PHYSICAL

DEVELOPMENT
OF CHILDREN
CHILD AND ADOLESCENT
Ma’am Rizza Agda -
Vale
 JOSELLE A.
GACO
BTLED-
HE3A

Hello!
1. Define Physical Development.
2. Differentiate
Development.
Growth and Lesson
Objective
3. Site Possible factors that affect
Growth and Development.
s
4. Understand the Physical Growth
and Motor Skills Development in
every stages.
5. Explain the importance of
developing Motor skills.
Human beings develop in 4 different aspects of
growth. The areas are all inter-connected, so
when one is affected it may influence the
others.
Development factors are;
Physical
Intellectual
Emotional
Social
 PHYSICAL
DEVELOPMENT
(Physicaldevelopment is divided into two areas , growth and
development)

1. Growth is the physical changes of, the increase in size, height and
weight.

2. Development is how children gain control over their physical actions

to do complicated and difficult activities more skillfully and easily.
 PHYSICAL
DEVELOPMENT
Growth and development are linked because the
development and improvement of physical skills depends on
the size of the child and their muscular strength. Physical
development will usually follow a sequence even though the
age may vary. There are factors that can affect this sequence,
such as a disability or abnormalities.
 Factors that affect growth and
development
Nature and nurture both contribute to the growth and development
of children. Although what’s endowed by nature is constant, nurture
tends to make a big difference too. Here are a few factors affecting
children’s growth and development.
1.Heredity. 6. Nutrition
2.Environment 7. Familial Influences
3.Sex 8. Geographical Influences
4.Exercise and Health 9. Socioeconomic Status
5.Hormones
 PHYSICAL
GROWTH AND
MOTOR SKILLS
DEVELOPMENT
during early
childhood
 3 Patterns of development
Development follows an orderly, step-by-step sequence in three different patterns:

1. Cephalo-caudal development is a “head-to-foot” pattern. Prenatally (before

birth) and at birth the newborn’s head is proportionately larger; development
continues downward.

2. Proximal-distal (Proximodistal) development is an “inward-to-outward”

pattern. Development starts at the trunk of the body and moves further outward.

3. Simple-to-complex development is a pattern relating to the difficulty of

tasks. babies first develop their large muscle groups- such as those in the legs,
neck, arms, and torso. As they strengthen and gain control over these muscles, they
learn to do increasingly complex tasks. Then Babies start with simply eating and
sleeping and progress from there. Tasks involving a combination of motions is
 6 different Movement of Newborn Baby
are involuntary movements or actions.
reflexes
1. Rooting reflex
This reflex starts when the corner of the baby's mouth is stroked
or touched. The baby will turn their head and open their mouth
to follow and root in the direction of the stroking. This helps the
baby find the breast or bottle to start feeding. This reflex lasts
about 4 months.
2. Suck reflex
Rooting helps the baby get ready to suck. When the roof of the
baby's mouth is touched, the baby will start to suck.
3. Moro reflex
The Moro reflex is often called a startle reflex. That’s because
it usually occurs when a baby is startled by a loud sound or
movement. In response to the sound, the baby throws back their
head, extends out their arms and legs, cries, then pulls the arms
and legs back in. A baby's own cry can startle them and trigger
this reflex. This reflex lasts until the baby is about 2 months
old.

4. Tonic neck reflex

When a baby's head is turned to one side, the arm on that side
stretches out and the opposite arm bends up at the elbow. This
is often called the fencing position.
5. Grasp reflex
Stroking the palm of a baby's hand causes the baby to close
their fingers in a grasp. The grasp reflex lasts until the baby is
about 5 to 6 months old. A similar reflex in the toes lasts until 9
to 12 months.

