PHYSICAL

DEVELOPMENT
P R E - N ATA L T O A D O L E S C E N T
PRINCIPLES OF GROWTH &
DEVELOPMENT
• Continuous process
• Predictable Sequence
• Don’t progress at the same rate
• Not all body parts grow in the same rate at the same
time.
• Each child grows in his/her own unique way.
• Each stage of G&D is affected by the preceding types
of development.
GROWTH PATTERN

The child’s pattern of growth is

in a head-to-toe direction, or
cephalocaudal, and in
an inward to outward pattern
called proximodistal.
FACTORS AFFECTING GROWTH AND
DEVELOPMENT:
• Heredity
• Environmental factors
Pre-natal environment
1-Factors- related to mothers
during pregnancy: Pre-natal environment
• Nutritional deficiencies 2-Factors related to fetus
• Diabetic mother
• Exposure to radiation •Mal-position in uterus
• Infection with German measles •Faulty placental implantation
• Smoking
• Use of drugs
FACTORS AFFECTING GROWTH AND
DEVELOPMENT:
Post-Natal Environment Post-Natal Environment
I - External environment: 2 - internal environment:
• socio-economic status of the •Child’s intelligence
family •Hormonal influences
• child’s nutrition •Emotions
• climate and season
• child’s ordinal position in the
family
• Number of siblings in the family
• Family structure (single parent
or extended family … )
STAGES OF GROWTH AND
DEVELOPMENT
PRENATAL
Development happens quickly during
the Prenatal Period, which is the time between
conception and birth.
This period divided into 3 stages

1. the germinal stage,

2. the embryonic stage,
3. fetal stage
Stage 1:The Germinal Stage
• The two-week period after conception is called
the Germinal Stage.
• Conception occurs when a sperm cell combines
with an egg cell to form a Zygote. About thirty-
six hours after conception, the zygote begins to
divide quickly. The resulting ball of cells moves
along the mother’s fallopian tube to the uterus.
Stage 1:The Germinal Stage
• Around seven days after conception, the ball of cells starts to
become embedded in the wall of the uterus. This process is
called Implantation and takes about a week to complete. If
implantation fails, as is quite common, the pregnancy
terminates. One key feature of the germinal stage is the
formation of a tissue called the Placenta. The placenta has
two important functions:
• Passing oxygen and nutrients from the mother’s blood into
the embryo or fetus
• Removing waste materials from the embryo or fetus
Stage 2: The Embryonic Stage
• The Embryonic Stage lasts from the end of the germinal
stage to two months after conception.
• The developing ball of cells is now called an Embryo.
• In this stage, all the major organs form, and the
embryo becomes very fragile. The biggest dangers
are teratogens, which are agents such as viruses,
drugs, or radiation that can cause deformities in an
embryo or fetus. At the end of the embryonic period,
the embryo is only about an inch long.
Stage 3:The Fetal Stage
• The last stage of prenatal development is the Fetal Stage,
which lasts from two months after conception until birth.
• About one month into this stage, the sex organs of the fetus
begin to form.
• The fetus quickly grows as bones and muscles form, and it
begins to move inside the uterus.
• Organ systems develop further and start to function.
• During the last three months, the brain increases rapidly in
size, an insulating layer of fat forms under the skin, and the
respiratory and digestive systems start to work
independently.
INFANCY
Birth to 2 weeks old

• The baby is able to lift her head briefly when

placed on her tummy.
• able to focus on objects that are within 8 to 15
inches away — exactly the distance your face
will be when you’re gazing at her, something
you’ll likely be doing a lot this week (and in the
weeks to come)!
• The most noticeable of newborn behaviors will be
those built-in reflexes that come standard issue to all
newborns, including the all-important rooting reflex
(when her cheek is stroked she’ll turn in that
direction), which helps baby locate the breast or
bottle, and the sucking reflex (nature’s way of
ensuring baby gets those feeds at the breast or
bottle).
• The average newborn will weigh in around 7½ pounds
and measure about 20 inches long. The vast majority
of full-term newborns weigh between 5½ and 9½
pounds and clock in between 18 and 22 inches long.
• Babies may lose some weight in the first
few days after birth. In fact, nearly all
newborns will leave the hospital or birthing
center weighing less than when they first
checked in, with an average loss of 5 to 10
percent of their birth weight during their
first week.
 Gross Language/
Fine Motor Social
Motor Cognitive
Moves head
Tracks
from side to Stares at hands
1 month side when
Strong grip
and fingers
movement
with eyes
on stomach

