CONCEPT AND PRINCIPLE OF PHYSICAL

DEVELOPMENT OF CHILDREN
Children’s physical development and skills development

• Physical Development
Physical development refers to a child's actual growth, as well
as their development in both the fine and gross motor areas.
Children will undergo physical changes related
to growth, maturation and development.
As a child grows, changes will occur to them physically.
Changes range from the growth of teeth to internal organ
development. These changes will be major events in the
child's life.
There are two kinds of physical skill involved in a child's development:

A. Gross motor . The development of skills that involve the

use of large muscles in the legs or arms, as well as general
strength and stamina; examples of such skills include
jumping, throwing, climbing, running, skipping or kicking
B. Fine motor. The development of skills that involve the
use of smaller muscles in the arms, hands and fingers that
allows a child to perform tasks such as drawing, cutting with
scissors, stringing beads, tying, zipping or molding clay
 Physical Development (1 - 4 MONTHS)

• Head and chest circumference are nearly equal to the part of the abdomen.
• Head circumference increases approximately 2 cm per month until two months, then increases
1.5 cm per month until four months.
• Increases are an important indication of continued brain growth.
• Continues to breathe using abdominal muscles.
• Posterior fontanelle.
• Anterior fontanelle.
• Skin remains sensitive and easily irritated.
• Legs may appear slightly bowed.
• Gums are red.
• Eyes begin moving together in unison (binocular vision).
• Has very poor vision. The infant has trouble focusing on objects and could barely make out
images with its eyes.
 Physical Development (4–8 months)
• Head and chest circumferences are basically equal.
• Head circumference increases approximately 1 cm per month until six to seven
months, then 0.5 cm per month; head circumference should continue to increase
steadily, indicating healthy, ongoing brain growth.
• Posterior fontanelle closing or fully closed.
• Breathing is abdominal; respiration rate depending on activity; rate and patterns
vary from infant to infant.
• Teeth may begin to appear, with upper and lower incisors coming in first. Gums
may become red and swollen, accompanied by increased drooling, chewing, biting,
and mouthing of objects.
• Legs may appear bowed; bowing gradually disappears as infant grows older.
• Fat rolls ("Baby Fat") appear on thighs, upper arms and neck.
• True eye colour is established.
 Physical Development (8–12 months)

• Respiration rates vary with activity

• Environmental conditions, weather, activity, and clothing still affect variations in body
temperature.
• Head and chest circumference remain equal.
• Anterior fontanelle begins to close.
• Continues to use abdominal muscles for breathing.
• More teeth appear, often in the order of two lower incisors then two upper incisors followed by
four more incisors and two lower molars but some babies may still be waiting for their first.
• Arm and hands are more developed than feet and legs (cephalocaudal development); hands
appear large in proportion to other body parts.
• Legs may continue to appear bowed.
• "Baby Fat" continues to appear on thighs, upper arms and neck.
• Feet appear flat as arch has not yet fully developed.
• Both eyes work in unison (true binocular coordination).
• Can see distant objects (4 to 6 m or 13 to 20 ft away) and points at them.
Physical Development (Toddlers (12–24 months)
• Weight is now approximately 3 times the child's birth weight.
• Rate of growth slows.
• Head size increases slowly; grows approximately 1.3 cm every six months; anterior fontanelle is nearly closed at
eighteen months as bones of the skull thicken.
• Anterior fontanelle closing or fully closed, usually at the middle of this year.
• Chest circumference is larger than head circumference.
• Legs may still appear bowed.
• Toddler will begin to lose the "Baby Fat" once he/she begins walking.
• Body shape changes; takes on more adult-like appearance; still appears top-heavy; abdomen protrudes, back is
swayed

