Physical Development

1. Physical Development How children grow and mature

2. Please sign in… • Please sign in on the chart paper using both your left and your right hand. Use the pencil provided.

3. Housekeeping • How was last week? • Any surprises? • WELCOME BACK 

4. Discussion Board • Post introductions to Week 2 • Provide feedback to your peers using the rubric found in the detailed website assignment information document

5. Table groups – Refresh your memory • At your table groups think of a creative way (dramatic representation, poem, visual representation, song etc.) to present the major developmental milestones for your developmental target range. Use the table 1.7 in the Auger & Rich reading to identify key developmental milestones

6. The Relationship Between Fine and Gross Motor Ability, Self-Perception and Self-Worth in Children and Adolescents • DCD: Developmental Coordination Disorder • Vicious cycle: Fear of Failure  Withdrawal  limited practice • Children with poor motor ability are at risk for social, emotional, behavioural problems • ↓ fine motor = ↓ perceived scholastic ability • ↓ gross motor = ↓ perceived athletic ability • Males perceived athletic competence impacts self worth • Females perceived scholastic and athletic competence impacts self worth

7. Common physical disabilities • Speech disorders, in fluency, voice or articulation problems • Visual or hearing impairments • Functional impairments • Orthopaedic impairments • Childhood diseases

8. For support As a teacher, you may consult with: • Occupational Therapists (OT) • Physiotherapists (PT) • Speech Language Pathologists (SLP) • Child Psychologist employed by the Board • Special Education school team • Child and Youth Worker (CYW) • Social Worker

9. Reflections.... • “Babies are a really great way to start people” • “A baby is the most complicated object ever made by unskilled labour”

10. Periods of Development • The most widely used classification of developmental periods includes the following sequence: • Prenatal period – from conception to birth • Infancy – from birth to 18-24 months • Early childhood – end of infancy to 6 years • Middle and Late childhood – 6 to 11 years • Adolescence – 10-12years to 18-22 years

11. Pre-Natal Period • Hazards during pre-natal period include: • Teratogens – agents that cause congenital birth defects • Prescription drugs • Psychoactive drugs • Environmental hazards • Diseases (AIDS, syphilis, rubella, herpes) • Nutrition, age, stress, emotional state of mother • These may all affect how the child develops

12. Teratogenic diseases and their Consequences

13. Teratogenic Drugs and Their Consequences

14. Environmental Teratogens and Their Consequences

15. Pre-Natal Period • Positive effects in the pre-natal period which can affect later child development include: • Good nutrition • Avoid alcohol, nicotine and other drugs • Decrease stress • Seek emotional support • Exercise! • Get excellent pre-natal care • Pre natal vitamins • These can help a child’s positive growth and development!

16. Early Childhood: 2 – 6 yrs • On average kids grow 2.5 inches in height and 5-7 pounds per year • Congenital factors can affect this, as do emotional difficulties, lack of nutrition and unhealthy environments • By age 5 the brain has reached 9/10 of its adult size • Age 3-6 rapid growth in the frontal lobe

17. Early Childhood: 2 – 6 yrs • Dopamine – a neurotransmitter that increases a great deal ages 3-6 and increases ability to concentrate and working memory • Senses well developed, but still farsighted, therefore BIG LETTERS • Visual maturity occurs, come children can develop “lazy eye” or strabismus where both eyes do not focus on the same thing

18. Ministry suggests for Gr. 1-3…. Keep in mind: • Large muscle movement more developed than fine • Refining basic motor patterns • Motor skills can be performed singularly, difficulty combining • Can master locomotor activities • Manipulation skills and visual and tracking abilities still developing • Center of gravity high – stability skills still developing • Muscular endurance is low

