For Student Physical and Brain Development
Transcript of For Student Physical and Brain Development
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Physical Development
PISMP TESL 2013
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Objectives
Definition of physical developmentThe influence of genes and environment on
physical development
Principles of physical developmentPhysical changes across the school years
Variations in physical development and
implications for teachers
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Question Time
In what aspects do you differ from yourfriend physically?
Identify the physical aspects of a child that
you would examine to determine thephysical development of the child
What are the main physical characteristics
of a child in the following stages Early childhood
Childhood
Early adolescence
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Physical Development
What is physical development?
It refers to changes in our ___________________,proportions, _________________ and appearance
(Woolfolk & Margetts, 2007)
There is a strong link between physicaldevelopment and ______________,
_____________ and _____________development
Both _____________ and _________________factors (physical conditions, social interactions,educational experiences) influence physiologicalgrowth and psychological characteristics
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Physical Development
What is physical development?It refers to changes in our physical size,proportions, functionsand appearance
(Woolfolk & Margetts, 2007)
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Physical Development
There is a strong link betweenphysical development and
cognitive, socialand emotionaldevelopment
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Physical Development
Both genesand environmentalfactors (physical conditions, social
interactions, educationalexperiences) influence physiologicalgrowth and psychological
characteristics
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The brain and its development
The brain is the most complex and largest organin the body.
The brain is referred to:
the command centreof human functioning as it
regulates and coordinates the activities of variousbodily systems.
the switchboardas it transmits a huge amount ofinformation to, and receives an equal amount of
information from, all parts of the body a computer because it interacts with physical and
social environments.
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Structures and Functions
Hindbraincontrols basic physiologicalprocesses (breathing, blood pressure, sleep,arousal, balance and movement).
Midbrainconnects the hindbrain to theforebrain. Acts as a relay station betweenthe two structures.
Forebrainproduces complex thinking,emotional response and driving forces ofmotivation.
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Cerebral Cortex
A portion of the forebrainWhere executive functioning occurs (e.g.,
interpreting, reasoning, communicating,goal setting, planning, decision-making,conscious thinking processes.
Has the capacity to store and transmit largeamounts of information throughout the
brain.
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Left and Right Hemispheres
Cortex is divided into two hemispheres.
Each hemisphere controls the side of the bodyopposite to it and specialises in certain functions
a process known as lateralisation.The left hemispheredominates analysis, breaking
up information into smaller parts and put them ina sequential order.
Dominates talking, understanding speech, reading,writing and mathematical problems and computerprogramming.
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Right hemisphere excels in synthesis,pulling together information into a coherent
whole (especially nonlinguistic informationsuch as body language, 3D images, visualpatterns).
Dominates recognising faces, detectinggeometrical patterns, reading maps,drawing.
Key to recognising melodies, understanding
humour, noticing emotions in other peopleand expressing ones own emotions.
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the two hemispheres are in constantcontact with one another, tradinginformation back and forth.
No single activity is controlled exclusively byone hemisphere of the brain.
The brain performs many functionssimultaneously and therefore learning isenhanced by a rich environment with a
variety of stimuli.
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Phases of Development
________(0-2 years)Rapid growth and change in body proportions
Emergence of reflexesAbility to move aroundrolling over, sitting,
__________, standing, walking
Ability to coordinate ________ of hands and eyes- ability to grab, manipulate and release objects
Rudimentary self-feeding by the end of infancy
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Phases of Development
Infancy(0-2 years)Rapid growth and change in body proportions
Emergence of reflexesAbility to move aroundrolling over, sitting,
crawling, standing, walking
Ability to coordinate musclesof hands and eyes -ability to grab, manipulate and release objects
Rudimentary self-feeding by the end of infancy
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Question Time
Should walkers
be used to aid childrento walk?
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Implications from Neurological andPsychological Research
Good nutrition is essential for developinghealthy bodies and brains.
Infants thrive in stimulating environments.
Talk to infants and observe their reaction tovarious stimuli to determine theirpreferences and interests.
Form stable and affectionate relationshipswith infants - their brains are busy formingemotional circuits.
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Childhood
_______________ (2-6 years)
Loss of rounded, babyish appearance.
Boundless physical energy
Increasing abilities in _________ motor skills(running, skipping, throwing a ball)
___________________ skills_________ gripand use of _______________
Increasing competence in basic self-care andpersonal hygiene
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Childhood
Early Childhood(2-6 years)
Loss of rounded, babyish appearance.
Boundless physical energy
Increasing abilities in grossmotor skills (running,skipping, throwing a ball)
Fine motor skillspencilgrip and use of scissors Increasing competence in basic self-care and
personal hygiene
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Childhood
______________ (6-10 years)
Steady gains in height and weight
Refinement and consolidation of gross motor skills
- ability to ride a __________ Increased fluency in ________ skills
(_______________ and drawing)
Successful imitation of complex physical
movements Participation in structured play and organised
sports.
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Childhood
Middle Childhood(6-10 years)
Steady gains in height and weight
Refinement and consolidation of gross motor skills
- ability to ride a bicycle Increased fluency in fine motor skills (handwriting
and drawing)
Successful imitation of complex physical
movements Participation in structured play and organised
sports.