• T
Physical Development (Two-year-old
• Posture is more erect; abdomen still large and
protruding, back swayed, because abdominal muscles
are not yet fully developed.
• Respirations are slow and regular
• Body temperature continues to fluctuate with activity,
emotional state, and environment.
• Brain reaches about 80 percent of its adult size.
• 16 baby teeth almost finished growing out
 Physical Development (Three-year-old)
• Growth is steady though slower than in first two years.
• Adult height can be predicted from measurements of height at three years of
age; males are approximately 53% of their adult height and females, 57%.
• Legs grow faster than arms,
• Circumference of head and chest is equal; head size is in better proportion to
the body.
• "Baby fat" disappears as neck appears.
• Posture is more erect; abdomen no longer protrudes.
• Slightly knock-kneed.
• can jump from low step
• can stand up and walk around on tiptoes
• "baby" teeth stage over.
• Needs to consume approximately 6,300 kJ (1,500 calories) daily.
Physical Development (Four-year-old)

Head circumference is usually not measured after age

three.
• Requires approximately 1,700 calories daily.
• Hearing acuity can be assessed by child's correct usage
of sounds and language, and also by the child's
appropriate responses to questions and instructions.
Physical Development (Five-year-old)
• Head size is approximately that of an adult's.
• May begin to lose "baby" (deciduous) teeth.
• Body is adult-like in proportion.
• Requires approximately 7,500 J (1,800 calories) daily
• Visual tracking and binocular vision are well developed
Physical Development (Six-year-old)
• Weight gains reflect significant increases
in muscle mass.
• Heart rate and respiratory rates are close to adults.
• Body may appear lanky as through period of rapid
growth.
• Baby teeth beginning to be replaced by permanent ones,
starting with the two lower front teeth
• 20/20 eyesight; if below 20/40 should see a professional.
• The most common vision problem during middle
childhood is myopia, or nearsightedness. (Berk, 2007).
• Uses 6,700 J to 7,100 J (1,600 to 1,700 calories) a day.
Influences on Physical Growth
• Physical growth and development entails more than just
becoming taller, stronger or larger.
• It involves a series of changes in body size, composition,
and proportion.
• Biological and environmental factors also affect physical
growth and development
 Brain development
• Even though motor abilities in preschool emerge as a result of
physical growth and development, many new motor skills are also the
result of brain growth. In other words, movement involves more than
simply using arms or legs.
• Being able to do this task can be attributed not only to skill mastery
and development, but also to the brain’s ability to organize visual and
auditory messages that guide the child and help him or her make
decisions, such as adjusting movement, deciding how hard or soft to
kick the ball, waiting if needed, and kicking the ball back accordingly.
• As a preschool teacher, you can enhance children’s brain
development by engaging children in meaningful interactions
Ultimately, in doing all these you help children improve existing skills
and acquire new ones.
Heredity:

Genetic inheritance plays a significant part in children’s

physical growth. Nevertheless, it is important to
acknowledge that even though genes influence children’s
development, physical growth, like other aspects of
development, happens as the result of the interplay
between heredity and environment (Berk, 2013).
 Nutrition:
• In order to reach optimal physical growth and development,
especially at times when their brains and bodies are
developing so rapidly, young children require healthy,
balanced diets that provide them with vitamins, minerals and
other nutrients.
• Cross-cultural differences
• Even though there are universal patterns of development that
children follow, there are variations in development, and this
also applies to how children develop motor skills. Children’s
environments, places of origin and particular life
circumstances can affect how they develop and master motor
Encouraging physical development at home
• Here are some guidelines and activities to try:
• Give your child the space and freedom to use large
muscles, through activities such as running, climbing and
swinging on playground equipment.
• Make sure your child gets adequate sleep and nutrition to
fuel her overall development and activity.
• Take your child to a pediatrician for regular well-child
exams, and be sure to have her vision and hearing checked.
Even small problems, caught and addressed at this age, can
greatly enhance motor skill development and confidence.
 Encouraging physical development at home
• Collect toys and equipment that your child can use to help
her develop large muscles. (For example: hula hoops, bean
bags, tricycle, large beach balls and a child-sized basketball
hoop.)
• Set up empty water bottles like bowling pins, and let your
child use a soft ball to “bowl.”
• Join your child in active play. Play catch, tag, or set up a
simple obstacle course.
• Give your child opportunities to practice small motor skills
using child safety scissors, Lego blocks, dice, and buttons.
 Cause for concern? Where to turn for advice and
assistance
May want to seek help if your preschooler:
• Is awkward and clumsy. (For example: dropping, spilling, bumping, or
knocking things over.)
• Has trouble with buttons, zippers, snaps, and learning to tie her
shoes.
• Has difficulty using small objects (such as Lego blocks and puzzle
pieces) and objects that require precision (such as scissors).
• Holds pencils and markers with an awkward grasp, resulting in poor
handwriting and artwork that is immature for her age.
• Has difficulty coloring or writing “on the paper” or “within the lines.”
• Dislikes and avoids writing and drawing.
PLAY
 PLAY
• Play is often interpreted as frivolous; yet the player can be intently
focused on their objective, particularly when play is structured and
goal-oriented, as in a game. Accordingly, play can range from
relaxed, free-spirited and spontaneous through frivolous to planned
or even compulsive.
• Play is not just a pastime activity; it has the potential to serve as an
important tool in numerous aspects of daily life for adolescents,
adults, and cognitively advanced non-human species (such as
primates).
• Not only does play promote and aid in physical development (such
as hand–eye coordination), but it also aids in cognitive development
and social skills, and can even act as a stepping stone into the
world of integration, which can be a very stressful process.
 How does play promote physical development?
• PLAY DESCRIBES SEVEN PLAY PATTERNS:
• Attunement play - which establishes a connection, such
as between newborn and mother.
• Body play, in which an infant explores the ways in which
his or her body works and interacts with the world, such as
making funny sounds or discovering what happens in a fall.
• Object play, such as playing with toys, banging pots and
pans, handling physical things in ways that use curiosity.
• Social play, play which involves others in activities such
as tumbling, making faces, and building connections with
another child or group of children.
 How does play promote physical development?
• Imaginative or pretend play, in which a child invents scenarios from
his or her imagination and acts within them as a form of play, such as
princess or pirate play.
• Storytelling play, the play of learning and language that develops
intellect, such as a parent reading aloud to a child, or a child retelling
the story in his or her own words.
• Creative play, by which one plays with imagination to transcend
what is known in the current state, to create a higher state. For
example, a person might experiment to find a new way to use a
musical instrument, thereby taking that form of music to a higher
plane; or, as Einstein was known to do, a person might wonder about
things which are not yet known and play with unproven ideas as a
bridge to the discovery of new knowledge.
 The Importance of Physical Play in Child Development
• Physical play includes activities that use physical movements
to allow children to use their energy, and it gives children the
chance to develop gross and fine motor skills, learn new
things and socialize. Physical play also benefits a child’s
health. Understanding the importance of physical play is vital
to your child’s development.
• Learning
• Physical play helps a child to develop connections between the nerve
cells and the brain. As these connections develop, a child’s fine and
gross motor skills, socialization, personal awareness, language,
creativity and problem solving are improved. Ideal physical play
incorporates play with social interactions and problem solving.
• Learning
• According to the Child Development Institute, 75 percent
of brain development occurs after birth. Physical play
helps a child to develop connections between the nerve
cells and the brain. As these connections develop, a
child’s fine and gross motor skills, socialization, personal
awareness, language, creativity and problem solving are
improved. Ideal physical play incorporates play with social
interactions and problem solving.
 Health
Physical play provides various health benefits. According to the North
Carolina Child Care Health and Safety Resource Center, physical activity
promotes early brain development and learning in infants and young
children. It also decreases the risk of developing health conditions like
coronary heart disease, high blood pressure, diabetes mellitus, obesity
and many other chronic health conditions.
Outdoor Play
Physical play mostly occurs outside and provides children the
opportunity to release their energy using vigorous activity and loud
voices. According to the North Carolina Child Care Health and Safety
Resource Center, “All children birth to age five as well as school age
children should engage in daily physical activity that promotes health-
related fitness and movement skills.”
 Indoor Play
• Many children lack indoor physical play because many environments are
not conducive to indoor physical play. However, indoor physical play
provides a safe, supervised way to incorporate learning. If space is
lacking, move furniture, use a hallway or use a covered outdoor area
• Technology
• According to the Child Development Institute, electronic media--including
television, video games, movies, cell phones, and the Internet--has a
great effect on physical play. Children are spending more and more time
engaged in passive play, using a keyboard or electronic device. While
this can have some benefits, they should spend most of their time
physically playing and interacting with others.
 SKILLS DEVELOPMENT
• Skill development during the first five years of your child’s life
moves fast. The brain grows rapidly in babies, toddlers and
preschoolers. Language blooms and motor abilities advance.
Thinking becomes more developed, and social and emotional
skills allow more interaction with other people.
• Sometimes it seems as if babies, toddlers and preschoolers
develop a new skill overnight. But skills develop over time and
are all connected.
What Influences Skill Development
• To some degree, genes influence your child’s
development the first five years. For example, genetics
affect the number of brain cells (neurons) all babies are
born with. But genes don’t act alone. Environment also
plays a part.

