LESSON 1: DEFINITION OF CHILDHOOD THE SITUATION OF FILIPINO CHILDREN

CHILDHOOD  Many children in the Philippines are deprived of basic rights.

 Period of the human lifespan between infancy and adolescence, extending from ages 1–2 to 12–13.
 The stage of children, in which the memory consciousness of the students is developed.
 This is the stage after infancy.
 Children reach this stage after completing the process of development from infancy.
THREE STAGES OF CHILDHOOD
 Early Childhood
 Middle Childhood
 Late Childhood
EARLY CHILDHOOD
 Early childhood typically ranges from infancy to the age of 6 years old.
 Development is significant, as many of life's milestones happen during this time period such as first words,
learning to crawl, and learning to walk.
MIDDLE CHILDHOOD
 A child’s developmental path in their middle childhood years (between 6 and 12 years of age)
 Contributes substantially to the adolescent, and as an adult they will become.
 Stage where children move into expanding roles and environments.
 Physical, social, and mental skills develop quickly at this time.
 This is a critical time for children to develop confidence in all areas of life, such as through friends,
schoolwork, and sports.
LATE CHILDHOOD
 It is the time period from the age of 6 until the age of 12 years.
 It is in late childhood that the first signs of puberty usually begin to appear.
 A lot of growth is experienced by both boys and girls during late childhood.
THE RIGHTS OF CHILDREN
Presidential Decree no. 603 --"Child and Youth Welfare Code"
Article 3- Rights of a Child
1.Every child has the right to be born well.
2.Every child has the right to a wholesome family life.
3.Every child has the right to be raised well and become contributing members of society.
4.Every child has the right to basic needs.
5. Every child has the right to access what they need to have a good life.
6. Every child has the right to education
7.Every child has the right to play and enjoy their youth.
8.Every child has the right to be protected from danger.
9.Every child has the right to live in a productive environment.
10. Every child has the right to be cared for in the absence of their parent or guardian.
11.Every child has the right to good governance.
12.Every child has the right to freedom and peace.
 Children in the Philippines continue to experience numerous, wide - spread vulnerabilities that threaten
their survival, growth, safety, and participation.
 Despite rapid economic growth in recent years, 31.4 % of children (and a staggering 63.1 % of girls and
boys in Mindanao), live below the poverty line. 33 % of children are stunted (short for their age) due to
malnutrition, and immunization coverage fell sharply from 89 to 60 % between 2013 and 2015.
 Meanwhile, access to sexual and reproductive health remains low, despite a rise of 230 % in newly
diagnosed HIV cases among young people at risk.
 An estimated 2.85 million girls and boys aged 5-15 years are also out of school, and 8 in 10 children
experience some form of violence, including physical, psychological, sexual or online abuse.
 Children across the Philippines continue to face barriers to the full realization of their rights, affecting their
long-term well being and development.
 High levels of inequity, exacerbated by armed conflict and natural disasters in parts of the country, mean
that the most vulnerable girls and boys suffer disproportionately.
LESSON 2: EARLY CHILDHOOD DEVELOPMENT
STUDYING YOUNG CHILD
Why Study Child Development?
Understanding children helps teachers become better teachers, parents become better
parents, childcare workers become better caregivers, grandparents become better grandparents, and
health care workers become more compassionate and competent Health care providers. The bottom
line is that understanding children helps to build a better world.
BRIEF HISTORY OF STUDYING YOUNG CHILD
 Child development researchers are investigating a wide range of questions and issues in order to find
solutions that will benefit those who work with young children.
 There was interest but little research in child growth and development prior to the twentieth century.
People recommended ideas about how children grow and learn, but they did little, if anything, to see if
their ideas were supported by children and the adults with whom they interacted.
 Baby biographies first appeared in the late 1800s. These biographies were among the first types of
documented child research
 Arnold Gesell began his studies of children's motor development in the early years, from 1933 to 1943.
Freud's psychoanalytic theory had a large influence, and Watson's behaviorism was still a major force in
the field. Piaget was gaining popularity in Europe.
 From 1943 to 1963, there was a surge in interest in applying learning theories to study development. The
goal was to translate Freud's areas of interest into learning theory terms, such as aggression, sex typing,
and dependence.
 John Whiting attempted to link early childhood experiences to later personality development.
 Robert R. Sears investigated the connections between early child- rearing practices such as weaning,
toileting, punishment, dependency, and so on.
 During this period, B. E. Skinner developed operant conditioning, which has been widely used in child
psychology.
 The period from 1963 to 1983 was characterized by themes rather than theories.
 As it became clear that child development knowledge could have important applications for finding back when back when closed fists.
solutions to social problems, a Social Policy Committee was formed in 1977as a liaison to the government. overstimulated. overstimulated. -Comforts self by
 Recognizes several themes that influenced research and theory from 1983 to 2003: genetic and sucking on fist or
neurological bases of behavior, the interdependence of cognition and emotion, the recognition of the role fingers.
of culture, and a shift toward more interdisciplinary research. 2 months -Follows moving -Makes cooing -Shows feelings by -Holds their head
METHODS OF CHILD STUDY object, such as sounds. crying or smiling. up and begins to
 Anecdotal Research rattle or toy, with -Cries to -Begins to smile at push up with their
 Diary Method eyes. communicate you. arms when lying on
 Parental Interview -Recognizes familiar needs. -Follows you with their stomach.
 Interview with the Child people at a -Turns head toward eyes. -Makes smoother
 Running Record distance. sounds. movements with
PORTFOLIO- A child’s ongoing record includes information gathered by the teacher and the student. -Cries or fusses if -Yawns and arches arms and legs.
VITAL RLES OF PARENTS, TEACHERS, AND CAREGIVERS bored. back when -Moves both arms
 Self and Relationships -Startles to loud overstimulated. and both legs
 Language and Communication noises. equally well.
