Communtity based relationship on hunan development

1. HUMAN GROWTH & DEVELOPMENT
AND
COMMUNITY BASED REHABILITATION
Dr. Ayesha Karim
DPT
MS-WHPT

3. PHYSICAL, COGNITIVE AND
PSYCHOSOCIAL DEVELOPMENT
IN EARLY & MIDDLE CHILDHOOD

4. BODY GROWTH AND CHANGE
 The average child grows 2-3 inches in height
and gains 5 to 7 pounds a year in early
childhood.
 Girls are slightly smaller and lighter than boys.

5. THE BRAIN
 During this period of brain growth, changes occur that
enable children to plan their actions, to attend to
stimuli more effectively, and to make considerable
strides in language development.
 The brain and the head grow more rapidly than any
other part of the body..
 The brain’s increase is due to an increase in the
number and size of nerve endings within and
between brain areas and myelination.

6. THE BRAIN
 The amount of brain material in some areas
nearly doubles within a year’s time, and then
there is drastic loss of tissue as the unneeded cells
are purged.
 In early childhood, the most rapid growth
occurs in the frontal lobes, which are important
for planning and organizing new actions and in
maintaining attention to tasks.

7. THE BRAIN AND COGNITIVE DEVELOPMENT
 The Scientists are beginning to chart
connections between children’s cognitive
development, brain structures, and the
transmission of information at the level of the
neuron

8. MOTOR DEVELOPMENT
 Gross Motor Skills
 large muscle coordination, strength and
stamina.
 3-year-olds: can't turn or stop suddenly; can
jump from 15 to 24 inches; can climb stairs
without help, alternating feet; can descend
stairs, leading with one foot, with help; can hop
in irregular series

9. MOTOR DEVELOPMENT
 4-year-olds: more control in stopping and
turning; can jump 24 - 33 inches; can descend
stairs with alternating feet with help; can hop 4
to 6 steps on one foot.
 20% of 4 year olds can throw a ball well; 30% can
catch well

10. MOTOR DEVELOPMENT
 5-year-olds: can start, stop and turn effectively;
jump 28-36 inches; descend stairs without help;
hop one foot a distance of 16 feet

11. FINE MOTOR SKILLS
Dexterity, hand-eye
coordination and
small muscle
coordination
3 year
olds can
feed
themselv
es, use
the toilet
alone
4 year olds can
dress themselves
with help, draw a
person, use
scissors, fold paper
into a triangle
5 year
olds can
dress
themselv
es; copy
a square
or
triangle

12. HANDEDNESS, ORIGIN AND
DEVELOPMENT OF HANDEDNESS,
GENETIC INHERITANCE AND
ENVIRONMENTAL EXPERIENCES
INFLUENCE HANDEDNESS

13. HANDEDNESS, THE BRAIN, AND LANGUAGE
 About 95 percent of right-handed individuals
primarily process speech in the brain’s left
hemisphere. However, left-handed individuals
show more variation, some even processing
speech in both hemispheres

14. HANDEDNESS AND OTHER ABILITIES
 Left-handedness is more common among
mathematicians, musicians, architects, and
artists. They have unusually good visual-spatial
skills and have the ability to imagine spatial
layouts.

15. NUTRITION
 What children eat affects their skeletal growth,
body shape, and susceptibility to disease.
 An average preschooler needs 1,700 calories a
day.
 Individual children’s energy needs are determined
by basal metabolism rate (BMR), which is the
minimum amount of energy a person uses in a
resting state.

16. WHAT CAUSES OVERWEIGHT AND OBESITY?
 Lack of Energy Balance
 An Inactive Lifestyle
 Environment
 Genes and Family History
 Health Conditions
 Lack of Sleep

17. PREVENTION OF OBESITY
 Prevention of obesity is important.
 Food should be a way to satisfy hunger and
nutritional needs.
 Routine physical activity is an important daily
occurrence

18. COGNITIVE CHANGES

19. PIAGET’S PREOPERATIONAL STAGE
 The preoperational stage encompasses 2 to 7
years of age. Stable concepts are formed,
mental reasoning emerges, ego centricism
weakens over the period.
 Preoperational thought can be divided into two sub
stages:
 Symbolic function Sub stage
 Intuitive Thought Sub stage

20. SYMBOLIC FUNCTION SUB STAGE
 Symbolic function sub stage between the ages
of 2 and 4.
 During the Symbolic Function sub-stage,
children master the ability to picture, remember,
understand, and replicate objects in their minds
that are not immediately in front of them.
 In other words, children can create mental images
of objects and store them in their minds for later us.