Holds head and

neck up briefly Opens and Begins to play Smiles
2 months while on closes hands with fingers responsively
tummy
Imitates you
Reaches and
Grips objects when you stick
3 months grabs at
in hands
Coos
out
objects
your tongue
 Pushes up on Grabs objects - Enjoys play and
Laughs out
4 months arms when - and gets
loud
may cry when
lying on tummy them! playing stops

Is learning to Reaches for

Begins to roll
transfer Blows mommy or
over in one or
5 months the other
objects from “raspberries” daddy and cries
one hand to (spit bubbles) if they’re out of
direction
the other sight

Recognizes
Uses hands to familiar faces --
Rolls over both
6 months ways
“rake” small Babbles caregivers and
objects friends as well
as family
 Moves around Responds to
Is learning to Babbles in a
--is starting to other people’s
7 months crawl, scoot, or
use thumb and more complex
expressions of
fingers way
“army crawl” emotion
Responds to
Plays
Sits well familiar words,
Begins to clap interactive
8 months without
hands
looks when
games like
support you say his
peekaboo
name

Learns object
Is at the height
May try to permanence --
Uses the of
9 months climb/crawl up
pincer grasp
that something
stranger anxiet
stairs exists even if
y
he can’t see it
 Waves bye-bye
Learns to
and/or lifts up
Stacks and sorts understand cause
10 months Pulls up to stand
toys
arms to
and effect (“I cry,
communicate
Mommy comes”)
“up”

Uses mealtime
games (dropping
Says “mama” or spoon, pushing
Cruises, using Turns pages while
11 months furniture you read
“dada” for either food away) to test
parent your reaction;
expresses food
preferences

