Overview of Physical Development Physical development refers to the changes in a childs body, brain, and motor skills.

Physical development is the constant shift in early childhood maturation and is proven to be a pivotal point in their lives. During a childs primary years, we see height change, weight gain and loss, strengthening of muscles, sharpened speech and memory, and transformations in writing and drawing skills. Body Growth Typically, during infancy, children grow at a rapid pace. On average, infants increase their height by 50% in their first year and 75% by age 2 (Perry & Woolfolk, p. 168). Often, one would see a muscular build in males and a larger percentage of fat in females. The top percentile for the weight of 2-year old males fall between 32-36 lbs., while the bottom percentile is 22-28 lbs. For females, the top percentile for weight is 30-32 lbs., while the bottom percentile is 22-28 lbs. By age 7, males and females should be approximately 68-70 lbs. It is important to acknowledge the heredity and cultural differences play a massive role in the body growth of a child and so the above data reflects an on average perspective. However, considering that children are most active during their toddler to young adolescent years and childhood growth is a primary phase of early childhood development, physical attributes such as obesity and muscular development should not fall too far below or above these averages. Nature and nurture are elements that are both at play during these stages (Perry & Woolfolk, p. 170). Brain Development During early childhood, brain development is another area that tends to signal how the child is progressing in relation to their overall development. It is during brain development where we start to see signs of where a child is cognitively. By the time children are 3 years old, their brain has typically reached 75% of their adult brain size and 90% by age 5. Myelination is a process where the growth and coating of neural fibers take place causing a childs memory to increase (Perry & Woolfolk, p. 171). As children develop, one tends to notice how they are able to recall incidents and sequences of events with a higher sense of efficiency. Motor Development Gross motor development refers to the stretching and movement of large muscle groups in the body. Due to the enhancement of connective neurons in the brain, balance and eye-hand coordination strengthens enabling young adolescent children to maintain balance and improve vision (Perry & Woolfolk, p. 172). Typically, children naturally develop and fine-tune their motor skills through common activities that they frequently engage in (climbing, running, walking, etc.). It does not require much teaching to develop gross motor skills. According to Child and Adolescent Development, cultural norms and practices can often reflect dissonance between children. Those of African descent tend to have more advanced motor development than those of Europen descent (Cratty, 1986). Gender also plays a role in gross motor development, as males tend to be stronger and more physically active than girls, yet girls are stronger when it comes to motor coordination (Perry & Woolfolk, p. 172-173). Fine motor development refers to the movements of smaller muscles in the body. Usually, movements such as holding a pencil, using a utensil to eat, or tying shoelaces reveal how a child is developing their fine motor skills (Perry & Woolfolk, p. 174). Fine motor skills are sharpened through the use of constant practice of various activities. If a child is not provided the opportunity to write (including the hand

the child uses to write), draw, or handle tasks requiring the use of smaller muscles, it becomes difficult for this area of development to become strengthened. The table below highlights specific areas of physical development supported by research and classroom observations.

Developmental Area Physical Development (PreKindergarten; ages 3-4)

Research-Based Evidence
Physical Behaviors:

Observation-Based Evidence Gross Motor Skills:

Synthesis

Short attention span Requires minimal paperpencil tasks Outdoor play is key (25% of day should be spent engaging in physical activities Often clumsy

Fine Motor Skills:

Gross Motor Skills: Overhand throwing of the ball with accuracy Awkward with handwriting and prefers use of large items such as blocks and large writing utensils Catches ball from a distance Can balance on one foot Tumbles in PE classes Needs climbing apparatus on playground

Fine Motor Skills:

Struggle to switch focus from near and far objects Builds towers with blocks Can cut with scissors Holds pencil like adult (older fours) Can copy shapes

Uses whole hand to write

Physical Development (Kindergarten; ages 4-5)

Physical Behaviors: Physically active; requires play Clear focus on close, athand objects Better control of running and jumping Holds pencil with 3-finger grasp Tends to fall out of seat sideways Gross Motor Skills: Enjoys structured games with physical activity (ie: Duck, Duck, Goose) Learns best through repetition May draw same picture when being creative (fear of trying new things) Learns best through use of manipulatives Thinks aloud Throws ball in the air and can catch it

Gross Motor Skills:

Fine Motor Skills:

Fine Motor Skills: Accurate cutting with use of scissors Build tall towers of blocks Often need to point to words when reading Occasionally reverse letters

Struggle to space words apart when writing Gross Motor Skills:

Physical Gross Motor Skills: Development (1st Grade; ages 5-6) Fine Motor Skills: Physical Development (2nd Grade; ages 6-7) Gross Motor Skills:

Fine Motor Skills: Gross Motor Skills:

Fine Motor Skills:

Fine Motor Skills: