menrber of a ssciat group
- either the famity, tie school or the neighborhood gr*rpr, the &itd
must be a cooperatirre member. Skitls tike hetping urith tfre work of the
time, the sch@t or the peer group witt go atorg Yt@y to win the
acceptance of the group.
C. Play Skitls - ln order to etliolt the activities of the peer grotrp or to
anluse themselves when away from Psr5, chitdren must leam ptay skilts
such as balt play, rolter skating, drawing, painting & ma*ipul*ting toys,
D. Schoot Skitts - iklch of the activities done in earty sctrcot age involve
motor skitk such as writing, drawing, painting, ctay modeting., dancing
or woodwork. th€ more nurrerous & better these skilts are, the better
the adjustments chitdren witt make to sch-oot & the greater their
achieveir*ents in the academic as well as in the non-academic areas of
xhmt activities.

l0l- Chitd and It-

EDUC

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HANDEDNESS
POPULAR BELIEFS
a. Resutt of training
b. Resutt of social conditionings
c. A hereditary trait & any interference \/itt lead to serious
nervous disorders, most often speech defects

DEVELOPAIENT OF HAN DEDN ESS

a. lnfant is neither right nor teft,handed
b. During the first year of tife, the baby shifts from the use of the teft
hand very frequentty. At six years, tittte shifting takes ptace.
c. Extensive research indicates that training & social conditioning
determines handedness & no such thing as natural handedness.
d. Earty months of life, a baby is ambidextrous, no prderence for right
or left
e. Hand. At 8m months, it begins to show stight preference for the right
hand, though they shift from one hand to another depending targely
on the position or objects he is reaching or hotding.

EXPLANATIONS ON THE PREFERENTIAL USAGE OF

THE RIGHT HAND
a. Left side of the cerebrum is functionally superior to the right
b. The right hand is structuralty superior to the teft owing to the
position of the fetul in the uterus.
c. A product of "sidedness or taterat dominance, with one side
functioning spontaneously in preference to the other in involuntary
acts, such as focusing one eye.
d" Left-handedness is a sex-tinked characteristic transmitted usualty
from the mate thrq,rgh the femate & then back to the mate'
e. ilost Devices are att designed & made for right hander.

PRE1IALENCE OF RIG}IT.HANDEDT{ ESs

a. For reasons unknown tO modern man, the right hand has been
considered the preferred hand & each successive gefieration has
accepted this as a tradition
b. Presently, about 95% are predominantty right-handed, with a
tendenry for more mates than females to be left handed
c. ln China, teft-handedness is not common because parents are strict
in conecting teft-handed traits. To them, teft-handedness is a
of
departure fr6m cqrvention and if not corrected, it is an indication
taxity on the Part of the Parents
one hand in
d. nigni-nuna"a or teft-handed - is an individual who uses
prlference to the other most of the time'

ESTABLISHTTENTS OF HAND DO}iINANCE

a.ltisimportantthatguidance&encouragementbegivenbythetime
he reaches the agek five or six years, in order to devetop
more

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skittslhabits vrhich require the use of right hand than of his teft
hand.
b. Dsninant handedness is adrantaEeous because individuat becomes
more expert if he leams the majority of skitls with one hand onty
and it also removes the confusion from the use of one hand to the
other
DEAD'ANTEAGE' oF DELA'TNG THE
ESTABLISHHEHT OF HAND DO'AINANCE
a. Leads to confusion, uncertainty awkwardness motor & in
petformance
b. ttakes chitd resistant, stubbom, n(ryativistic, nervously unstabte &
tense
c. Leads to stuttering, reading disabitities, defects in writing & feetfng
of inferiority resutting from general awkwardness & poor motor
coordination
d. Resutt to tess strength, speed &. accurary in their rno\€raents

RIGHT YERSUS LEFT.HANDED}*ESS

a. Our cutture sa)rs that right hand sharld be dsninant ft the child
shoutd become right handed untess it is difficlllt or impossible for
him to be so,
b. Oifficutt to adjust to modets meant for right-handers & ptay game
when the equipment is ptanned for right-handers
c. Leads to frustrations

FACTORS TO BE CONSIDERED FOR CHANGES TO BE T{ADE

a. Training methods
b. Parent's attitude
c. Generat atmosphere which prevailt in the homelscltool