Helps while Says an average of Plays imitative

Stands unaided
getting dressed 2-3 words (often games such as
12 months and may take first
(pushes hands “mama” and pretending to use
steps
into sleeves) “dada”) the phone
13 months to 18 months  Give an object to
 Walk alone. another person if asked.
 Crawl or walk upstairs one step  Pick up and eat small
at a time, holding on to a railing or pieces of food.
your hand.  Drink from a cup.
 Push and pull toys while walking.  Turn a container
 Squat to pick up a toy without upside down to get
falling. something out.
 Climb onto things (chairs, sofas,  Turn pages of a book.
tables) or climb out of things (cribs,  Stack three or more
high chairs, strollers). blocks.
 Scribble with a big
crayon.
Between 18-24 months, your toddler is likely
to:
 Kick a ball.
 Squat while playing.
 Walk backwards or sideways while pulling a toy.
 Back into a chair to sit down.
 Ride a small-wheeled toy
 Carry a large toy while walking
 Remove lids from containers.
 Nest cups and boxes inside each other.
 Take off shoes, hat, and socks.
 String large beads with two hands.
 Raise and drink from a cup, then put it back on the table.
E A R LY C H I L D H O O D
( 2 - 7 Y/ 0 )
GROSS MOTOR DEVELOPMENT
• refers to physical skills that use large body
movements, normally involving the entire body.
• Between ages 2 and 3 years, young children
stop "toddling," or using the awkward, wide-
legged robot-like stance that is the hallmark of
new walkers.
GROSS MOTOR DEVELOPMENT
• As they develop a smoother gait, they also
develop the ability to run, jump, and hop.
• Children of this age can participate in throwing
and catching games with larger balls. They can
also push themselves around with their feet
while sitting on a riding toy.
GROSS MOTOR DEVELOPMENT
• 3 to 4 year olds can jump and hop higher as
their leg muscles grow stronger.
• Many can even hop on one foot for short
periods of time.
• Also at this age, children develop better upper
body mobility.
GROSS MOTOR DEVELOPMENT
• As a result, their catching and throwing abilities
improve in speed and accuracy.
• In addition, they can typically hit a stationary
ball from a tee with a bat.
• As whole body coordination improves, children
of this age can now peddle and steer a tricycle.
• They can also kick a larger ball placed directly
in front of their bodies.
GROSS MOTOR DEVELOPMENT
• By ages 4 to 5, children can go up and down
the stairs alone in the adult fashion (i.e., taking
one step at a time).
• Their running continues to smooth out and
increase in speed.
• Children of this age can also skip and add spin
to their throws. They also have more control
when riding their tricycles (or bicycles), and
can drive them faster.
 GROSS MOTOR DEVELOPMENT
• 5 to 6, young children continue to refine earlier
skills. They're running even faster and can start to
ride bicycles with training wheels for added stability.
• In addition, they can step sideways. Children of this
age begin mastering new forms of physical play such
as the jungle gym, and begin to use the see-saw,
slide, and swing on their own.
• They often start jumping rope, skating, hitting balls
with bats, and so on.
 GROSS MOTOR DEVELOPMENT
• Many children of this age enjoy learning to play
organized sports such as soccer, basketball, t-
ball or swimming.
• In addition, 5 to 6 year olds often like to
participate in physical extracurricular activities
such as karate, gymnastics, or dance.
• Children continue to refine and improve their
gross motor skills through age 7 and beyond.
FINE MOTOR DEVELOPMENT
• are necessary to engage in smaller, more
precise movements, normally using the
hands and fingers. Fine motor skills are
different than gross motor skills which
require less precision to perform.
 FINE MOTOR DEVELOPMENT
• By ages 2 to 3 years,children can create things with
their hands.
• They can build towers out of blocks, mold clay into
rough shapes, and scribble with a crayon or pen.
• Children of this age can also insert objects into
matching spaces, such as placing round pegs into
round holes.
• 2 to 3 year-olds often begin showing a preference for
using one hand more often than the other, which is the
beginning of becoming left or right-handed.
 FINE MOTOR DEVELOPMENT
• Around ages 3 to 4 years, children start to
manipulate clothing fasteners, like zippers and
snaps, and continue to gain independence in
dressing and undressing themselves.
• Before they enter school, most children will gain
the ability to completely dress and undress
themselves (even though they may take a long
time to finish the task).
 FINE MOTOR DEVELOPMENT
• At this age, children can also begin using scissors
to cut paper. Caregivers should be sure to give
children blunt, round-edged "kid" scissors for