 Space, place, and environment -Brings hands to
 Health and physical fitness mouth.
 Numeracy, literacy, handwriting, and music 3 months -Recognizes breast -Makes cooing -Quiets to familiar -Lifts head and
CHARACTERISTICS OF CHILDREN- BIRTH TO SIX YEARS or bottle. sounds. voice or touch. chest when lying on
-Follows movement -Chuckles in -Smiles at people. stomach.
AGE COGNITIVE SKILLS SPEECH & SOCIAL & MOTOR SKILLS by turning head. response to you. -Enjoys being -Moves arms and
LANGUAGE EMOTIONAL -Startles at loud -Cries when hungry hugged and legs easily and
Infancy -Sees objects that -Communicates -Shows feelings by -Turns head quickly noises. or uncomfortable. cuddled. vigorously.
are eight to 12 mainly by crying. crying and smiling. from side to side. -Makes gurgling -Shows improved
inches from their -Gives clues about -Uses face and body He moves his head noises. head control.
face. being hungry by to communicate one way and then 4 months -Watches moving -Babbles and -Smiles -Holds head steady
-Is sensitive to smacking lips and feelings. another when lying objects and moves imitates sounds. spontaneously, without support.
sounds around rooting. -Shows interest in on his tummy. eyes from side to -Laughs aloud. especially at people. -Grabs and shakes
them. -Yawns and arches watching your face. -Comforts self by side to watch. -Cries in different -Shows excitement toys bring hands to
-Startles to loud back when -Quiets in response bringing hands to -Communicates if ways to show by waving arms and mouth.
noises by arching overstimulated. to your touch. face to suck on happy or sad. hunger, pain, or legs. -Pushes down on
back, kicking legs, fingers or fists. -Watches faces, being tired. -Calms and stops legs when feet are
and flailing arms. -He keeps his hands look at your face crying when placed on a hard
mostly closed and while feeding. comforted (most of surface.
fisted. -Reaches for toys the time). -Pushes up to
-Blinks at bright and brings toys to -Enjoys playing with elbows when lying
lights mouth. people and on stomach.
1 month -Watches briefly -Makes cooing -Makes cooing -Raises head slightly imitating smiles and -Rocks from side to
and follows moving sounds. sounds. off the floor when frowns. side and may roll
objects with eyes. -Cries to -Cries to lying on stomach. over from tummy to
-Startles to loud communicate. communicate. -Holds head up back.
noises by arching -Smacks lips and -Smacks lips and momentarily when 6 months -It uses hands and -Makes sounds like -Knows familiar -Rolls over in both
back, kicking legs, roots when hungry. roots when hungry. supported. mouth to explore "bababa,""dadada," faces and begins to directions.
and flailing arms. -Yawns and arches -Yawns and arches -Keeps hands in
 the world. "mamama." know if someone is -Begins to sit with a 18 months -Scribbles with -Speaks three or -Shows interest in -He walks alone and
-Transfers objects -Understands "no." a stranger. little help. crayons or pencils. more single words. other children. begins to run and
from hand to hand. -Copies gestures -Enjoys playing with -Supports weight on -Points to at least -He starts to imitate -Plays simple walk up the steps.
-Likes to look at self such as nodding others, especially both legs when one body part. two-word phrases, pretend, such as -He walks
in the mirror. head for "yes" and family ("peek-a standing, and might -Follows one-step such as “all done.” feeding a baby. backward, pulling
-Looks around at shaking head for boo"). bounce. directions without -Points to show Imitates your the toy.
things. "no." -Likes to look at self -Rocks back and gestures (sits when what they want. behavior. -Feeds themself
-Points at things. in the mirror. forth on hands and you say “sit”). -He says “no” and -Tries new things with a spoon and
-Responds to other knees, may crawl -He knows what shakes their head. with familiar adults drinks with the cup.
people’s emotions backward before everyday objects nearby. -Helps dress and
and often seems moving forward. are for, such as a -Hands things to undress self.
happy. phone, brush, or others as part of the
-Makes sounds to spoon. play.
express happiness -Points to get the -Shows feelings, for
or displeasure. attention of others. example, temper
9 months -Watches an object -Makes a variety of -Shows feelings by -Gets in and out of -Shows interest in a tantrums, fear of
as it falls sounds, including smiling, crying, and sitting position, and stuffed animal or strangers, affection
-Looks for objects "mama," "baba," pointing. sits well without doll; plays pretend. with familiar
hidden while and "dada," and -Prefers certain toys support. -Enjoys books, people, and clinging
watching. raise their arms to -Clings to familiar -Creeps or crawls stories, and songs. to familiar adults in
-Plays peek-a-boo. indicate that they adults. -Pulls to stand and Turns pages of a new situations.
-Transfers things want to be picked -Cries when you stands, holding on. book. -Points to show
smoothly from hand up. leave and is shy -Begins to take things to others.
to hand. around strangers. steps while holding 2 years -Finds things even -Uses two or three -Plays briefly beside -Kicks a ball
-Looks for objects -Responds to own on to furniture when hidden under words together. other children, and forward.
that have been name. (cruising). two or more covers. -Points to things or gets excited when -Throws a ball
dropped out -Explores how pictures in a book with other children. overhand.
of sight and enjoy things work by when named. Imitates others, -Walks up and
banging two things touching them and -Follows simple especially adults down stairs holding
together. trying them out. directions. and older children. on.
12 months (1 year) -Puts objects in and -Uses simple -Prefers certain -Pulls to stand and -Begins to sort -Knows names of -Shows more and -Stands on tiptoes.
out of containers. gestures like people and toys. walks holding onto shapes and colors. familiar people, and more -Builds a tower of
-Follows simple shaking head “no” -Imitates sounds, furniture. Follows two-step body parts. independence. four or more blocks.
directions, such as or waving “bye- gestures, or actions -Gets into a sitting directions such as, -Shows defiance, -Begins to run.