6. Stepping reflex
This reflex is also called the walking or dance reflex because a
baby appears to take steps or dance when held upright with
their feet touching a solid surface. This reflex lasts about 2
months.
 In Physical development, motor skills are divided into two;
Fine motor skills and Gross motor skills.
FINE MOTOR SKILLS

This is the development and control

of smaller muscles of the hands,
fingers and feet so that a child can
do more delicate tasks e.g. drawing,
fastening buttons and threading
beads. Children use a variety of
grips until they master the mature
pincer grip at about 4 years of age.
 Developmental Milestones For Fine Motor
Skills
AGE DEVELOP Possible implications
MENT if milestones not
*Reflexive grasp (at birth)-hahawak
achieved
0 - 6 Months *Global ineffective reach for objects (3 months) dalawang *Poor muscle development
kamay *Delayed ability to play
*Voluntary grasp (3 months) nagsisimula ng pumulot ng independently
mga bagay bagay. *Delayed sensory development
*2 handed palmar grasp (3 months) due to delayed interaction with
*1 handed palmar grasp (5 months) toys and other sensory objects
*Controlled reach (6 months)
*Reaches, grasps, puts object in mouth *Poor muscle development
6 - 12 Months *Controlled release of objects *Delayed ability to play
*Pincer grasp the ability to hold something between the independently
thumb and first finger.
*Picks things up with pincer grasp (thumb and one *Delayed sensory development
finger) due to delayed interaction with
*Transfers object from one hand to the other toys and other sensory objects
*Drops and picks up toy
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Builds tower of three small blocks
1 - 2 Yrs. *Puts four rings on stick *Poor development of hand
*Places five pegs in pegboard and finger strength
*Turns pages two or three at a time *Delayed independent play
*Scribbles skills
*Turns knobs Delayed development of self-
*Paints with whole arm movement, shifts care skills such as eating
hands, makes strokes Delayed manipulation skills
*Self-feeds with minimal assistance
*Able to use signing to communicate
*Brings spoon to mouth
*Holds and drinks from cup independently
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Strings four large beads *Delayed self-care skills such as
2-3 Yrs *Turns single pages eating
*Snips with scissors *Delayed pre-writing skills
*Holds crayon with thumb and fingers (not fist)development
*Uses one hand consistently in most activities *Delayed manipulation of small
*Imitates circular, vertical, horizontal strokes objects such as toys, pencils and
*Paints with some wrist action, makes dots, scissors
lines, circular strokes *Frustration when manipulating
*Rolls, pounds, squeezes, and pulls play dough small toys and objects
*Eats without assistance
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Builds tower of nine small blocks *Delayed pre-writing skills
3-4 Yrs. *Copies circle development
*Imitates cross *Frustration and/or avoidance of
*Manipulates clay material (rolls balls, makes pencil based tasks
snakes, cookies) *Poor pencil grasp and pencil
*Uses non dominant hand to assist and stabilize control
the use of objects *Poor self-care skills such as
*Snips paper using scissors eating
*Delayed drawing skills
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Cuts on line continuously *Difficulties holding and
4 - 5 Yrs *Copies cross manipulating a pencil
*Copies square *Difficulties learning to write
*Writes name name and other letters of the
*Writes numbers 1-5 alphabet Dependence on
*Copies letters caregivers for every day activities
*Handedness well established such as dressing
*Dresses and undresses independently *Frustration and/or avoidance of
pencil based tasks
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Cuts out simple shapes *Difficulties learning to form
5 - 6 Yrs. *Copies triangle letters correctly
*Colors within lines *Poor handwriting
*Uses a 3 fingered grasp of pencil and uses *Difficulties demonstrating
fingers to generate movement academic ability on paper
*Pastes and glues appropriately *Fatigue during pencil based
*Can draw basic pictures tasks
*Frustration and/or avoidance of
pencil based tasks
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Forms most letters and numbers correctly *Difficulties getting ideas down on
6 - 7 Yrs. *Writes consistently on the lines paper
*Demonstrates controlled pencil movement *Experiencing fatigue during
*Good endurance for writing handwriting tasks
*Can build Lego other blocks independently *Difficulty keeping up in class due
*Tie Shoe Laces to slow handwriting speed
*Poor legibility of handwriting
*May impact on self-esteem when
comparing work to peers
*Possible frustration and/or behavior
difficulties due to avoidance of
pencil based tasks
 Developmental Milestones For Fine Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
7 - 8 Yrs. *Maintains legibility of handwriting *Difficulty completing handwriting
for entirety of a story tasks in a timely manner
*Experiencing fatigue during
handwriting tasks
*Poor academic achievement due to
difficulty getting ideas down on paper
*Difficulties due to avoidance of
pencil based task
GROSS MOTOR SKILLS