21. SYMBOLIC FUNCTION SUB STAGE
 Two limitations of children’s thinking during this sub
stage include:
 Egocentrism is the inability to distinguish
between one’s own perspective and someone
else’s perspective.
 Animism is the belief that inanimate objects
have “lifelike” qualities and are capable of
action.

22. INTUITIVE THOUGHT SUB STAGE
 Intuitive Thought Sub stage occurs between
approximately 4 and 7 years of age. Children
begin to use primitive reasoning and want to know
the answers to all sorts of questions.
 Centration involves focusing or centering
attention on one characteristic to the exclusion
of all others.
 Children in this sub stage demonstrate the lack
of conservation which is the awareness that
altering an object’s or a substance’s
appearance does not change its basic
properties

23. Type of
conservation
Number Matter Length
Initial presentation
Two identical rows of
objects shown to child
Two identical balls
of clay shown to
child
Two sticks are
aligned in front of
child
Manipulation
One row is spaced Experimenter
changes shape of
one ball
Experimenter
moves one stick to
right
Preoperational
child’s answer to
“Are they still the
same?”
“No, the longer row
has more”
“No, the longer one
has more”
“No, the one on
top is longer”

24. VYGOSTKY’S THEORY OF COGNITIVE
DEVELOPMENT
 Vygotsky’s theory of cognitive development
centered on the ideas that social interaction and
imaginative play are large contributors to the
process of cognitive development in children
 The child will observe the behaviors of the tutor
(parents) as well as follow the verbal
instructions the tutor provides.

25. ZONE OF PROXIMAL DEVELOPMENT AND
SCAFFOLDING
 The zone of proximal development (ZPD) is the
range of tasks too difficult for children to
master alone but which can be learned with the
guidance and assistance of adults or more
skilled peers.
 This concept highlights Vygotsky’s emphasis on the
importance of social influences on children’s
cognitive development.

26. ZONE OF PROXIMAL DEVELOPMENT AND
SCAFFOLDING
 Scaffolding means changing the level of
support. Over the course of a teaching session,
more skilled person (teacher or more advanced
peer) adjusts the amount of guidance to fit the
student’s current performance level.

27. LANGUAGE DEVELOPMENT
 Vygotsky's was particularly interested in the
role of language in cognitive development.
Given that language is vital to human interactions,
he believed that language was the most
important tool that human could utilize

28. LANGUAGE DEVELOPMENT
 Social Speech –
This is what Vygotsky referred to as the external
communication that people use to talk with other
people.
 Private Speech
This is what Vykotsky referred to as the internal
communication that a person directs to themselves.
It serves an intellectual function.

29. EVALUATING AND COMPARING VYGOTSKY’S
AND PIAGET’S THEORIES
Vygotsky’s Piaget
Learning is Social “Lone scientist”
Context Development is
different
Development is
universal
Knowledge Children work with
others to built
knowledge
Children acquire
knowledge through
their own
exploration
Stages No Yes
Link
(learning/developm
ent
Learning precedes
development
Development
precedes learning

30. INFORMATION PROCESSING
 Two major aspects of preschool children’s thoughts
are attention and memory.
Attention
Children’s ability to pay attention changes
significantly in the preschool years.
 Preschoolers still have trouble attending to the
relevant aspect of a problem or task.
 By the age of 6 or 7, children can attend more
efficiently to relevant aspects which may reflect
a shift to cognitive control of attention, so that
children act less impulsively and reflect more.

31. INFORMATION PROCESSING
Memory
 Short-Term Memory
individuals retain information for up to 30
seconds
 Memory-span tasks are used to assess short-term
memory in which a short list of stimuli are
presented at a rapid pace and recall is measured
 Rehearsal of information, speed, and efficiency
of processing are all important.

32. INFORMATION PROCESSING
 Young children can remember information if
they are given appropriate cues and prompts.
 Chen and Siegler’s research demonstrated that 2-
year-olds can learn a strategy to help them
remember.

33. LANGUAGE DEVELOPMENT

34. LANGUAGE DEVELOPMENT

35. LANGUAGE DEVELOPMENT
 During preschool years, children:
 Become more sensitive to the sound of spoken
words
 Make all the sounds of their language
 Learn and apply syntax rules
 Rapidly learn new words
 Use different styles of speech to suit the situation.