“pick up your bye”. to get your position without “pick up your truck such as doing what -Climbs on and off
book.” -Says “mama” and attention. help. and put it on the he/she was told not furniture without
-Looks at the “dada.” -Cries when you -Begins to stand shelf.” to do. help.
correct picture -Responds to simple leave and is shy alone. -Plays simple -Begins to play with -Puts simple puzzles
when it is named. requests (such as around strangers. -Begins to take pretend or make- other children, as in together.
-Begins to use shaking head when -Shows affection steps alone. believe games. chasing one
common objects asked,“are you all with familiar -Names items in a another.
correctly (drinks done?”). people. book such as a dog,
from a cup, -Enjoys playing games cat, car or baby.
brushes hair). like “peek-a-boo” -Completes
 sentences and *Avoids danger. least one thing that body parts buttons and;
rhymes in familiar happened *Holds crayons or
books. during the day and; pencils between
3 years -Does puzzles with -Uses three-word -Shows concern and -Climbs and runs *Answers simple fingers and
three or four sentences and affection for others well. questions Thumb
pieces. carries on a without prompting. -Walks up and 5 years *Follows rules *Tells a story they *Counts to 10, *Buttons some
-Draws or copies a conversation. -Copies adults and down stairs, with *Sings, heard *Names some buttons and hops
circle with crayon or -Talks clearly friends (for one foot on each *Dances or *Answers simple numbers between 1 on one foot
pencil. enough to usually example, runs when step. *Acts for you and questions about a and 5 when you *Jump Rope
-Plays make-believe be understood by other children -Jumps with both *Does simple story after you point to them,
with dolls, animals strangers. run). feet, and may hop chores at home read or tell them, *Uses words
and people. -Follows two- or -Takes turns in on one foot. *Keeps a like“,yesterday”
-Uses imagination three-part games. -Pedals tricycle or conversation going Or,“morning,”,pays
to create stories or instructions. -Separates easily three-wheel bike. with more than attention for 5 to 10
play. -Says words like “I,” from parents. three back-and- minutes during
-Matches and sorts “me,” “you,” and -Shows a wide forth exchanges activities and;
objects by shape “we” and uses some range of feelings. and; *Names letters
and color. plurals. -Enjoys routines *Uses or recognizes when you point to
-Works toys with -Understands words and may get upset simple rhymes them
buttons, levers and such as “in,” “on” with a major 6 years *Cooperate and *Children get much *Understand *Ride bikes
moving parts (for and “under.” change. share better at telling concept of numbers *Can tie shoelaces
example,makes -Says first name, -Dresses and *Can get jealous of stories. *Know daytime and *Children naturally
mechanical toys age and gender. undresses self. others and siblings *They’re also nighttime build strong
work). -Asks “why,” -Enjoys helping with *Like to play alone, starting to write or *Can differentiate muscles and
-Knows what “two” “where,” “what,” simple household but friends are copy letters of the right and left hands bones when they
means. “when” and “how” tasks. becoming alphabet, *Can explain run, jump and play
-Turns pages one at questions. -Verbalizes toilet important *getting better at objects and their
a time. -Names a friend. needs and may be *Play with friends conversations use
-Knows common toilet trained during of the same gender
colors. the day.
-Screws and CHILDREN WITH SPECIAL NEEDS
unscrews jar lids, The term children with special needs” (CWSNs) is for children who may have challenges which are more
and turns door severe than the typical child, and could possibly lost a lifetime.
handles. SPECIAL NEEDS CHILDREN INCLUDE THOSE WHO HAVE:
 Mental Retardation- which causes them to develop more slowly than other children.
Age Social & Emotional Speech & Language Cognitive Physical  Speech and Language Impairment- such as a problem expressing themselves or understanding others.
4 years *Pretends to be *Says sentences *Names a few *Catches a large  Physical Disability- is a limitation on a person's physical functioning, mobility, dexterity or stamina. It is
something else with four or more colors, ball most of the substantial and long-term condition affecting a part of a person’s body that impairs and limits their physical
during play words, *Tells what comes time, functioning, mobility, stamina or dexterity. Physical disabilities include conditions like;
*Asks to go play *Says some words next in a well- *Serves themselves A. LOCOMOTOR DISABILITY- A person’s inability to execute distinctive activities associated with
with children, from a song or known story and food or pours movement of self and objects resulting from affliction of musculoskeletal or nervous system or
*Comforts others story, *Draws a person water, both, it include—
who are hurt, *Talks about at with three or more *Unbuttons some
“Dwarfism” - means a medical or genetic condition resulting in an adult height of 4 feet
10 inches (147 centimeters) or less.
 LESSON 3: PRENATAL DEVELOPMENT
B. VISUAL IMPAIRMENT- Vision impairment may be caused by a loss of visual acuity, where the eye Prenatal development is defined as the process of growth and development within the womb from
does not see objects as clearly as usual and It includes— fertilization until birth.
“Low-vision” - means a condition where a person has any of the these conditions,
namely:— (i) visual acuity not exceeding 6/18 or less than 20/60 up to 3/60 or up to
10/200 (Snellen) in the better eye with best possible corrections
C. HEARING IMPAIRMENT- This may be due to improper development, damage or disease to any
part of the hearing mechanism. Hearing is a prerequisite for the development of normal speech
& language. It include-
“Deaf” - means persons having 70 DB hearing loss in speech frequencies in both ears.