safety reasons!
 FINE MOTOR DEVELOPMENT
• 3 to 4 year- olds continue to refine their eating
skills and can use utensils like forks and spoons.
• Young children at this age can also use larger
writing instruments, like fat crayons, in a writing
hold rather than just grasping them with their fist.
 FINE MOTOR DEVELOPMENT
• They can also use a twisting motion with their
hands, useful for opening door knobs or twisting
lids off containers.
• Because children can now open containers with
lids, caregivers should make certain that harmful
substances such as cleaners and medications are
stored out of reach in a locked area to prevent
accidental poisonings.
 FINE MOTOR DEVELOPMENT
• During ages 4 to 5 years, children continue to
refine fine motor skills and build upon earlier
skills. For instance, they can now button and
unbutton their clothes by themselves.
• Their artistic skills improve, and they can draw
simple stick figures and copy shapes such as
circles, squares, and large letters. Drawing more
complex shapes, however, may take longer.
 FINE MOTOR DEVELOPMENT
• 5-7 year-olds begin to show the skills necessary
for starting or succeeding in school, such as
printing letters and numbers and creating shapes
such as triangles.
• They are able to use paints, pencils and crayons
with better control.
 FINE MOTOR DEVELOPMENT
• Children can also complete other self-care tasks
beyond dressing and undressing, such as
brushing their teeth and combing their hair.
• Children of this age can also independently feed
themselves without an adult's immediate
supervision or help.
L ATE CHILDHOOD
L AT E C H I L D H O O D
is generally defined as ages 9
through 12. Up until this point,
most children have been growing
at fairly predictable rates. Now, all
bets are off due the often wild
fluctuations in physical
development. One preteen can be
in a completely different growth
phase than another child who is
the exact same age. The disparity
in physical development may
continue well into adolescence,
when growth patterns even out.
 Characteristics of Late Childhood Stage
Late Childhood stage carries the major potentialities and prospects of
an individual to make him fully grown up to manhood in the later
stage. The distinguishing marks of such changes and development may
be shown below.
Period of Development of
Period of Physical Development
Concepts
Period of Development of Intellectual Ability
Development of Homo-sexuality
Period of Capacity to Learn
Development of Constructive
Period of Social Development
Instincts
Development of Extrovert Nature
Period of development of Interests
It is a Play Age
Period of Development of
It is a Gang Age
Creativity
A period of Emotional Development
Period of Development in Sex -
Role Typing
HAZARDS OF LATE CHILDHOOD
•
Because of the advancement in medical science, there is now
much less mortality during late childhood than in the past.
However, accidents are a major cause of death among the
children. While many of the physical hazards of the earlier years
persist into late childhood, their effects on the child’s physical
well - being tend to be less severe and less far-reaching than they
were earlier. The major physical hazards of late childhood are
discussed below -
 Illness: Since vaccines against most childhood diseases are now available,
older children suffer mainly from occasional colds and stomach upsets.
The psychological effects of illness in late childhood can be serious.
Illness makes children irritable, demanding, and difficult to live with. If
they are sick for a long period of time, their school work may suffer and
they may fall behind their peers in the learning skills.
 Obesity in older children is a physical hazard to their health. Obesity
children are more prone to diabetes, they lack in socialization and lack in
taking part in the active games. They also display lack of interest in
acquiring different play skills etc. In addition, their playmates often tease
them, calling them by different funny names which make them feel
inferior.
 Sex Inappropriate Body Build: Sometimes girls with masculine body
builds and boys with girlish physiques are likely to the ridiculed by their
peers and pitied by adults. This leads to personal and social
maladjustments. By contrast, a sex-appropriate body builds aids to good
adjustment.
Accidents Even when accidents leave no permanent physical scar, they can and
often do, leave psychological scars. Older children, like the younger, who
experience more than their share of accidents, usually learn to be more cautious.
Later on, this may lead to timidity on their part concerning all physical activities
and may even spread to other areas of behavior.
THE MAJOR PHYSICAL HAZARDS OF
LATE CHILDHOOD.
• Psychological Hazards:

The psychological hazards of the late childhood stage are mainly the ones that
affect children’s social adjustments, around which the major developmental
tasks of this period are centered. They have a powerful influence on children’s
personal adjustments and on their developing personalities. The most
important psychological hazards of late childhood are discussed below -
 Speech Hazard - there are four common speech hazards in late childhood.
A smaller than average vocabulary handicaps children in their school works as
well as in their communications.
Speech errors, such as mis-pronunciation and grammatical mistakes, and
speech defects such as stuttering
Children who have difficulty speaking the language used in their school
environment may be handicapped in their efforts to communicate and may be
made to feel that they are “different”;
Egocentric speech and critical comments.
 Emotional Hazards - Children are considered immature by both age mates
and adults if they continue to show unacceptable patterns of emotional
expression, such as temper tantrum; and if such unpleasant emotions as anger and
jealousy are so dominant in them that the children become disagreeable and
unpleasant to be with.
Social Hazards -There are five types of children whose adjustments are affected
by social hazards. First, children who are rejected or neglected by their peer
group. They are deprived of opportunities to learn to be social. Second, the
voluntary isolates who have little in common with their peer group. They come to
think of themselves as having no chance of acceptance by the peers. Third, socially
or geographically mobile, the children who find the acceptance by already formed
gangs difficult. Fourth, the children against whom there is group prejudice because
of their race or religion. And, fifth, the children become resentful and disgruntled
group members because they want to be leaders of the group rather than the
followers.
Play Hazards Children who lack social acceptance are deprived of
opportunities to learn the games and sports which are essential for them to
belong to their gang. Children are sometimes fond of fantasizing or day dreaming
about some desirable events which are unlikely to happen. Sometimes they are
discouraged from fantasizing because the parents find it to be a “waste of time”.
They may also be discouraged from taking part in games and sports or creative
activities. Such children may develop the habit of being rigid conformist.
Conceptual Hazards -Children who have idealized self-concepts are usually
dissatisfied with themselves as they are and with the way others treat them. When
their social concepts are based on stereotypes, they tend to become prejudiced
and discriminatory in their treatment of others. Because such concepts are
emotionally weighted, they are likely to persist and to continue to affect children’s
social adjustments unfavorably.
Moral Hazards
Six hazards are commonly associated with the development of moral attitudes and
behavior in late childhood. They are –
1) The development of a moral code based on peer or mass - media concepts of right
and wrong which may not coincide with adult codes;
2) A failure to develop a conscience as an inner control over behaviour;
3) Inconsistent discipline which leaves children unsure of what they are expected to
do;
4) Physical punishment which serves as a model of aggressiveness in children;
5) Finding peer approval of misbehavior so satisfying that such behaviour becomes
habitual; and
6) Intolerance of the wrong-doings of others.
Family–Relation Hazard Conflicts among family members have two serious
effects on children -
1) It weakens the family ties, and
2) Such children carry this problem outside the home and thus become socially
maladjusted.

Hazards in Personality Development -There are two serious hazards in

personality development in late childhood: first, the development of an
unfavourable self-concept, which leads to self - rejection and, second, the carry-
over of ego-centrism from early childhood. Egocentrism is serious because it
gives children a false sense of their importance.
ADOLESCENCE
Adolescence is a time of considerable
physical and psychological growth and
change
ADOLESCENCE is the developmental stage
between childhood and adulthood.
• The age at which adolescence begins and
ends is imprecise, partly because society is
unclear about the roles of people in this stage
(no longer children, not yet adults)
ADOLESCENT PUBERTAL
DEVELOPMENT
• From a biologic perspective, the beginning of
adolescence is marked by the onset of puberty
• Cultural influences on puberty include
nutrition, the quality of health care and living
conditions
ADOLESCENT PUBERTAL
DEVELOPMENT
• Changes triggered by hormones
• No new hormones produced at puberty
• Increase of hormones
– Testosterone
– Estrogen
– Growth Hormone
 Hormonal Influences on Development
Hypothalamus
Pituitary glands
Thyroid Adrenal gland Testis Ovaries
Thyroxine Androgen Growth hormone Testosterone Estrogen

• Early brain • Muscular • General growth of

growth growth • Male • Female
body tissue
• Bone • Bone reproductive reproductive
• Adolescent growth
growth growth organ organ
spurt
ADOLESCENT PUBERTAL
DEVELOPMENT: CHANGES
1.Rapid growth/Weight Gain
2.Further development of gonads
3.Secondary sexual characteristics
4.Changes in muscle/fat compositions
5.Changes in circulatory & respiratory systems
THE RAPID PACE OF GROWTH DURING
ADOLESCENCE
• Termed “the adolescent growth spurt”—a period of
rapid growth changes in height and weight
– The rate of growth matches the high growth rate of
infancy
– On average, boys grow 4.1 inches in height each year, girls
3.5 inches
– Girls begin their growth spurts earlier (aprox. 2 years)
and complete them earlier
– By age 13, boys are taller on average
PHYSICAL CHANGES: EARLY ADOLESCENT
Girls Boys
• Growth and growth spurts (age 10) • Growth spurt (age 12)
begins Beginning of pubertal changes • Development of the testes and
breasts/genitalia/pubic hair scrotum is usually the first sign of
• Weight changes-body shape and size puberty in boys
(10-14 years old, gains 7 to 25kg) • Pubic hair
• Voice changes
• Gynecomastia common
• Wide range of normal
• Acne (The sebaceous glands of face, neck and chest become more active,
secretion accumulates)
• Girls tend to lose less of their body fat than boys
• An awkwardness as various body parts grow at different rates
• Biologic changes in the brain causing dynamic emotional and cognitive changes
PHYSICAL CHANGES: MID-ADOLESCENT
Girls Boys
• Breast development (age 11) • Growth spurt in height usually
• Nipples swell , breasts may feel occurs
tender and sensitive • Often the arms and legs lengthen
• Breasts fill out over three to before the trunk of the body, can
four years. One breast may cause awkwardness
grow faster than the other • Faster muscle growth in boys
• One or both breasts may leads to greater strength Penis
secret a small amount of milky growth
fluid • Development of pubic, facial and
• Broadening hips leading to body hair. Typically facial and body
rounded feminine figure hair appear about two years after
pubic hair.
PHYSICAL CHANGES: LATE ADOLESCENT
Girls Boys
• By 16 years most young women • By 16 to 18 years most males
have completed puberty, the have completed puberty, their
growth rate slows, there is pubic growth rate begins to slow, their
and body hair, a rounded and shoulders have broadened, limbs
curved figure because of and trunk are muscular and they
widened pelvis, hips and breasts have adult body and facial hair
• With a well established • Produce sperm and are
menstrual cycle, a young woman physically able to produce
at this point is physically able to offspring
produce offspring leading to
rounded feminine figure
PHYSICAL CHANGES: THE BRAIN
• Volume of white matter increases; significant growth of
myelin sheath
• Leads to enhanced conductivity & connectivity in the brain
• Volume of gray matter decreases; synaptic pruning
• Elimination of less-active synapses
• Myelination & pruning are most pronounced in the frontal
lobe/prefrontal cortex
• “Executive control center”
• Frontal lobe development lags behind the limbic system; not
thought to be complete until the mid-20s
Growth Patterns

Boys growth spurt

around age 12, girls
around 10

Patterns of growth pictured two ways: The first figure shows height at a given age, while the second
shows the increase that occurs from birth through the end of the teen years. Notice the differences in
growth between boys & girls.
PHYSICAL CHANGES
PUBERTY
– The onset of sexual maturation; marks the beginning of
adolescence; lasts approximately 5 years
– Primary sex characteristics reach full maturity during this period
–Pubescence
• The two-year span preceding puberty during which the
changes leading to physical & sexual maturity take place
• Secondary sex characteristics begin to develop during this
period
• The development of PRIMARY SEX
CHARACTERISTICS involves organs and
structures of the body related to reproduction.
• SECONDARY SEX CHARACTERISTICS
involve the visible signs of sexual maturity that do not
involve sex organs directly
SEXUAL MATURITY
Girls Boys
•Increase in transverse •Increase in size of genitalia.
diameter of the pelvis. •Swelling of the breast.
•Development of the breasts. •Growth of pubic, axillary, facial
•Change in the vaginal and chest hair.
secretions. •Change in voice.
•Growth of pubic and axillary •Rapid growth of shoulder
hair. breadth.
•Menstruation (first •Production of spermatozoa
menstruation is called (which is sign of puberty).
menarche, which occurs
between 12 to 13 years).
SEXUAL MATURITY

The changes in sexual maturation that occur for males and females
during early adulthood.
SLEEP: A COMPLETE MYSTERY
• Increased need for sleep at puberty
• Adequate sleep is essential to support healthy physical
development
• During puberty changes in melatonin secretion cause a sleep
delay leading to later sleep onset and later waking times
• Adolescents need 9-9.5 hours of sleep/night
• Sleep enhances the consolidation of learning
• Insufficient sleep
– Irritability/Low frustration tolerance
– Difficulties with attention and self control