36. LANGUAGE DEVELOPMENT
The 3-year-old uses:
• Three-word sentences
• Plural words
The 4-year-old begins to:
• Count to four
• Name four colors
• Enjoy rhymes and word play
The 5-year-old:
• Counts to 10
• Knows telephone number
• Responds to "why" questions

37. PSYCHOSOCIAL DEVELOPMENT
DURING 3-6 YEARS

38. EMOTIONAL DEVELOPMENT
 The major psychosocial accomplishment of
early childhood is learning when and how to
express emotions (emotional regulation).
 He called this the stage of initiative versus guilt;
children eagerly take on new tasks and
activities and feel guilty when they fail or are
criticized
 Children also develop a longer attention span
that enables concentration, which is crucial for
social competence.

39.  Young children are confident that their good
qualities will endure and that their bad ones will
disappear. This protective optimism begins
about age 3 but often disappears during
adolescence.
 The presence of imaginary friends positively
correlates with an increase in initiative

40. MOTIVATION
 For the most part, children are intrinsically
motivated. The promise of outside rewards—
providing extrinsic motivation) before
something the person already enjoys doing
undermines intrinsic motivation
 Neurological advances in the prefrontal cortex
are partly responsible for the greater capacity
for self-control that occurs at about age 4 or 5.
That is when children are less likely to throw a
temper tantrum.

41. PSYCHOPATHOLOGY
 Psychopathology is an illness or disorder that
involves the mind. The first signs of
psychopathology in children usually involve a
lack of emotional regulation

42. PLAY
 Between ages 2 and 6, children learn how to
make and keep friends as a consequence of
many hours of social play.
 Play varies by culture, age, and gender.
 An aspect of culture that shapes play is the nature
of the physical setting

43. KINDS OF PLAY
 Mildred Parten distinguished five kinds of play:
Solitary play: a child plays alone
Onlooker play: a child watches other children play
Parallel play: children play together without
interacting
Associative play: children are still playing
independently but often do the same thing as
other children.
Cooperative play: children play together and take
turns

45.  Active social play correlates with peer
acceptance and a healthy self-concept and may
help regulate emotions.

46. ROUGH-AND-TUMBLE PLAY
 A rough-and-tumble play, is universal
 Rough and tumble play between boys and
fathers may prevent antisocial behavior later

47. SOCIO DRAMATIC PLAY
 In socio dramatic play, children act out various
roles and themes in stories of their own
creation.
 This type of play helps children explore and
rehearse social roles and develop self-concept
in a nonthreatening context.

48. SOCIO DRAMATIC PLAY

49. CHALLENGES FOR ADULTS
 Baumrind delineated three basic patterns of
parenting that are based on these features:
 Authoritarian
 Permissive
 Authoritative

50. AUTHORITARIAN PARENTS
 Authoritarian parents’ word is law, not to be
questioned. Maturity demands are high, and
child–parent communication is low.
 Offspring are likely to be conscientious and
obedient but not especially happy.
 Parents expect unquestioning obedience.
 This style is more common as the income level
of parents decrease.

51. AUTHORITARIAN PARENTS

52. PERMISSIVE PARENTS
 Permissive parents make few maturity demands
on their children but are nurturant and
accepting, and they listen to their children.
 Discipline is lax.
 Their unhappy children are likely to lack self-
control

53. AUTHORITATIVE PARENTS
 Authoritative parents set moderate maturity
demands on offspring and enforce rules, but
they also listen to their children and are usually
forgiving if the child falls short.
 Their children are likely to be successful,
articulate, happy with themselves, and
generous with others.
 Parents set limits and enforce rules but listen to
their children.

54. AUTHORITATIVE PARENTS

55. NEGLECTFUL/UNINVOLVED PARENTING
 In a fourth style, neglectful/uninvolved parenting,
the parents are uninvolved with their children and
don’t know what the children are doing. Their
children tend to be immature, sad, lonely, and at
risk of abuse

56. MORAL DEVELOPMENT
 Children can feel either empathy for another
person, which leads to prosocial behavior, or
antipathy, which leads to aggression and other
forms of antisocial behavior.
 By age 4 or 5, most children can be deliberately
pro social or antisocial.
 This occurs as a result of brain maturation,
emotional regulation and interactions with
caregivers.

57. PHYSICAL PUNISHMENT
 Although physical punishment works at the
moment, longitudinal research finds that
children who are physically punished are likely
to become bullies and abusive adults.

58. BECOMING BOYS AND GIRLS
 Children learn about gender very early. Most 2-
year-olds know whether they are boys or girls
and apply gender labels.
 By age 4, children tend to regard certain toys
and roles as appropriate for one gender but not
the other.