D. INTELLECTUAL DISABILITY- Intellectual disability (or ID) is a term used when a person has
certain limitations in cognitive functioning and skills, including communication, social and self-
care skills. It include-

“SPECIFIC LEARNING DISABILITIES”

-Dyslexia (Reading) -Dyscalculia (Math) -Dysgraphia (Writing) -Dyspraxia (Movement)
Type of Learning Disability Areas of Difficulty Symptoms Include Trouble With
GERMINAL STAGE - (0-2 WEEKS)
 Dyslexia  Processing language  Reading, writing, & spelling
starts at the time of conception, when the sperm
 Dyscalculia  Math skills & concepts  Computation, remembering and the egg combine to form a zygote
math facts, concepts of time, first two weeks from conception.
money grasping math
concepts, etc.
 Dysgraphia  Written expression  Handwriting, spelling,
expressing ideas on paper.
 Dyspraxia  Fine motor skills  Coordination, manual
dexterity

MULTIPLE DISABILITIES- More than one of the above specifies disabilities.

Remember:
Children with Special Needs will need extra support, and additional services.
WHY LEARN ABOUT THESE CHILDREN?
Because with proper care and education, every child can reach his or her full potential. EMBRYONIC STAGE - (3-8 WEEKS)
the embryonic period begins once the zygote is implanted in the
The more we understand about how a child grows, the better prepared they’ll be to recognize special needs- uterine wall.
and seek help promptly.
THE THREE GERM LAYERS
ECTODERM- Differentiate into cells that form a
number of external structures such as
skin, sweat glands, skin sensor receptors,
and hair follicles.
MESODERM- which develop connective tissues, the
circulatory system, muscles, and bones.
ENDODERM- forms the digestive system,
lungs, and urinary system.
The amniotic fluid- a clear, slightly yellowish liquid
that surrounds the unborn baby (fetus) during
pregnancy.
Placenta - it is an organ that develops in
the uterus during pregnancy.
2. Temperament
Difference in temperament is evident even in newborns. This is the physical core of
personality. It includes sensitivity, irritability, distractibility, and typical mood.
3. Genes
are small areas of DNA that affect a particular process or personal characteristic. Sometimes, a
single gene is responsible for an inherited feature, such as eye color. Most characteristics, however, are
polygenic, or controlled by many genes working in combination. Genes may be dominant or recessive.
When a gene is dominant, the feature it controls will appear every time the gene is present. When a
gene is recessive, it must be paired with a second recessive gene before its effect will be expressed.
4. Intelligence
The IQ level of each children is different. The closer two people are on a family tree, the more
alike their IQs are likely to be.
5. Personality
The personality of every child is different and unique. Personality is hugely influenced by
heredity. Even twins are not alike.

B. ENVIRONMENT
-(nurture) refers to the sum of all external conditions that affect a person. The environment in which a
child grows up can have a powerful impact on development.
1. Sensitive Periods
These are times when children are more susceptible to particular types of environmental
influences. Events that occur during a sensitive period can permanently alter the course of
development. Certain events must occur during a sensitive period for a person to develop normally.
2. Prenatal Influences
The Umbilical Cord- connects the baby to the mother's placenta. The impact of nurture actually starts before birth. Although the intrauterine environment
During fetal development in thenwomb, the umbilical cord is the (interior of the womb) is highly protected, environmental conditions can affect the developing child.
lifeline to the baby supplying nutrients. 3. Intelligence
Strong evidence for an environmental view of intelligence comes from families having one
adopted child and one biological child. Such children have shown strikingly similar IQ levels.
FETAL STAGE - (9 WEEKS- BIRTH)
a fetus is a prenatal THE BIRTH PROCESS AND THE NEWBORN
human being between the -STAGES OF LABOR-
embryonic stage and STAGE 1: DILATION STAGE 2: BIRTH OF THE INFANT
birth. STAGE 3: AFTERBIRTH STAGE 4: RECOVERY

-Stage 1: DILATION-
THE ROLE OF HEREDITY AND ENVIRONMENT  During the first stage of labor, the cervix begins to
A. HEREDITY thin and dilate (open) due to the hormones that are
- (nature) refers to genetically passing characteristics from parents to children. An incredible number of released during labor. For a vaginal delivery, the cervix
personal features are set at conception, when a sperm and an ovum, (egg) unite must be fully dilated (about 10 centimeters)
1. Grown for the baby to pass through.
Its the overall pattern of physical development. To a degree, genetic instructions affect body  The first stage of labor begins from
size and shape, height, intelligence, athletic potential, personality traits, sexual orientation, and a host the time the contractions start until
of other details. Heredity determines eye color, skin color, and susceptibility to some diseases. the time the cervix is fully dilated.
THREE PHASES OF LABOR -STAGE 4: RECOVERY-
 LATENT PHASE ACTIVE PHASE TRANSITION PHASE  Recovery begins during the first 2-3 hours after
delivery. During this time, the uterus contracts
--LATENT PHASE (early labor)-- here and there, pushing out what’s left inside
It’s the longest and can last up to 20 hours, and reestablishing muscle tone.
especially for first-time mothers. A typical early
phase of labor starts with contractions coming
every 5 to 20 minutes and lasting for 30 to 60
seconds each. Contraction pains are not as severe ASSESSING THE NEWBORN
as the active phase. The Apgar
-0-4cm assessment is conducted
-The contractions are milder, shorter one minute and five minutes
and irregular. after birth. This is a
very quick way to assess the
newborn’s overall
ACTIVE PHASE condition. Five measures are
After the cervix dilates to around 3 assessed: Heart rate,
centimeters (1 inch), the active phase of labor begins. respiration, muscle tone
-Contractions become stronger, more painful, and occur every 2-3 minutes, without much time to relax (assessed by touching the
in between contractions. baby’s palm), reflex
-The cervix starts dilating faster and will continue to open till about 8 centimeters (3 inches). The baby’s response (the Babinski
head will descend farther and farther into the pelvis. reflex is tested), and color.