19. Ministry suggests for Gr. 1-3…. Programs at this level should involve students in moderate to vigorous activity and provide opportunities for them to take breaks when they tire. Activities should focus on gross motor skill development before proceeding to fine Motor development. Throwing and catching activities, for example, should start with large balls or textured objects that are easy to catch before proceeding to the use of smaller objects. Activities for these students should provide opportunities for boys and girls to play together. It is important that students be able to explore a wide range of activities, but they should also have a chance to revisit activities instead of experiencing them only once. Ontario Physical Education Curriculum pg. 67

20. Fine motor skills in Infants • Fine Motor Skills involve finely tuned movement, such as buttoning a shirt, writing, tying shoes, using scissors etc. • The development of reaching and grasping gets refined in the first 2 years of life • Initially babies grasp with whole hands (palmer grasp) then with thumb and forefinger (pincer grasp)

21. Fine Motor Development in Early Childhoood • Hand preference by 4-5 but cartilage not hardened • Fine motor skills increase, scribbling at age 2, picture drawing at age 4-5 – improving hand muscles, and eye-hand coordination • Let children use the hand they favour!

22. Fine Motor Middle and late childhood • Age 7 – hands become steadier, prefer pencil to crayon, binocular vision developed but still farsighted until 9 • Age 8-10 hands can be used independently and with precision. Cursive writing develops over printed letters. Letter size becomes smaller and more even • Age 10-12 – kids begin to show manipulative skills similar to adults. Complex coordinated movements allow learning to play a musical instrument • Girls usually outperform boys in fine motor skills

23. Examples of fine motor activities • In groups, using the objects at your table create activities students could engage in to develop fine motor skills. Be prepared to share.

24. Middle and Late Childhood: 6 - 11 This period involves slow consistent growth but with significant individual differences Major milestones include: - Development of skeletal and muscular system - Tooth development and Dental care - Motor development

25. Middle and late childhood: 6 - 11 • Motor development becomes smoother and more coordinated than in early childhood • Activities like running, climbing, skipping rope, bike riding and skating are appropriate • Increased ability to combine motor skills in sequence • Reaction times improve • Elementary school kids are far from being physically mature, and they need to be active • Improved cognitive and social understanding enable child to accept games with rules and cooperation

26. Ministry suggests for Gr. 4 - 6… Keep in mind: - Significant individual differences • Approaching puberty average weight and height of girls are greater than boys • Secondary sex characteristics may be developing • More developed locomotor and fine motor skills • Can combine skills in sequence • Bodies are less flexible unless they work on flexibility

27. Ministry suggests for Gr. 4 - 6… Programs for these students should provide opportunities to participate in a wide range of activities and should avoid concentrating on only one type of activity, as this can lead to overuse injuries. Providing a wide range of activities also exposes students to new Ideas and experiences that may further encourage their commitment to an active and healthy lifestyle. Individual and small-group lead-up activities give all students opportunities to be engaged in their learning. Because of the range of differences in individual development, students will benefit from having a choice of activities or being able to modify activities to suit their varied needs. PE curriculum p. 113

28. Motor skills in infants • Gross motor skills : • These are large muscle activities like posture, moving arms and walking • Learning to walk and postural control are linked

29. Milestones - learning to walk! • Babies move through a natural progression • Prone, lift head • Prone, chest up use arms for support • Support some weight with legs • Sit without support • Stand with support • Pull self to standing • Walk using furniture for support • Stand alone easily • Walk alone easily Dynamic Systems Theory: acquire increasingly complex actions that build upon each other. Eg. You cannot stand without learning to sit

30. Ministry of Education • Identifies movement skills and concepts to include pg. 25-26: • Stability Body awareness • Locomotion Spatial awareness • Manipulation Effort awareness • Relationship

31. Gross Motor and DST • Read pg 23 - 28 in Interim Physical Education document about Movement Skills, Concepts, and Strategies • Each table group has an activity category for common games (p. 28) • Choose a game for your activity category (see the examples) • Decide the skills, and sequence of skills required to be able to accomplish your activity (Link to DST) 3. Present- Include: Description of your activity category ie. Target, or Net/Wall, or Striking etc. Describe sequence of skills you would teach so that students could successfully play the game you have chosen.