DEI-AYED l,lOTOR DF/ELOPilENT

EFfECTS
a. lntederes with the social development of the chitd
b. Keeps awny from the ptay activities of the group
c, Devetops feling of inferiority
CAUSES OF DET*AYEO TTOTON OSfELOPITENT
a. Size uf the body - Smalt boned, thin & muscular baby has been fmrnd in
genenal to watk sooner than short, rotund or exceedingty heayy baby
b, iogf Physical Conditions - Physicatty weak kid lr/itt be stower in his motor
development than a healthY one
c. lntelligence - A mentatly deficient chitd is tikety to b€ below the norm for
his age in motor devetoPment
d. Lack"of opportunity to develop muscle control ' mator development is
detayed vrlren practice is delayed
-- Lack of lncentive to DEvetop
e. '
liutcle Control lf there is tacking in
devetopment
motivation ofi the part of kid wotlld mean detay in motar
l*orernents before
f. Ernphasis sn spec'iric liovements - Teaching Specific
the acquisidon of
the gross *or**"ntt are perfected very ofi*o detays
skitled movements.

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*
g. -
,Fea1 lorcing the child to carry out a skflted moverrlent before his
muscles & nervous system are ready for it resutts
controt.
i, J"l.vJ;;;
PHYSICAL AHD P}IYSIOLOGICAL DEYELOPi{E}IT
DU RI HG ADOLESCEHCE
changes in tl.* body that are anatsnicat and stn-rtura{ such
as siie,
height, weight, bodity proiortions, are physical.

Fhysiological devetopment refers to the different functions

structures of the body.
of those
There are changes that are rnarked during adotese*ce - p'berty,
e.arty and later adotescence. The later adotescenri t**
to be $ilei ih;
$te pre adotescence. Phpicat or anattrnical changes are obrrvable and can
be.mealured, white physiotogicat changes are ordectirr. & can be reflectd
onty i* befiavior reactions.

$Flr - compantive studies made of femates and rnales indicate

differences in their repectire growth pattems. The average boy i;;rt;
than the averalge girt, up to a littte more thafi l0 years. a,.i. tte rov ri r+
catches up and becsmes tatter & maintains his height. The average grt is
talter than the averageboy at 10years.
Girls wlro have their menarche (first menstruation) earty attain their
greatest height early; tho6e with tater menarche attain height later, bgt
becorne talter tlran those who harre their menarche earHer. Ther.e is raptd
growth after the menarche" There are dif rences in height amofig bqB of
the same age.

lfElGHT' There are evidences that the av,erage weight differences between
the sexes fotlow trends that are similar to thoce for height. Before puberty,
girts tend to be heavier than boys. Toward th€ end of pube*y, bq6 become
heavier than girts, and they maintain this edge aftenrards.
Girts weigh heavier than bq/s during puberty kause sf the internal
changes that add welght to various female organs.
Girts are more worded oter obesis, or the tendency to be fat.

SKll{ - Skin disturbances like pimples or btacl<heads, are common among

adolescents, elpecially girts. Excersive perspiation acconrpanier tension.

BODILY PROFORTIO}{ - From chitdhood, a process or hardening of bones,

btown as ossification, taker ptace because of calcit"rn phasphate & other
minerat depsits in the cartilage.

Adotescsrt enteririg pubeny has a sketetal strl.cture of about 35O

bones which, thrcrugh further m$fication & fusion, are redr.ced to 2CI6 bones
in adutthooti- lt is duriry this stage of ossificatiort that rnany y0[mg peopte
are accident-prone becarse their eneryy leads thern to engage in activiti€$
for which their *etetat growth or conditions is not yet ready or malurd:
nryt ,*"ffy s"mer ft'onr-sprained ankles, broken coltarbones and hip and
arm injuries.

-ltdodute n-
EEUC tot- and Adotercent

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There are changes in body proportion with tittte or no difference

between the growing boy or girl. There are however, contdjr differences.
The .adotescent boy's form has straight teg, tines, slender hips, broad
shoulders. A girt's line are curved, hips wider and shoulders are narrower.
These differences are similar to individual differences in height and weight.

oENTURE GROWTH - Permanent teeth vrhich have erupted & their number
are the measure of the person's maturity tevet. The girts are more advanced
than boys. Pr@er nutrition 7 dental cares, with regutar visit to the dentist
determines the health of an adolescent's teeth.

PHYSIOLOGICAL (Functional) CHANGES

The findings of Crow & Crow and of A. Harris, et al, in their book,
The lvleasurement of A an, point to the growth of internal organs as simitar
to those of height and weight, and to a more rapid growth of these organs in
the pubertat period than in later adolescence.