• The neurons kids are born with branch out and make
connections based on experiences. In the first three to
five years of your child’s life, his brain has the potential to
make billions of connections, limited only by the number
of neurons available.
 Play and Social Skills
• Is interested in, aware of, and able to maintain eye contact with others
• Enjoys playing in small groups with children of the same age
• Is able to initiate and play with another child of the same age
• Turns head in response to name being called
• Interested in exploring varied environments, such as new playground or friend’s house
• Is able to play in new social situations
• Enjoys playing with variety of toys intended for children of the same age
• Is aware of risky and unsafe environments and behavior
• Participates in crafts / activities that involve wet textures, such as glue
• Enjoys rough but safe play with peers, siblings, or parents
• Enjoys swinging on playground swings
• Enjoys playing with new toys
• Is able to locate objects you are pointing to
• Enjoys sitting to look at or listen to a book
• Usually does not bring non-food objects to mouth
• Is able to play with one toy or theme for 15 minute periods of time
 Coordination
• Enjoys and seeks out various ways to move and play
• Has adequate endurance and strength to play with peers
• Coordinates movements needed to play and explore
• Usually walks with heel toe pattern and not primarily on toes
• Can maintain balance to catch ball or when gently bumped by peers
• Is able to walk and maintain balance over uneven surfaces
• Walks through new room without bumping into objects or people
• Only leans on furniture, walls or people and sits slumped over when tired
• Is able to throw and attempt to catch ball without losing balance
• Coordinates both hands to play, such as swinging a bat or opening a container
• Coordinates hand and finger movement needed to participate in table top games
and activities
• Is able to color and begin to imitate shapes
• Uses appropriate force when playing with peers or pets or when holding objects
• Is able to maintain good sitting posture needed to sit in chair
 Daily Activities
• Is able to use utensils to pick up pieces of food
• Has an established sleep schedule
• Is usually able to self calm to fall asleep
• Is able to tolerate and wear textures of new and varied articles of clothes
• Is able to take appropriate bites of food, does not always stuff mouth
• Is able to tolerate haircuts and nail cutting without crying
• Is able to adapt to changes in routine
• Can take bath or shower, although preference may be present
• Eats a diet rich in various foods, temperatures, and textures
• Can drink from a cup and straw without dribbling
• Need for crashing, bumping and moving fast does not interfere with
participation in activities and family life.
• Is able to complete everyday tasks that have multiple steps, such as dressing
• Frequently wakes up rested and ready for a new day
 Self-Expression
• Is generally happy when not hungry or tired
• Has grown accustomed to everyday sounds and is usually not
startled by them
• Has an established and reliable sleeping schedule
• Is able to enjoy a wide variety of touch, noises, and smells
• Cries and notices when hurt
• Is able to calm self down after upsetting event
• Is able to transition to new environment or activity
• Is able to pay attention and is not distracted by sounds not noticed
by others
• Is able to cope with an unexpected change