-If it hasn’t already, your water breaks and you may experience pressure in your lower back.
TRANSITIONAL PHASE PROBLEMS OF THE NEWBORN
The cervix will open to about 8-10 centimeters (3-4 inches), which is the diameter needed for the baby  Anoxia
to pass through. Anoxia is a temporary lack of oxygen to the brain. Difficulty
-Contractions become intense, occurring about every 2-3 minutes and lasting for 60 seconds or more. during delivery may lead to anoxia which can result in brain damage or in
-The baby’s head continues to descend more into the pelvis. severe cases, death. Babies who suffer both low birth weight and anoxia
-By the end of the transitional phase, a birth canal will have formed. This is a single passage of the open are more likely to suffer learning disabilities later in life as well.
womb, cervix and vagina for the baby to pass through.  Low Birth Weight
-STAGE 2: BIRTH OF THE INFANT- A low birth weight baby has difficulty maintaining adequate body
 The second stage of labor begins when the cervix is fully dilated to 10 centimeters and ends with the temperature because it lacks the fat that would otherwise provide
delivery of the baby. This stage may last between 20 minutes to 2 hours. It may take longer for first-time insulation. Such a baby is also at more risk for infection. Very low birth
mothers and for those who have an epidural. weight babies (2 pounds or less) have an increased risk of developing
-STAGE 3: AFTERBIRTH- cerebral palsy. Many causes of low birth weight are preventable with
proper prenatal care.
 During this stage, the placenta or  Preterm
afterbirth is delivered. This is typically Early birth can be triggered by anything that disrupts the mother’s
within 20 minutes after delivery. If an system. For instance, vaginal infections can lead to premature birth
episiotomy was performed it is stitched because such infection causes the mother to release anti-inflammatory
up during this stage chemicals which, in turn, can trigger contractions. Smoking and the use of
other teratogens can lead to preterm birth.
 Small-for-Date Infants Age Gross Motor
Infants that have birth weights that are below expectation based Birth to 6 month -Newborns begin to lift their chin
on their gestational age are referred to as small-for-date. These infants and hold their head upright.
may be full term or preterm, but still weigh less than 90% of all babies of -As they grow older, they start to
the same gestational age. This is a very serious situation for newborns as lift their torso and raise their
their growth was adversely affected. upper body.
 Post-mature -They begin to roll back and forth.
When babies are not born by 42 weeks gestation, or two weeks -Towards six months, they can sit
after their due date, they are considered overdue or post-mature. There by themselves and move all their
are some concerns about how long the placenta can function and most limbs freely.
doctors will consider induction for overdue babies.
 Stillborn
When a fetus (unborn baby) dies while still inside the mother 7 to 12 months -As they reach this stage, children
(after 20-24 weeks gestation) or dies during delivery (childbirth). It is start supporting their weight more.
said that the delivered baby is stillborn. The causes of many stillbirths -They start to crawl and try to
are unknown, even when special tests are done to learn the cause. stand and walk with assistance.
-Towards the end of this stage,
LESSON 4.1: PHYSICAL AND MOTOR DEVELOPMENT OF EARLY CHILDHOOD they begin to stop needing
 Physical Development refers to a child's rate of growth and control over muscles, coordination, and ability assistance and can stand
to sit, stand, walk, and run. Independently.
 Motor development is part of physical development, and refers to the growth in the ability of children to 1 year -Now that they are a year old, they
use their bodies and physical skills. start to take their first few steps.
-They learn to throw objects and
A CHILD'S MOTOR AND PHYSICAL DEVELOPMENT DEPENDS ON FOUR THINGS play more sport-like games.
 The development of the brain and body parts -As they near two years of age,
 The control a child has over each body part they walk independently and can
 How a child learns about their body walk backwards as well.
 Learning to use both sides of their body
MOTOR DEVELOPMENT 2 years -Now children can run and climb
GROSS MOTOR SKILLS FINE MOTOR SKILLS onto objects.
Involve the large movement of the body Involve the smaller movements a child makes. -You will notice them shaking their
Involves a child's muscles, balance, core. posture, As important as gross motor skills and need to develop heads and swinging their limbs.
coordination, and endurance. in order to succeed academically as well as be -They will also start to dance, roll,
independent. balance, and jump up and down.
-This is the stage they enjoy playing
at playgrounds as well.
3 years -Once they are 3, they start
jumping from steps and balancing
on one leg.
-Their coordination and balance
really improve as they learn to walk
upstairs with one foot at a time
Fine Motor
-Early on, children develop a strong
grip.
-They then start to become aware
of their hands and feet and start
moving each finger and toe
independently.
-Children start out simply holding a
toy without knowing what it is, and
eventually shake and pull on toys.
-They begin to hold their bottles
and other objects in their hands.
-Children start to pick up things
precisely by using their index finger
along with their thumbs.
-They can feed themselves and pick
up objects on their own.
-As they play, they learn to
drop one toy to pick up
another one.
-They start to grab cups and drink
out of them.
-Some typical skills you will notice
include pointing at objects they
desire, building towers out of
blocks, scribbling, turning the
pages of books, and starting to eat
on their own
-They love to build towers using
blocks.
-They are able to open a door and
undress.
-You will notice them enjoying
playing in water and sand by filling
containers.
-Learning how to paint is also a
typical development at this stage.
-You will start to see them drawing
lines and circles while cutting and
folding paper as well.
-They can dress a doll and can
button clothes themselves.
 and throw a ball without falling -You will see them take an interest  Encourage your kids to play outside to help them develop their gross motor skills. Playing in the sand and
over. in more chores as they can make water is a great way to help your children develop as they grow older. They learn to have better control
their bed and set the table. over their muscles as they build with the sand and play in the water.
