it abut the mental abilities of the child and how do they acquire knowledge...

2.  Physical Growth and Development -
a normal process of increase in size of an
organism as a result of
accretion of tissue similar to that originally present.
- provides children with the abilities they need to
explore and interact with the world around them.
 Patterns of Physical Development:
- the expectations of parents have foe a child’s
physical development thus will depend on culture,
family status or the presence of physical limitations.

3.  Concepts of Development:
1. Normative Development – concerns the typical
capabilities as well as limitations of most children
of a given age w/in a given cultural group. It
indicates a typical range of what children can and
cannot be expected to do and learn at a given time.
2. Dynamic Development – concerns the sequence
and physical change that occur in all aspects of a
child’s functioning w/ the passage of time and
increasing experience, and how these changes
interact.

4. It refers to the biological and physiological
changes that occurs in human beings between
birth and the end of adolescence, as the
individual progresses from depending to
increasing autonomy. – giving a sense of
dependence but under the independent of
adult.

5. I. Body Growth
A. Physical growth occurs rapidly during
the first 2 years of life. The transition
from infancy to toddlerhood-the period
that spans the second year of life-is
marked by the infant’s switch from
“crawling” to “walking”.

6. 1. During the first 2 years, the body grows more rapidly
than at any time after birth.
2. By the end of the first year the infant’s length is 50%
greater than it was at birth, and by 2 years of age it is
75% greater.
3. Birth weight has doubled by 5 months of age, tripled
by 1 year, and quadrupled at 2 years.
4. Research indicates that these height and weight gains
occur in little growth spurts.
5. In infancy, girls are slightly shorter and lighter than
boys.

7. 1. The cephalocaudal trend is a pattern of
physical growth and motor control that
proceeds from head to tail; growth of the head
and chest occurs before that of the trunk and
legs.
2. The proximodistal trend is a pattern of
physical growth and motor controls that
proceeds from the center of the body outward;
growth of the arms and legs occurs before that
of the hands and feet.

8. 1. An infant’s first tooth are usually
appears between 4 to 6 months of
age. By age 2, the child has 20
teeth.
2. A child who gets her teeth early is
likely to be advanced in physical
maturity.

9. A. Heredity
1. Catch-up growth is physical growth that returns to
its genetically determined path after being
delayed by environmental factors.
2. When environmental conditions are adequate,
height and rate of physical growth are largely
determined by heredity.
3. Weight is also affected by genetic make-up.
However, the environment – especially nutrition –
does play an important role.

10. B. Nutrition
1. A baby’s energy needs are twice as great as those of an
adult.
2. 25% of an infant’s caloric intake is devoted to growth. If a
baby’s diet is deficient.
3. Breast vs. Bottle-feeding: a. Today, nearly ⅔ of American
mother’s breast-feed their babies. b. Breast-feeding offers
many nutritional and health advantages over bottled-
feeding. c. Breast-fed babies in impoverished regions of
the world are less likely to be malnourished and more
likely to survive the first year of life. d. Some mothers
cannot nurse because of physiological or medical reasons.
e. Breast milk is easily digestible and, as a result, breast-
fed babies become hungry more often than bottle-fed
infants. f. Breast and Bottle-fed youngsters do not differ in
psychological adjustment.

11. 4. Are chubby babies at risk for later
overweight and obesity? a. Only a slight
correlation exists between fatness in infancy
and obesity at older ages. b. Infants and
toddlers can eat nutritious foods freely, w/o
risk of becoming too fat. c. physical exercise
also guards against excessive weight gain.
5. Malnutrition:
Recent evidence indicates that 40 to 60%
of the world’s children do not get enough to eat.

12. C. Emotional Well-Being
1. Non-organic failure to thrive is a growth
disorder usually present by 18 months
of age that is caused by lack of parental
love.
2. If the disorder is not corrected in
infancy, some children remain small and
have lasting cognitive and emotional
problems.

13. A. During the first 2 years, the organization of sleep
and wakefulness changes and fussiness and crying
also decline.
B. Over time, infants remain awake for longer
daytime periods and need fewer naps.
C. Although brain maturation is largely responsible
for changes in sleep and wakefulness, the social
environment also contributes.
D. Ever after infants sleep through the night, they
continue to wake occasionally for the next few
years.

14. A. The Sequence of Motor Development
1. Gross motor development refers to control over actions that
help an infant move around in the environment, such as
crawling, standing and walking.
2. Fine motor development involve smaller movements such as
reaching and grasping.
3. Although the sequence of motor development is fairly
uniform across children, there are large individual
differences in rate of motor progress.
4. Motor control of the head proceeds control of the arms and
trunk w/c proceeds control of the legs.
5. Head, trunk, and arm control appears before coordination of
the hands and fingers.