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Adolescence
Early Adolescence(10-14 years) Onset of puberty Significant growth spurt Self-consciousness about resulting physical changes Some risk-taking behaviour
Late Adolescence(14-18 years) Sexual maturity Boys continue to growAdult height reached for girls
Increase in appetite Development of specific eating and sporting habits. Greater risk-taking behaviour (alcohol, drugs) due to
greater independence
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Variations in Physical Development
There are differences in growth rates and heightacross countries.
These differences could be attributed to factors
such as diet and health. Low birth weight in infants has been found in
areas characterised by infectious disease, poorsanitation and housing, and malnutrition.
High levels of alcohol, tobacco or drugconsumption during pregnancy could result inphysical and brain abnormalities for child.
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Gender Differences
__________ mature faster than _______. Duringinfancy, girls may reach some physical milestones severalweeks earlier than boys. The gap tends to widen duringchildhood with girls reaching the end of puberty as muchas two years ahead of boys (Tanner, 1990).
Girls are more skilled in _________________________andactivities requiring agility.
During early childhood, girls perform better than boys onbalance tasks.
Boys perform better at _______________________ (e.g.,ball skills).
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Gender Differences
Girls mature faster than boys.
During infancy, girls may reach somephysical milestones several weeksearlier than boys. The gap tends to
widen during childhood with girlsreaching the end of puberty as muchas two years ahead of boys (Tanner,
1990).
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Gender Differences
Girls are more skilled in fine motorskills and activities requiring agility.
During early childhood, girls perform
better than boys on balance tasks.Boys perform better at gross motor
skills (e.g., ball skills).
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Girls participation in structured physicalactivities tends to decline from 12 years.
___________ engage in more vigorous___________ than girls.
These differences in physical activity are
partly due to societal roles of males andfemales.
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Girls participation in structured physicalactivities tends to decline from 12 years.
Boysengage in more vigorous exercisethan girls.
These differences in physical activity are
partly due to societal roles of males andfemales.
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Physical DevelopmentAge Physical Activity
4 mths Reaches for objects
6 Sits alone
8 Stands with help
10
12
14
20-24 Runs easily
Firststep
crawl
Walkalone
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Physical DevelopmentAge Physical Activity
4 mths Reaches for objects
6 Sits alone
8 Stands with help
10 Crawls
12
14
20-24 Runs easily
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Physical DevelopmentAge Physical Activity
4 mths Reaches for objects
6 Sits alone
8 Stands with help
10 Crawls
12
14 Walks alone
20-24 Runs easily
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Physical DevelopmentAge Physical Activity
4 mths Reaches for objects
6 Sits alone
8 Stands with help
10 Crawls
12 First steps
14 Walks alone
20-24 Runs easily
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Physical DevelopmentAge Physical Activity
3 years Rides trike, uses scissors
4 Climbs stairs
5 Hops and skips
6 Jumps rope
7 Rides two-wheeler
9-10 Beginning puberty
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Sort activity according to developmental age
Physical Activity Physical Activity
Reaches for objects Rides trike, uses scissors
Sits alone
Stands with help Climbs stairs
Crawls Hops and skips
First steps Jumps rope
Walks alone Rides two-wheeler
Runs easily Beginning puberty
Gi e e amples of acti it hich
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Give examples of activity whichwill promote physical
development of childrenStages of Development Parent activity Teacher activity
Infant
Early childhood
Childhood
Early adolescence
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Encouraging Physical Activity
Provide appropriate equipment and guidance sochildrenengage in activity safely
Uniforms should be comfortable.Make exercise an enjoyable, social activity Plan physical activities with diversity in mind
(accommodate low and high level skill) Focus on self-improvement rather than
competition. Celebrates successes. Provide more privacy in change rooms.Reduce opportunities for girls to be observed by
boys.
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Physical Problems
Sight and hearing difficulties
Dietary deficiencies
Physical illnessesPhysical disabilities
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Implications for Teachers
Seek guidance from caregivers and fromspecialised organisations.
Learn about childs physical disability
Educate their peers about the disability.Learn what to do in an emergency
Help child to participate in activities to their
fullest extent.Medical precautions should be taken if child
is sick, injured or has an open cut.
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Developmental Stages: A. Gesell
Development occurs in the inside of humanbeings according to specific times.
It follows a fixed and systematic sequence.
Until the muscles, nerves & brains are notready, all the opportunities given will notproduce the desired positive results.
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Child Development: A. GesellAge Characteristics
0-4 years A smooth developmental period
5-6 years Transitional period (home to school)School, peer groups, rules, regulations, adjustment
7-10 years Smooth transitional periodAdaptation & consolidation towards schooling life
11-14 years Transitional period
Maturity and conflicts during adolescence
15-16 years Consolidation periodGetting ready to face adulthood
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D l t l T k
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Developmental Tasks(R. Havighurst)
Stage Age Developmental Tasks
Birth to earlychildhood
0-6 years Eat solid food(chew)Can differentiate genderCan form concepts (correct
/ wrong )
Childhood 6-12 years Learn physical skills to playForm positive self concept
Preadolescenceand adolescence 12-18years Using bodily and sensoryfunctionsLearns how to beindependentCan manage own finances
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Useful websites
The Growing Child
http://www.healthsystem.virginia.edu/uvahea
th/peds_growth/grwchld.cfm
Stages of Brain Development at Infancy
http://home.iprimus.com.au/rboon/StagesofBainDevelopment.htm