Physical Development in Early Childhood
early childhood
2-6 years Represents a time period of continuous rapid growth. Especially in LANGUAGE and PHYSICAL DEVELOPMENT Those in early childhood have more control over their EMOTIONS and begin to pursue a variety of activities that reflect their PERSONAL INTERESTS. Parents continue to be very important in the child's development, but now teachers and peers exert an influence not seen with infants and toddlers.
Growth in the Hemispheres and Corpus Callosum
Between ages 3 and 6, the LEFT hemisphere of the brain grows DRAMATICALLY. This side of the brain or hemisphere is typically involved in LANGUAGE skills. The right hemisphere continues to grow throughout early childhood and is involved in tasks that require SPATIAL skills, such as recognizing shapes and patterns. Corpus Callosum, a dense band of fibers that connects the two hemispheres of the brain, contains approximately 200 million nerve fibers that connect the hemispheres Because the two hemispheres carry out different functions, they communicate with each other and integrate their activities through the corpus callosum. The corpus callosum undergoes a growth spurt between ages 3 and 6, and this results in improved coordination between right and left hemisphere tasks.
Overall Physical Growth
Children between the ages of two and six years tend to grow about 3 inches in height and gain about 4 to 5 pounds in weight each year. The average 2 year-old weighs between 23 and 28 pounds and stands between 33 and 35 inches tall. The average 6 year-old weighs between 40 and 50 pounds and is about 44 to 47 inches in height. The 3 year-old is still very similar to a toddler with a large head, large stomach, short arms and legs. By the time the child reaches age 6, however, the torso has lengthened and body proportions have become more like those of adults. This growth rate is slower than that of INFANCY and is accompanied by a REDUCED appetite between the ages of 2 and 6. This change can sometimes be surprising to parents and lead to the development of poor eating habits. However, children between the ages of 2 and 3 need 1,000 to 1,400 calories, while children between the ages of 4 and 8 need 1,200 to 2,000 calories
Children's Art
Children's art highlights many developmental changes. Rhoda Kellogg (1969) noted that children's drawings underwent several transformations. Starting with about 20 different types of scribbles at age 2, children move on to experimenting with the placement of scribbles on the page. By age 3 they are using the basic structure of scribbles to create shapes and are beginning to combine these shapes to create more complex images. By 4 or 5 children are creating images that are more recognizable REPRESENTATIONS of the world. These changes are a function of improvement in motor skills, perceptual development, and cognitive understanding of the world The drawing of tadpoles (see Figure: 4.4) is a pervasive feature of young children's drawings of self and others. Tadpoles emerge in children's drawing at about the age of 3 and have been observed in the drawings of young children around the world (Gernhardt, Rubeling & Keller, 2015). Despite the UNIVERSALITY of tadpoles in children's drawings, there are CULTURAL VARIATIONS in the size, number of facial features, and emotional expressions displayed. The authors suggest that cultural norms of non-Western traditionally rural cultures, which emphasize the social group rather than the individual, may be one of the factors for the difference in the size of the figure. The tadpole figures of children from Western cultures often took up most of the page. Coming from cultures that emphasize the individual, this should not be surprising.
Sleep
During early childhood, there is wide variation in the number of hours of hours of sleep recommended per day. For example, two year-olds may still need 15-16 hours per day, while a six year-old may only need 7-8 hours.
motor skill development
Early childhood is the time period when most children acquire the basic skills for locomotion, such as running, jumping, and skipping, and object control skills, such as throwing, catching, and kicking. Children continue to improve their gross motor skills as they run and jump. Fine motor skills are also being refined in activities, such as pouring water into a container, drawing, coloring, and buttoning coats and using scissors.