4 years -Your child will zoom by you as -Children become really good at  Playing with blocks has a similar effect on them but also aids in helping them to develop strong thinking
they run quickly and learn to ride a folding papers if they follow an skills.
tricycle. example.
-They skip, hop, and jump all the -They can also thread beads and LESSON 4.2: BRAIN DEVELOPMENT OF EARLY CHILDHOOD
while using one leg. cut quite well. In the first five years of life, experiences, and relationships stimulate children’s development, creating
-This is the time period when they -You will see an improvement in millions of connections in their brains. Their brains develop connections faster in the first five years than at any
are super active. their drawing and painting abilities. other time in their lives.
-They will also start to use clay and Parents, caregivers and family members play an important role in the ongoing development of a child.
mould different objects. Providing a safe and caring environment for your child and engaging with them through talking, reading and
5 years -This is typically the time children -Drawing and copying objects they playtime has a great influence on their early development.
start playing soccer because they see is performed a lot better at this Community and learning environments can also play a key role in supporting optimal development
can kick a ball while running. They stage. You will see more circles, through providing support, learning opportunities and social experiences.
will be able to control their bodies crosses and squares in the pictures ANTE-NATAL
while playing sports and doing they draw. Your child's brain has already started developing. All 5 senses begin to function before birth. During this
other physical activities. -Soon you will see people, cars, and time, prenatal sensory experiences help shape the brain and nervous system.
-They are able to control their houses in their drawings as well. 2-6 months Significant 'wiring' of the brain  Infants are learning how to
larger muscles with more ease than -Their ability to hold a pencil occurs in the first years of a child's see, hear, touch, sleep, play,
the smaller muscles. improves and they begin to cut life and your baby's brain is and communicate.
-Climbing is also an activity you will
with more control. developing as a result of the
see during this age. experiences and relationships they  Beginning to track people and
6 years -They will start to jump rope once -At six years old, children can draw are exposed to each day. Babies objects with her eyes.
they turn six years old. a house with windows and doors learn emotions through observing
-You will see the more adventurous included. their parents and caregivers, and  Starting to get fussy if she's
side of their personality as they -They enjoy tearing paper and can how they react to various feeling bored.
tumble, roll, skip, and run around do so neatly along the edge. movements and sounds such as
all day long. -Their writing and letter formation crying, yelling, smiling and cooing.  Paying attention to the faces
-They enjoy running up stairs start to improve. she sees.
without help. 6-9 months By 9 months your child's brain has  Babies can easily recognize
Parents and teachers are crucial in helping develop their children physically in the early stages. Both already undergone a rapid growth the look, sound, and touch of
fine and gross motor skills are developed through everyday activities. It is important to find a balance between spurt that helps form connections familiar people
helping them develop their skills and letting them play freely and develop them independently. between what they see, hear, feel  They also can recall the
There are many things you can do to encourage the physical development of your children: and taste. Playtime and memory of an object or a
 As they are learning to grasp items, place the toy or object on the ground and let them reach for it. This will interactions with parents and person, like a parent, when
encourage them to develop both their fine and gross motor skills. family members provides key that person or object isn't
 Tummy time is also a crucial aspect of your infant’s development. learning opportunities for early there.
 Allow time each day for them to spend time on their stomachs. development.
 As they grow older, play a game of Simon Says to help them become more aware of their body parts. 3 years By 3 years of age a child's brain has  During this year your child
 Children love to play with play dough. Doing so helps them develop the smaller muscles in their fingers but around 1,000 trillion brain really starts to understand
also engages their creative side. connections (synapses). The early that their body, mind and
 Pegboards are a great toy to help your children learn to hold objects and develop control. years are a rapid period of brain emotions are their own.
development which can be  Your child also shows fear of
 fostered by positive relationships imaginary things, cares about LESSON 4.3 FACTORS AFFECTING DEVELOPMENT
with parents and optimal how others act;  MATERNAL NUTRITION
community environments for  and shows affection for Appropriate energy consumption and a varied diet that includes fruits, vegetables, and animal products
families and children. Engaging familiar people. throughout the life cycle help ensure that women enter pregnancy and breastfeeding without deficiency and
with your child and providing a safe that they receive enough nutrients during times of increased demand.
environment and physical care to --Maternal Nutrition - concerns about nutrition during pregnancy fall into basic areas, maternal weight gain and
your child has a significant impact nutrient intake.
on your child's development. -Maternal weight gain - happens during pregnancy as a result of:
3-5 years By school, a child's brain  Start noticing properties of 1.Maternal dietary intake
development is built upon the now objects (long, short, red, blue, 2. Length of gestation
solid foundation created in the fuzzy) and begin to sort and 3. Size of fetus
first 5 years. It is more difficult for describe them. -Nutrient intake - need for calories and nutrients such as protein, iron folate, and other B vitamin to
children to take advantage of  Young preschoolers enjoy meet the demands of the fetus as well as the expansion of maternal tissues that supports the fetus.
learning environments, such as taking items apart and CONSEQUENCES OF MATERNAL MALNUTRITION
school, if they have not had attempting to put them back
optimal early learning experiences together again. Consequences for Maternal Health Consequences for Fetal and Infant Health
or a nurturing home environment.  Increased risk of maternal complications and  Increased risk fetal, neonatal, and infant death
death
 Increased infection  Intrauterine growth retardation, low birth weight,
ENVIRONMENTAL INFLUENCES ON DEVELOPMENT OF THE BRAIN prematurity
Children are born ready to learn and have many skills to learn over many years. -  Anemia  Birth defects
They depend on parents, family members, and other caregivers as their first teachers to develop the  Lethargy and weakness, lower productivity  Cretinism
right,skills to become independent and lead healthy and successful lives.  Brain damage
How the brain grows is strongly affected by the child’s experiences with other people and the world.  Increased risk of infection
Nurturing care for the mind is critical for brain growth.