HEART & CIRCULATORY SYSYTET4

.
The heart is about seven times targer than it was at birth
. Boys tend to have higher blood pressure than girls atthough pulse
rate of girls is faster than boys
. The proportion of the growth of the heart & arteries results in
increased blood pressure in adolescence, that's why they should not
engage in strenuous physicat activities.
. Exercise affects btood pressure &. puts€ rate. AAaximum pressure is
attained in every heartbeat known as systotic & blood pressure is
increased; white pressure maintained in the arteries accompanied by
heaft ditation known as diastolic pressure, is decreased '
. After exercis€, these are reversed. Rest is very important to growing
boys and girts.

A. Strength & Coordination

' Motescence is a period of increased muscular strength
The musctes of a girl become tmger & heavier than during
chitdhood, but the difference in her proPortion from boys is du€ to greater
muscutar strength of boy.
BqA are more active than girts, engage in more strenuous exercises'
Boys have wider shoutdem, longer arms, targer hands &. stronger hand grip'
Girts are found to be strong in "pull and thrust" between 11 and 13
according to Jones in his book, I'totor Performances & Growth' This is
because of the menarche. Afterwards, boys disptay and maintain motor
superiority.
' Studies show a positive coordination between socio-economic [eve[
and height & weight.
A comparison of growth trends in different regions reveals that the
youth in Zamboanga are superior to those of other regions; that those in
irtataybatay, Tactobln & Legaspi are below the national a\rerages for height
& weight.- Further therefore need to be undertaken to find out why those in
Zamboanga are relatively superior to those of the national average'

EDUC 1Ol- Chitd and Adolescent Development -iilodute ll-

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Nutrition & socio-economic levels are believ,ed to be the factors for

improving physrque &. wett-being of Fitipino youth.

B. Effects of Physical & Physiolqical Changes upon Adolescents

Changes in the body result in a change in self - in attitlldes, outtook,

respofl ses or reactions.
Boys - tacl<, of size, fatness, poor phy$que, lack of muscutar strength,
unuzual facial features, unusual development in the nippte area, acne (
skin diseases), sca6, bowtegs, curvature of spine, lack of shoutder breadth,
unusual size of sex organ.
Girls - Taltness, fatnets, faciat features, generat physicat appearance,
tatlness &. heaviness, shortness and heaviness, strabivnus (cross-eyed),
thinness, sma[[ breast, late devetopment, skin disease, big tegs, short arms,
scars on face, use of braces.
Physicat Srowth is more acceterated during adolescence, they need
and eat more nutrients, thus resutting to obesity.
The growing boy is affected by his body changes. Even a minor
change, like tettng his hair grow [ong, wearing ctothes in the latest styte,
influinces his attiiude toward self. And because he is getting taller, this
awareness makes him feet grown up &. important. He becomes interested in
ctothes, shoes, in grooming, and in the opposite s€x. He wants to impress
others. He to be given more rights & Priviteges; otherwise he
"*pe.tihostite & even aggressive.
becomes resentfut,
He desires independence fron parentat advice because he distikes
of
interference on the part of elders. He is r*ttess, epeciatty if he is aware
hisawkwardness&resorttocornpensatorymechanism,justtoimPress
othe6 that he can do things for himself. This is true especiatty among boys
who consider themselves stronger than girls'
- attitude of
On the other hand, thoi wittr ptiysicat defects acquire.an
joked'
negativism and aggressiveness. They rlsint being ridiculed or
The over secretion ot unittsecretiori of the hormones of the
undesirabte sociat
enaocrine giands, especiatty ttre sex gtands, produces
them witMraw
il;;r. T-hese disciepancies & inad{uacies often
-make reactions who
i-, tf,u grorp'"U"lnS
tre with e devetops defensive
.".tfa"" f,ir different from & more aggressiv€ than those who
"s'so.i"iet
"'-*' gly,
mature later.
,rt mature eartier are more alert, energetic, vivacious,
socialty
" aggressive than those who mature tater' Boys who become
extrorerted, and voice' narrow
grown.tong' broken
;;;;;,il;i"t ii-their bodies, tike tegs
embarrassment
;iltd;;, ;lumat emisson and skin a-bnormatities' suffer
--' feetings of inadequacv'
- devetop
&
;i;;h;-mature "uiiv it" considered mature "fast" for their age because
tate & tack secondary
thev act as though they are tttttt who
'ia'G;
;thv a-;tlhra*n ot secretive' and their behavior is
:H';;;#;?; in their actions & mature
aot to be chitdish. untixe tiose nho ur" open
:$t;,"H';;; &i;;";;; i"'a"*r'r' cooperation' and assuning
,*r""l3ll3;"nts - but most parents
need more food than younser children
ttr* ni""-u-J"in6"it['*tt and over nourishment
are not aware of
ll-
EDUC 101- chit d and Adotescen
t Devetop ment

1t1
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