This is the development and control of the

whole body and the larger muscles.
Children need this control to be able to
balance, walk and climb. Newborn babies
have very little control over their bodies the
actions they make are involuntary reflexes.
 Types of Gross Motor
Skills
Gross motor skills can be grouped into different types.

1. Locomotor skills are those used to move the body

from place to place, like walking and running.
2. Manipulative skills involve moving an object, such
as a bat, ball, or jump rope.
3. Stability skills are related to balance and weight
transfer—for example, standing on one foot or
dodging an obstacle.
 Developmental Milestones For Gross Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Rolls over front to back and back to *Poor muscle development for
0 - 6 Months front locomotion
*Sits with support and then *Delayed ability to play
independently independently
6 - 12 Months *Crawls forwards on belly
*Assumes a seated position unaided *Delayed sensory development
*Creeps on hands and knees due to decreased ability to
*Transitions into different positions: explore the environment
sitting, all fours, lying on tummy *Poor muscle development
*Pulls self to stand *Delayed play skills
*Walks while holding onto furniture
*Takes 2-3 steps without support
*Rolls a ball in imitation of an adult
 Developmental Milestones For Gross Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Sits, crawls, walks *Delayed play skills
18 Months *Still has wide gait but walking/running is *difficulty interacting with the
less clumsy environment due to delayed ability
*Pushes against a ball (does not actually to mobilize effectively
kick it) *Poor muscle development