Children grow and learn best in a safe environment where they are protected from neglect and from AVOIDING DRUGS AND OTHER ENVIRONMENTAL HAZARDS
extreme or chronic stress with plenty of opportunities to play and explore.  Everything the mother ingest may eventually reach the fetus in some proportion.
Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain  Fetus is extremely vulnerable to environmental factors such as viral infections, radiation, drugs, and other
development. teratogens any of which can cause congenital malfunctions or birth defects
Positive or negative experiences can add up to shape a child’s development and can have lifelong  Tranquilizer or Thalidomide - taken early in pregnancy prevents the formation of arms and legs of fetus
effects. To nurture their child’s body and mind, parents and caregivers need support and the right resources.  Alcohol - a potent teratogens. A high level of alcohol consumptions during pregnancy is can cause
How well a brain develops depends on many factors in addition to genes, such as: miscarriage, still births and live babies, Fetal Alcohol Syndrome (FAS)
 Proper nutrition starting in pregnancy  Tobacco - pregnant women should quit smoking or avoid places where people smoke. Smoking increases
 Exposure to toxins or infections the risk of miscarriage, low birth weight and infant death. Exposed to second hand smoker can cause
 The child’s experiences with other people and the world infants to have poor lung function, pneumonia or bronchitis.
 Caffeine - should take conservatively by pregnant women. It puts both mother and fetus under stress by
raising the level of the hormone epinephrine. Caffeine also reduces blood supply to the uterus.
 CHILD NUTRITION
Child nutrition is an essential factor that can impact a child's development. Proper nutrition is
necessary for growth, cognitive development, continuous brain growth, rapid skeletal and muscular
development.
--Lactation - the production of milk begins about 3 days after childbirth.
--Colostrum - contains antibodies and help protect the newborn from infectious diseases and
also high in protein.
-- yellowish milk a mother- produces during the first few days after birth which is strong anti viral activity. even death if left untreated.
--Breastfeeding decreases the incidence of infant ear infection, allergies diarrhea and bacterial meningitis.

Breastfeeding is also beneficial to the mother.

1. Stimulates contractions that helps the uterus to return to its normal form faster. EARLY SENSORY STIMULATION
2. It contributes to post pregnancy weight loss  Sensory stimulation is the impact environment has our minds and bodies as we receive information
3. It may reduce the risk of ovarian cancer, early breast cancer and postmenopausal hip fracture. through our five senses.
4. Nursing also provides sense of closeness and emotional well-being for mother and child.  Early sensory stimulation is vital in a child's brain development and his capacity for early learning.
FACTORS AFFECTING SENSORY STIMULATION
MICRONUTRIENT DEFICIENCIES  Developmental Considerations
IRON DEFICIENCY IODINE DEFICIENCY ZINC DEFICIENCY  Cultural
 Iron deficiency can  Maternal iodine  A condition where   Personality and Lifestyle
have serious deficiency an infant's body  Stress
consequences for associated with doesn't have enough  Illness and Medication
their growth and thyroxine deficiency zinc to carry out its Developmental Considerations
development. impair the necessary functions.  Includes the child's need for rocking, holding and changes in positions, variations in pattern of light and
 Iron is essential for development of the Zinc plays a vital role shade, as well as being sang and talked to.
the production of fetal central nervous in physiological  Appropriate sensory play develops muscles and coordination. It also provides an outlet for the child's
hemoglobin, which system and can processes, including physical energy while developing his communication skills.
is the protein in red result in cretinism in growth and CULTURAL Different cultures may have different expectations for sensory
blood cells that the child. development, stimulation in babies. For example, some cultures may value quiet
carries oxygen to immune system and minimal sensory stimulation, while others may encourage more
the body's tissues. function, wound stimulation.
healing, and PERSONALITY AND LIFESTYLE While babies do not have fully formed personalities yet, their
cognitive function. temperament can play a role in how they respond to sensory
CHILD NUTRITION stimulation. Some babies may be more sensitive to sensory input,
while others may be more tolerant.
CHILD NUTRITION STRESS Stress can affect a baby's ability to process sensory information.
 Vitamin A - essential for the development of normal bones and enamel of the teeth. When babies are stressed, they may become more irritable, cry
 Vitamin A deficiency can cause the skull to stay underdeveloped and can result to night blindness, more often, and have difficulty sleeping.
respiratory infection, diarrhea, and paralysis resulting from brain and nerve damage. ILLNESS AND MEDICATIONS Illness and medication can also affect a baby's ability to process
 Vitamin B - essential part of enzyme system and to every cell in the body and helps producing energy, sensory information.
utilizing fats, carbohydrates and proteins to prevent cholesterol from clogging the baby's arteries. For example, some medications may cause drowsiness or other side
 Vitamin C - it protects from anemia, allergies, and infections. Speeds up recovery from almost any type of effects that can impact a baby's responsiveness to sensory stimuli.
sickness. Additionally, certain illnesses may cause discomfort or pain, which
 Vitamin D - protein produced in the intestine carries calcium in the blood, thus allowing the normal can make babies more sensitive to sensory input.
development of the bones and of well spaced decay-resistant teeth.