Sexual Development in Early Childhood
Historically, children have been thought of as innocent or incapable of sexual arousal (Aries, 1962). Yet, the physical dimension of sexual arousal is present from birth. However, to associate the elements of seduction, power, love, or lust that is part of the adult meanings of sexuality would be inappropriate. Infancy: Boys and girls are capable of erections and vaginal lubrication even before birth. Arousal can signal overall physical contentment and stimulation that accompanies feeding or warmth. Infants begin to explore their bodies and touch their genitals as soon as they have the sufficient motor skills. This stimulation is for comfort or to relieve tension rather than to reach orgasm. Early Childhood: Self-stimulation is common in early childhood for both boys and girls. Curiosity about the body and about others' bodies is a natural part of early childhood as well. As children grow, they are more likely to show their genitals to siblings or peers, and to take off their clothes and touch each other. Masturbation is common for both boys and girls. Boys are often shown by other boys how to masturbate, but girls tend to find out accidentally. Additionally, boys masturbate more often and touch themselves more openly than do girls. Hopefully, parents respond to this without undue alarm and without making the child feel guilty about their bodies. Instead, messages about what is going on and the appropriate time and place for such activities help the child learn what is appropriate.
Nutritional Concerns
In addition to those in early childhood having a smaller appetite, their parents may notice a general reticence to try new foods, or a preference for certain foods, often served or eaten in a particular way. Many young children desire consistency and may be upset if there are even slight changes to their daily routines. They may like to line up their toys or other objects, or place them in symmetric patterns. They may arrange the objects until they feel "just right". Many young children have a set bedtime ritual and a strong preference for certain clothes, toys or games. All these tendencies tend to wane as children approach middle childhood, and the familiarity of such ritualistic behaviors seem to bring a sense of security and general reduction in childhood fears and anxiety
Learning Objectives: Physical Development in Early Childhood
Summarize the overall physical growth Describe the changes in brain maturation Describe the changes in sleep Summarize the changes in gross and motor skills Describe when a child is ready for toilet training Describe sexual development Identify nutritional concerns
brain maturation
The brain is about 75 percent of its adult weight by three years of age. By age 6, it is at 95 percent of its adult weight Myelination and the development of dendrites continue to occur in the cortex and as it does, we see a CORRESPONDING change in what the child is CAPABLE OF DOING. Greater development in the PREFRONTAL CORTEX, the area of the brain behind the forehead that helps us THINK, STRATEGIZE, and control ATTENTION and EMOTION, makes it increasingly possible to inhibit emotional outbursts and understand how to play games. Understanding the game, thinking ahead, and coordinating movement improve with PRACTICE and MYELINATION.
Neuroplasticity
The control of some specific bodily functions, such as MOVEMENT, VISION, and HEARING, is performed in specified areas of the cortex, and if these areas are damaged, the individual will likely LOSE the ability to perform the corresponding function. the brain constantly creates new neural communication routes and rewires existing ones. Neuroplasticity refers to the brain's ability to CHANGE its structure and function in response to EXPERIENCE or DAMAGE. Neuroplasticity enables us to learn and remember new things and adjust to new experiences. Our brains are the most "plastic" when we are YOUNG, as it is during this time that we learn the most about our environment. On the other hand, neuroplasticity continues to be observed even in adults.
toilet training
Toilet training typically occurs during the first two years of early childhood (24-36 months). Some children show interest by age 2, but others may not be ready until months later. The average age for girls to be toilet trained is 29 months and for boys it is 31 months, and 98% of children are trained by 36 months The child's age is not as important as his/her physical and emotional readiness. If started too early, it might take longer to train a child. If a child resists being trained or it is not successful after a few weeks, it is best to take a break and try again later. Most children master daytime bladder control first, typically within two to three months of consistent toilet training. However, nap and nighttime training might take months or even years Some children experience elimination disorders that may require intervention by the child's pediatrician or a trained mental health practitioner. Elimination disorders include: ENURESIS, or the repeated voiding of urine into bed or clothes (involuntary or intentional) and ENCOPRESIS, the repeated passage of feces into inappropriate places (involuntary or intentional) (American Psychiatric Association, 2013). The prevalence of enuresis is 5%-10% for 5 year-olds, 3%-5% for 10 year-olds and approximately 1% for those 15 years of age or older. Around 1% of 5 year-olds have encopresis, and it is MORE COMMON IN MALES than females.