15. B. Motor Skills as Dynamic Systems
1. According to dynamic systems theory of motor
development, mastery of motor skills involves acquiring
increasingly complex systems of action.
2. Each new skill is a joint product of central nervous system
development, movement possibilities of the body, the task
the child has in mind, and environmental supports for the
skill.
3. When a skill is initially acquired, it is tentative and
uncertain. The infant must practice and refine it so that the
skill becomes smooth and accurate.
4. Each skill is acquired by revising combining earlier
accomplishments into a more complex system that allows
the child to reach a desired goal.

16. C. Dynamic Motor Systems in Action
1. To study infants’ mastery of motor milestones,
researchers have conducted microgenetic studies, w/c
follow babies from their initial attempts at a skill until
it is smooth and automatic.
2. Esther Thelen's findings show that infants are active
problem-solvers in acquiring motor skills. They
experiment and revise motor actions to fit changing
task conditions.
D. Cultural Variations in Motor Development
1. Cultural beliefs vary concerning the necessity and
advisability of deliberately teaching motor skills to
babies.
2. Early motor skills are due to complex transactions
between nature and nurture.

17. E. Fine Motor Development: Voluntary Reaching and
Grasping
1. Voluntary reaching plays a vital role in infant cognitive development.
2. Motor skills start out as gross activities and move toward mastery of
fine movements.
3. Prehearing is the uncoordinated, primitive reaching movements of
newborns.
4. Development of Voluntary Reaching and Grasping: a. Voluntary
reaching appears at about 3 months and gradually improve in
accuracy. b. early reaching is controlled by proprioception, our sense
of movement and location in space that arises from stimuli within the
body. c. the ulnar grasp is a clumsy grasp of young infants, in w/c
the fingers close against the palm. d. the pincer grasp is a well-
coordinated grasp that emerges at the end of the first year,
involving the oppositional use of the forefinger and thumb.
5. Early Experience and Voluntary Reaching: a. Trying to push infants
beyond their current readiness to handle stimulation can undermine
the development of important motor skills. b. As infants’ and
toddlers’ motor skills develop, caregivers must devote more energies
to protecting them from harm.

18. F. Bowel and Bladder Control
1. Toilet training is the best delayed
until the end of the second or
beginning of the third year.
2. At this time, toddlers can correctly
identify and respond to signals
from a full bladder or rectum.

19. A. Hearing
1. During the 1st year, babies start to organize sounds into
complex patterns.
2. By 6 months of age, babies “screen-out” sounds that are not
useful in their language community.
3. Older infants can also detect clauses and phrases in sentence.
B. Vision
1. By 3 months, infants can focus on objects and discriminate
colors about as well as adults can.
2. By 11 months, visual acuity reaches a near-adult level.

20. 3. Depth Perception: a. The ability to judge the
distance of objects from one another and from
ourselves. b. Research indicates that around the time
that infants crawl, most distinguished and shallow
surfaces and avoid dangerous-looking drop-offs.
c. The Emergence of Depth Perception: 1.
Motion is the first type of depth cue to w/c infants are
sensitive.
d. Independent Movement and Depth
Perception: 1. Researchers believed that crawling may
promote a new level of brain organization by
strengthening certain synaptic connections in the cortex.

21. 4. Pattern Perception – newborns prefer to look at
patterned as opposed to plain stimuli.
a. Contrast Sensitivity account for infants’ early pattern
preferences. It states that babies can detect a difference in
contrast bet. 2 patterns, they will prefer for the one with
more contrast.
b. Combining Pattern Elements once babies can detect all
aspects of a pattern, they combine pattern elements and
integrate them into a unified whole. By 4 months, infants can
perceive subjective boundaries that are not really present.
c. Perception of the Human Face – by 3 months, infants can
discriminates bet. the photos of 2 moderately similar
strangers. They can also recognize their mother’s face in a
photo. An it’s supports infants’ earliest social relationships.

22. C. Object Perception
1. Size and Shape Constancy
a. Size Constancy is the perception that an object’s size is the
same, despite changes in its retinal image size.
b. Shape Constancy is perception that an object’s shape is stable
despite changes in the shape projected on the retina. – both of
these perceptual capacities appear to be innate and assist
babies in detecting a coherent world of objects.
2. Perception of Objects as Distinct, Bounded Wholes: a. the
movements of objects relative to one another and to their
background enables infants to construct a visual word of
separate objects. At first, motion and spatial arrangements
help infants identify objects. Then, as babies visually track
moving objects, they pick up additional information about an
object’s boundaries, such as its distance from their eye, shape,
and color.