 Vitamin E - plays a crucial role in the development and function of a newborn's immune system and helps SENSORY ALTERATIONS
protect their cells from damage caused by free radicals.  Sensory Deprivation
 Vitamin K- it helps with blood clotting and prevents bleeding disorders, such as hemorrhagic disease of the  Sensory Overload
 newborn.  Cultural Care Deprivation
 Vitamin K deficiency - can lead to bleeding disorders, such as hemorrhagic disease of the newborn, which  Sensory Deficits
can cause bleeding in the brain, intestines, or other organs. This can lead to serious health complications or
SENSORY ALTERATIONS
Sensory Deprivation This results from:
 Decreased sensory input
 Isolation
 Impaired ability to receive environmental stimuli
 Inability to process environmental stimuli
(brain injury, side effects of medications)
Sensory Overload This happens when a person experiences so much the
brain is unable to respond meaningfully. In other
words, the brain is receiving much more stimuli than it
can actually manage.
This results to:
 Unrealistic perceptions, ineffective coping
capability
 Bewilderment, disorientation, difficulty in
concentrating, and muscle tension
 Reduced problem-solving ability, scattered
attention, racing thoughts
Cultural Care Deprivation This pertains to the lack of culturally assistive,
supportive, or facilitative acts. It is the absence of
certain expected and acceptable cultural phenomena
in the environment which results in the failure of the
individual to communicate and respond in the most
apppropriate manner within the context of society.
Sensory Deficits This pertains to the impairment of perception,
reception, or both of these senses (blindness,
deafness, loss of sense of taste)
The tendency of one sense is to be more acute or
active in order to compensate for the deficit. This puts
the child at risk of sensory overload.
Symptoms and Effects of Sensory Deficit:
 Decreased attention span and difficulty
concentrating
 Impaired memory
 Disorientation, confusion, possible hallucinations
 Crying and annoyance over small matters
 Depression
 Apathy, constant boredom and anger
LESSON 4.4: FACTORS AFFECTING GROWTH
10 factors affecting growth in children, and therefore need your special attention as caregivers and
parents.
1. GENETICS
 Physical aspects such as height, weight, body texture, eye color, the texture of hair, and even
physical and mental aptitude are naturally passed on from parents to their children
 It's best to know the limitations of your own body and nourish your children accordingly to
reverse or rectify those conditions through lifestyle arrangements, if possible.
2. ENVIRONMENT
 Physical surroundings can affect the child's interests and activities majorly.
 Mental and emotional surroundings will affect how the child surrounds themselves when they
grow up.
 It's best to constantly check the kind environment you create for the children whether it's
geographical location, or social and cultural nurturing you provide.
 It’s also good to keep it varied so they grow up to understand all kinds of varied environments
and people later in life.
3. GENDER
 During puberty, a girl and boy will differ growing up with regard to their physical and mental
development, consciously, as well as unconsciously.
 Make sure you check any behavior that doesn't reflect gender inclusivity and nip it right in the
bud.
 Allow them to interact with all genders.
 It's also good to invest in gender-inclusive games like educational toys that create no bias.
4. PHYSICAL AND MENTAL WELL-BEING
 Moderate amounts of sports, and exercise is important for their physical well-being and can
contribute greatly to their growth and development.
 Mentally stimulating activities such as educational toys that allow them to build their own toys,
music, art, and meditation
5. NUTRITION
 We need to pay complete attention to the intake of vital nutrients when the food is processed.
 If they develop the habit of eating healthy while they’re growing up, not only will it positively
affect their growth and development, but will also follow them into their adult lives for good
health.
6. FAMILY AND SOCIAL LIFE
 Make sure you surround them with the right kind of social surroundings when it comes to family
and friendships.
 Take interest in their lives when they talk about their friends and encourage them to maintain
good relationships with people who make them feel good.
7. EDUCATION
 The kind of education children receive will greatly affect the growth and development of the
child.
 There should be mentally stimulating ways to learn that they would enjoy as well as nourish
their minds such as educational toys, learning new languages, learning an instrument, or reading
a good book for pleasure.
 8. PLAY
 Make sure you create an environment that allows them to play and be as creative as they can.
 Apart from educational games, it’s also good to encourage playing outdoors to create an active
physical life in a social setting with their friends.
9. CULTURAL NOURISMENT
 Make sure you give them exposure to wonderful things that will inspire them, such as nature
and cultural documentaries from around the world, the music you love and why you love it, art
and cinema that could produce wonder in young, curious minds.
10. SOCIO-ECONOMIC CONDITIONS
 Teaching them about privilege if they are fortunate enough can make them humble, empathizing
adults.
 An open conversation about the reality of their socio-economic conditions, no matter how they
might be, can go a long way in the growth and development of your child.

LESSON 4.5: EXCEPTIONAL DEVELOPMENT

PHYSICAL DISABILITIES
 A variety of physical disabilities result from congenital conditions, accidents, or progressive neuromuscular
diseases. These disabilities may include conditions such as spinal cord injury cerebral palsy, paralysis,
polio/post-polio, and stroke.
SPINAL CORD INJURY
 Damage to any part of the spinal cord or nerves at the end of the spinal canal, often causes permanent
changes in strength, sensation and other body functions below the site of the injury.
CEREBRAL PALSY
 Cerebral palsy refers to several non-progressive disorders of voluntary movement or posture that are
caused by malfunction of or damage to the developing brain that occurs before or during birth or within
the first few years of life
PARALYSIS
 Paralysis is the loss of the ability to move some or all of your body
POLIO
 It is a disabling and life threatening disease caused by the polio virus
STROKE
 It occurs when something blocks blood supply to part of the brain
SENSORY IMPAIRMENT
 Sensory impairment is the common term used to describe Deafness, blindness, visual impairment, hearing
impairment and Deaf blindness.
BLINDNESS - LOW VISION DEAF/HARD OF HEARING
 Blindness is the inability to see anything including It refers to a hearing loss so severe that there is very
light little or no functional hearing.
 “Low vision” refers to a severe vision loss in
distance and near vision.
SPEECH AND LANGAUGE DISORDER
 It refers to problems in communication and related areas such as oral motor function.