32. Cues for teachers and parents • Remember development happens in sequence but there is a wide variation in normal physical development • In North American culture parents tend to want their kids to grow faster than other children • Be wary of “superbabies”!! - David Elkind “The Hurried Child” http://www.youtube.com/watch?v=XLP0mWUuXSM

33. Discussion What can we as teachers do to prevent a “hurried child?” What would our classrooms look like/sound like/feel like/include/exclude/explicitly address? Talk in your table groups.

34. Health • Energy needs increase, due to basal metabolic rate, growth and physical activity • Rates of obesity in children are increasing • You may see behavioural issues which start due to poor nutrition • Research shows that kids who eat breakfast do far better academically than those who do not

35. Central issues in children’s health • Nutrition • Exercise and sports • Obesity • Childhood diseases • Accidents and injuries

36. Daily Physcial Activity (DPA) • Visit http://www.edu.gov.on.ca/eng/teachers/dpa.html • Half the class review Gr. 1 – 3 • Half the class review Gr. 4 – 6 • Present 3 new learnings, and one activity your group finds useful/fun. Post to Blackboard

37. Tips for teachers and parents • Give young children plenty of opportunities to be active and explore their world • Make sure motor activities are fun and appropriate for their age • Give young children lots of opportunities to engage in art to develop fine motor skills • Good nutrition is key! Schools now call “recess” a “nutrition break” • Make sure your class and play areas are safe! • Be a good role model of active healthy living

38. Tips for teachers and parents • Elementary children should participate mainly in active rather than passive activities • Monitor children’s nutritional intake • Improve physical education programs! • Parents and teachers model being physically active • Teach about safety in the class and on the playground to prevent injury

39. Physical Literacy Individuals who are physically literate move with competence in a wide variety of physical activities that benefit the development of the whole person. Physically literate individuals consistently develop the motivation and ability to understand, communicate, apply, and analyze different forms of movement. They are able to demonstrate a variety of movements confidently, competently, creatively, and strategically across a wide range of health-related physical activities. These skills enable individuals to make healthy, active choices throughout their life span that are both beneficial to and respectful of themselves, others, and their environment. J. Mandigo, N. Francis, K. Lodewyk, and R. Lopez, “Physical Literacy for Educators”, Physical and Health Education Journal 75, no. 3 (2009): 27–30.

40. Play • http://www.youtube.com/watch?v=Ak1H7fZmKes&feature=relmfu • Play promotes physical, social, emotional, and cognitive development • Play lies at the core of innovation and creativity. It provides opportunities for learning in a context in which children are at their most receptive. Play and academic work are not distinct categories for young children, and learning and doing are also inextricably linked for them. (Ontario Full Day Early Learning Kindergarten Program, 2010)

41. Play and Physical Development • Object, pretend, and sociodramatic play often focus Physical Play: • Rhythmic Stereotypies – body movements in babies i.e. kicking, waving arms • Exercise Play – enhance training of muscles, promote strength and endurance, enhanced skills e.g. running, jumping, climbing • Rough and Tumble Play – wrestling, grappling, chasing, kicking, tumbling,

42. Exercise Play • Found to decrease from age 6-11 • Mostly limited to recess • Space is an issue • Children need exercise play because they get restless, builds strength, endurance, skill • Deprivation studies – children overcompensate when given opportunity (especially boys) • What is in the space? • Malnourishment has negative effects

43. Rough and Tumble Play • Chasing more common among girls • Increases through preschool and early elementary • Friends chosen for R&T play • Telling the difference between R&T and real fighting. • Most schools have a “Hands Off” policy.

44. Purposeful Play in the Classroom • Consult the kindergarten curriculum • Where and how can play be infused?

45. IDEAS – quick energizers !! • Discuss with your partner/group ideas that you could use to “energize” your students and maintain their attention