2 Yrs. Old *Walks smoothly and turns corners
*Begins running
*Is able to pull or carry a toy while walking
*Climbs onto/down from furniture without
assistance
*Walks up and down steps with support
*Picks up toys from the floor without falling
over
*Poor muscle development for
running and jumping
*Delayed ability to play
independently and interact with
the environment
*Decreased ability to interact
socially
 Developmental Milestones For Gross Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Imitates standing on one foot *Decreased opportunities for social
3 Yrs Old *Imitates simple bilateral movements interaction
of limbs (e.g. arms up together) *Poor development of body
*Climbs jungle gym and ladders awareness and movement planning
*Pedals a tricycle skills
*Walks up/down stairs alternating feet *Difficulties using playground
*Jumps in place with two feet together equipment
*Able to walk on tip toes *Difficulties or lack of confidence
*Catches using body interacting with other children in
active environments (e.g. play cafes,
playgrounds)
 Developmental Milestones For Gross Motor
Skills
AGE DEVELOP
MENT
*Stands on one foot for up to 5 seconds
4 Yrs Old *Kicks a ball forwards
*Throws a ball overarm
*Catches a ball that has been bounced
*Runs around obstacles
*Able to walk on a line
*Able to hop on one foot
*Jumps over an object and lands with
both feet together
Possible implications
if milestones not
achieved
*Lack of confidence in movement
based activities
*Difficulties using playground
equipment
*Difficulties or lack of confidence
interacting with other children in
active environments (e.g. play cafes,
playgrounds)
 Developmental Milestones For Gross Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
*Able to walk up stairs while holding an *May result in poor self-esteem
5 Yrs Old object when comparing self to peers
*Walks backward toe-heel *Lack of confidence in movement
*Jumps forward 10 times without falling based activities
*Skips forwards after demonstration *Difficulties participating in
*Hangs from a bar for at least 5 seconds sporting activities
*Steps forward with leg on same side as *Difficulties playing with moving
throwing arm when throwing a ball toys such as bikes and scooters
*Catches a small ball using hands only
 Developmental Milestones For Gross Motor
Skills
Possible implications
AGE DEVELOP if milestones not
MENT achieved
6 Yrs Old *Runs lightly on toes *Difficulty participating in
*Able to walk on a balance beam sporting activities
*Able to skip using a skipping rope *May result in poor self-esteem
*Can cover 2 meters when hopping when comparing self to peers
*Demonstrates mature throwing and catching *Lack of confidence in
patterns movement based activities
*Mature (refined) jumping skills
 PHYSICAL
GROWTH AND
MOTOR SKILLS
DEVELOPMENT
during school-age
 School-age
School-age children most often have smooth and strong
motor skills. However, their coordination (especially eye-
hand), endurance, balance, and physical abilities vary.
Motor skills may also vary widely. These skills can affect a
child's ability to write neatly, dress appropriately, and
perform certain chores, such as making beds or doing
dishes.
There will be big differences in height, weight, and build
among children of this age range.
A sense of body image begins developing around age 6. Sedentary
habits in school-age children are linked to a risk for obesity and
heart disease in adults. Children in this age group should get 1 hour
of physical activity per day.
There can also be a big difference in the age at which children begin
to develop secondary sexual characteristics.
For girls, secondary sex characteristics include:
Breast development
Underarm and pubic hair growth
For boys, they include:
Growth of underarm, chest, and pubic hair
Growth of testicles and penis
 A school-age child’s brain is still developing as they learn how
to do new things and think differently. School age children are
able to understand logic and concrete information, especially in
their own lives. They may still struggle to grasp abstract
concepts, especially events that will happen in the long-term
future. School-age children begin to be less egocentric and can
think about and understand different viewpoints. Other brain
functions begin to improve such as:
 Concentration: School-age children are able to focus on a task
or topic. They also begin to develop methods of ignoring
distractions when they have a task to focus on.
Memory: Both long- and short-term memory skills improve in
school-age children.
Attention span: School-age children can focus on important
tasks for longer periods. They begin to read longer books, stay
interested in topics at school, and may participate in long-term
projects.
 PHYSICAL
GROWTH AND
MOTOR SKILLS
DEVELOPMENT
during adolescent
 adolescent
Adolescence is a developmental period during which
dependent children grow into independent adults. This
period usually begins at about age 10 years and lasts until
the late teens or early 20s. During adolescence, children
undergo striking physical, intellectual, and emotional
growth..
 adolescent
1. Adolescence or Pubertal Growth Spurt - refers to the rapid
acceleration in height and weight.
2. Puberty - This is the emergent of primary (present at birth) and
secondary sex characteristics and the point which the individual
becomes physically capable of sexual reproduction.
Gross and Fine Motor Skills improve continuously during
adolescence. Adolescence can do more complex and strenuous
activities compare when they were in their school-age or middle
childhood.
 Importance of developing motor skills
Motor skills are used everyday throughout our lives. They help us move and do
everything from lifting heavy items to typing on a keyboard.
Motor skills are broken up into two categories: gross motor skills and fine motor
skills. Mastering both are important for children’s growth and independence.

Why does my child need motor skills?

• To be able to move and complete tasks independently
• To be able to explore the world around them, which promotes cognitive, speech,
and sensory development
• To give them confidence and independence, which promotes skills such as 
executive function
• To meet developmental milestones
• To possibly help prevent early motor delays and conditions that can interrupt
development
How are we going to develop fine and gross motor skills? 
Physical Activities.
How to promote Overall Motor Skills Development?
• Provide opportunities for children to exercise large muscles
every day.
• Offer a range of small motor activities and experiences in the
classroom.
• Provide materials, equipment, and child-sized furniture in
adequate numbers to allow all children to participate.
• Be aware of cultural differences in young children with
regard to motor development
Although, human development has the same
pattern and process, Still, human is different
from each other. Which means, children and
adolescents are same human but they have
different Needs and styles.. So, we have to
think to the appropriate way to develop their
motor skills considering his/her stage in life..
 Thank
s!
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