Milestones of development middle years

Milestones are very often referred to as red flags. this chapter differentiates between the growth and development, deals with the body types and the factors of evelopment. The stages of development from infancy to middle childhood are dealt with in this chapgter. It also deals with the aspects of development

1. Growth and Development Grade X Home Science Dr. Pramila Kudva

2. Growth Development External - physical sense. It generally refers to increase in size, length. Internal - as a result of maturation and learning Stops after physical maturity Continuous – from cradle to grave Quantitatively measured Qualitatively measured Related to heredity Related to environment Difference between Growth and Development

3. Growth Development Growth is cellular. It takes place due to the multiplication of cells. Development is organisational. It is the organisation of all the parts which growth and differentiation have produced. Growth may or may not bring development. E.g. increase in brain weight. Development is also possible without growth. E.g. intellectual functions in abstract thinking. Difference between Growth and Development

4. Infancy Birth to 2 years Early Childhood -2 to 6 years Late Childhood – 6 to 12 years Adolescence 12 – 19 years Early Adulthood - 19 to 40 years Late Adulthood – 40 to 65 years Old age /Senior citizens From 65 years Stages & Age span Stages of Growth and Development

5. Milestones of Development A  developmental milestone  is an ability that is achieved by most children by a certain age.  Developmental milestones   involve physical, social, emotional, cognitive, and communication skills.

6. Milestones of a Pre-schooler – up to 6 years Finer muscle control is quite good – skips, Catches a bounced ball, may begin to ride a bicycle without training wheels, Balances better Able to draw stick figures with two to three features for people Writing and reading skills improve Enjoys doing most things independently, without help Enjoys rhymes and word play Understands size & time concepts Learns to distinguish between right and wrong Learns to relate to people – socially and emotionally

7. Milestones up to 12 years Begins gaining skills for team sports Begins to lose "baby" teeth and get permanent teeth Menarche (first menstrual period) may occur in girls Peer recognition begins to become important Reading skills develop further Routines important for daytime activities Understands and is able to follow several directions in a row Develops attitudes towards social groups and institutions

8. Why are Milestones important? The importance of Developmental Milestones is two-fold.  1. Parents can identify that they are providing the skills, information and ideas needed to raise a happy, healthy, well adjusted child.  2. At some point, if milestones continue to be missed, it is considered a “red flag”.  A red flag is an indicator that early intervention may be needed to help a child - Intervention may be through a medical practitioner, occupational therapy, speech therapy etc.

9. Maturation and learning

10. Physical development – Late Childhood Average height increase is about 3 inches Girls begin to grow faster than boys by the age of 9 – 10 Average increase of weight is about 3 to 5 pounds i.e upto 2 Kgs. Baby look disappears , Abdomen becomes flat. Trunk becomes slimmer, neck becomes longer, legs become longer Fat tissue develops faster than muscle tissue Has 28 teeth out of 32. Bones ossify at different rates following laws of developmental direction

11. Factors of physical development Height, weight and body structure are generally dependent on Heredity Nutritive food and health Child rearing practices – parental care and interaction – parents who are very protective may not permit the child to take part in sports. Health and hygiene line having a bath everyday Exercise helps in physical development Girls vs boys also plays a role

12. Body build may be Ectomorphic / Mesomorphic / Endomorphic

13. Endomorphic Mesomorphic Ectomorphic Larger frame Symmetrical build Large musculature Narrow frame (“pencil frame”) Large amount of fat accumulation Low body fat Low body fat Low muscle Seems to put on muscle easily Difficulty building muscle Cannot seem to drop weight Seems to burn fat easily Fast metabolism Insatiable appetite Eats in moderation Can eat whatever they want

14. Characteristics of Late childhood Eye hand co-ordination is well developed. Girls begin to grow faster than boys Boys and girls have separate interests Children need for belonging to a gang Peers are very important Attention span is quite long Need a warm friendly and encouraging relationship with others Likes to take decision on his own Develop understanding of concepts like life after death, space, money, self, social roles, beauty etc

15. Motor Development Motor development is the ability to use muscles and bones to perform different skills Eye hand co-ordination is well developed Development moves from bigger to smaller muscles Comparison of a child’s development with the benchmark helps to determine whether developmental milestones are met. Slight variations may be possible Some may show reversal of the recognized order or skip some phases

16. Social Development – 1 of 2 Social development is the ability of the child to behave in a manner acceptable to the society in which he/ she lives Girls and boys have separate interests Friendships are stronger and stable – boys with boys and girls with girls Boys settle their disputes by fighting, girls argue more

17. Social Development – 2 of 2 Need to belong to a gang becomes stronger. Strong peer influence Like to boast about himself / herself – craves for peer approval The values like sportsmanship, empathy, responsibility, competition etc. develop Parental approvals are treasured but group loyalties are very strong. Learns to play games with rules and then innovates his own rules.

18. Characteristics of Gangs Gangs are groups of children, adolescents and young adults who share a common identity Generally they belong to the same sex They have a meeting place generally away from the watchful eyes of adults Boy gangs are more involved in socially unacceptable behaviour than girls Popular gang activities include going to movies, eating, talking etc. Gang has a leader Gangs use insignia – caps, tattoos etc., to identify their members

19. Emotional development Emotional development means the ability to control emotions and express them in ways acceptable to the society. Importance of emotions They add pleasure to everyday experiences Emotional tensions disrupt motor skills Emotions serve as a form of communication They interfere with mental activities They are a source of social and self evaluation

20. Common Emotional patterns Children's emotions differ from those of the adults in their intensity, frequency, transitory nature, response patterns etc. Common pleasant emotions of childhood include affection, curiosity, joy, pleasure, happiness. Unpleasant emotions are: fear, shyness, embarrassment, worry, anxiety, anger, jealousy, grief

21. Cognitive Development - 1 of 2 Cognitive development refers to the ability of the child to think and find solution to problems. Attention span is longer, concentration is better – Girls can concentrate better than boys Decision making becomes stronger Interests widen Learns poems and songs with ease

22. Cognitive Development - 2 of 2 Interest in Fantasy seems to ebb e.g. don’t believe in fairy tales Develops the ability to reason however, till the age of 9 they remain conformists. Has a large vocabulary and is able to verbalize and communicate better.