23. D. Intermodal Perception
- it combines information
from more than one modality,
or sensory system. Foe
example: newborn babies
suggest that they expect sight,
sound, and touch to go
together.

24. Structures – responsible for the different functions. Ex.
amygala and neurons – being fed by glial cells.
I.Q. – Intelligent Quotient
E.Q. – Emotional Quotient
1995 – Howard Garden – M.I. Multiple Intelligent
left
right
Assume this
is a brain and
divided in
half.
Saw of
reasoning
neurons
arts
literature
specialization

25. Early Childhood Development – held in PANS- bridge
of the brain.
- starting point of brain development (during
conception).
- Cell Proliferation – over production of the
neurons and the connections
- Cell pruning – some memories are pruned /
having auto delete.
Middle Childhood Development – 95% of brain is
developing, lateralization occur.
Adolescence Development – Growth Spurts, happened
during this stage.

26. A. Eleanor and James Gibson’s differentiate
theory states that perceptual development
involves the detection of increasingly fine-
generated, invariant features in the
environment.
B. Invariant features are features that remain
stable in a constantly changing perceptual
world.

28. Gains 5.7 oz. / week
 Grows 1.5 cm first week
Holds hand in fist
Draws arms and legs to body
 Startle and Rooting reflex predominant
May lift head briefly if prone
Comforts with touch
Prefers to look at faces, B/W, follows objects
in line

29. Gains 5.7 oz / week
Grows 1.5 cm/ month
Hold rattle
Looks and plays with own fingers
Brings hands to midline
Turn to side to back then return
Decreased in head lag
Hold head when prone
Follows objects 180 – turn head to voices and
sounds

30.  Gains 5.7 oz / week
 Grows 1.5 cm / month
 Teeth begin to grow by 6 months
 Grasps objects at will
 Mouth objects and manipulates
 Holds bottle
 Head steady when sitting
 No head lag
 Turns from abdomen to back (4months) and back (6 months)
 Examines complex visual images and falling objects
 Support much of own weight when held

31. Gains 3 - 5 oz / week
Grows 1 cm / month (slower)
Bangs objects
Pincer grasp at times
Extinguished inborn reflexes
Sits steady (8 months)
Recognizes own name- responds by
smiling
Enjoys complex objects

32.  Gains 3 -5 oz / week
 Grows 1 cm / month
 Picks up small objects
 Uses pincer grasp well
 Crawls- pulls to standing (10 months)
 Understands “NO” and “CRACKER”
 Recognizes sound w/o difficulty
 May say one word in addition to mama and dada

33.  Gains 3 - 5 oz / week
 Grows 1 cm / week
 Head circumference equals chest circumference
 Mark paper with crayon or pencil
 Place objects into containers
 Stands alone
 Walks with furniture
 Peek a boo and patty cake
 Sits down from standing

34.  Gains 8 oz. + / month
 Grows 14 - 18.5 cm / 3 years
 Display independence
 Growth rate slows due to limited intake
 Age 2 - weight is quadrupled
 Motor activities rapidly develop (walking - running...)
 Lose of incontinence
 Uses spoon to eat
 Enjoy the presences of others - play side by side
 Temper tantrums
 Dresses self
 Interpersonal skills - increasing vocabulary

35.  Gains 3 - 5 lbs. / year
 Grows 4 - 6 cm / year
 Chubby toddler - slender longer legs
 Most are at childcare services - interpersonal skills
 Draws - scissors, shapes, six part person
 Uses utensils
 Ties shoes
 Throws ball, climbs, rides tricycle
 Visual acuity improves - focus and learn letters

36.  Gains 3 - 5 lbs. / year
 Grows 4 - 6 cm / year
 Plays boards games
 Rides two wheeler
 Concentrate for longer period of time
 Can read
 Last year of which males and females are close in size
 First tooth lost at 6 years
 Growth spurt - females 9 - 10 years - males year later
 Mature use of language
 Cooperative play

37. Growth Spurt - M - 15 - 65 lbs. F -
15 - 55 lbs.
Lack of coordination common with
growth spurt
Puberty (starts near end of school
age)
Self identity

39. References:
◦ www.psycho.k.edu
◦ www.wikipedia.com
◦ Gen. Psychology – Child Development

40. Prepared By:
 Guinto, Loranel C.
 BEED-2
Submitted To:
Mr. Cyrus C. Dela Cruz
INSTRUCTOR
ECED 102 – Characteristics of Young Filipino