23. Piaget’s theory of Cognitive Development Stage Age Major accomplishments Sensori - Motor Birth to 2 years Cause and effect and object permanence Pre-operational 2 – 6 years Represent word symbolically Operational stage - Concrete operations 7 – 11 years Understanding of conservation and logical thought Formal operations 12 – 16 years Several forms of Logic

24. Cognitive development Pre-operational stage - 2 to 7 years Child indulges in symbolic play – use a banana as a phone. Logic is transductive e.g. A child hears a dogbark and then sees a train arrive. He concludes that the train comes because the dog barks. Animism is the belief that things in the physical world are alive e.g. the imaginary play using a doll house

25. Cognitive Development – contd.. Interest in Fantasy seems to ebb e.g. don’t believe in fairy tales Attention span is longer Learns poems and songs with ease Has a large vocabulary and is able to verbalize and communicate better.

26. Concrete operations ages 7-11 The concept of conservation e.g. does not understand that the total quantity does not change if things are re-arranged. classify with more than 1 attribute and with hierarchical thinking – uses logic and reasoning.

27. Concrete operations - ages 7-11 Can Seriate – e.g. take about 5 rods of unequal length and arrange them in increasing or decreasing length. classify with more than 1 attribute and with hierarchical thinking – uses logic and reasoning. Susan is taller than Nargis Susan is shorter than Priya Who is the tallest of the three?

28. Formal operations ages 12 and up child uses logical operations in a systematic fashion Capable of abstract thinking Higher order thinking is well developed

29. Language Development Ability to communicate through meaningful words and sentences Language development starts early in life Bilingualism (Ability to speak two languages) Learning second language easier for children. Children’s ability to pronounce second language with correct accent decreases with age; sharp drop after age 10 to 12. Has positive effect on children’s cognitive development.

30. Stages of language development - 1 of 2 Phonological – ability to produce recognizable speech Semantic development – development of understanding the meaning of spoken or written language Development of grammar – rules of the language – syntactic

31. Stages of language development – 2 of 2 Typically, children develop receptive language abilities before their verbal or expressive language develops. – mother calls out to the baby, sings lullaby, child stops crying. Receptive language is the internal processing and understanding of language. - Receptive  skills include understanding when you listen and when you read. E.g. Children hear bedtime stories As receptive language continues to increase, expressive or productive language begins to slowly develop - Productive  skills are speaking and writing. – More parents talk to children, the earlier they try to emulate.

32. Syntactic Developmental stages – 1 of 3 Stage 1 – 1 to 1 1 / 2 years- Starts with "one-word stage." use one-word utterances called "holophrases" that express an entire sentence. In addition, children's receptive skills are more advanced than their production abilities. Eg. child who wants candy may say "candy" or Mommy instead of expressing a full sentence. Stage 2 – Modification - "two-word stage" Stage 1 1 / 2 to 2 years in which children begin to produce "mini-sentences" that are composed of two words, such as "doggy bark“; “Ken water" ; Ami mommy

33. Syntactic Developmental stages – 2 of 3 Stage 3, - 2 to 3 years - Structure Learn grammatical elements Viz. progressive - ing , then the prepositions, Subject and predicate and so on. "You are going where?" instead of "Where are you going?" “Where daddy is?” instead of “Where is daddy?” " cup water," instead of saying, "Fill my cup with water." Stage 4 – Operational changes – Age 30 to 48 months Learn the elements of the language – Can ask Where is Daddy

34. Syntactic Developmental stages – 3 of 3 Stage 5 – Categorization – Age 3 ½ to 7 years. This stage is characterized by production of complex structures Grammar rules are better Eg. I would like some milk. Stage 6 – Complex structure – Age 5 to 10 years

35. Economic Status and Language Development Learning to speak includes Comprehension Building up a vocabulary Mastering pronunciation Children from a higher SES generally have a better language development in terms of using longer, more complex and better constructed sentences Vernacular students may find it difficult to speak English Cumulative deficit phenomenon – resist speaking for fear of others ridiculing them.

36. Developmental tasks – 1 of 2 These are milestones which an individual has to master at the specified stage in life before he / she reaches the next stage of life. Birth to 6 years Learning to walk, talk, take solid foods Bladder and bowel control Learning to adjust in school Learn about sex differences Achieving psychological stability – get over the separation anxiety Develop physical and social interaction with peers and others Relate to parents, siblings and others emotionally Distinguish between right and wrong and develop a conscience

37. Developmental tasks – 2 of 2 6 to 12 years Learning physical skills of ordinary games Develop a wholesome attitude To get along with age mates Learn an appropriate masculine or feminine role Develop fundamental skills in reading, writing and calculating Develop concepts for everyday living – life skills Achieving personal independence Developing attitudes towards social groups and institutions

38. Go through the ppt and the notes. Solve the Question bank. Thereafter, for any query contact: [email protected]