Concept of development
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Nimrat notices that her newborn sister Sufi is rapidly developing and changing in many ways. The document discusses the basic concepts of development, including the differences between growth and development, maturation versus learning, and the roles of heredity and environment. It also outlines several principles of development, such as development occurring in stages and being predictable, while differing in rates for different parts of the body. Early development is noted as being more important than later development.
Concept of development
- 1. MODULE - 2 MyFamily&I 115 Concept of Development HOME SCIENCE Notes 18 CONCEPT OF DEVELOPMENT Nimrat’s parents have brought her new born sister Sufi home today. Nimrat marvelled that although Sufi was so small she was capable of doing many things on her own like breathing, digesting food, conveying her needs etc. Very soon Nimrat noticed that her sister was changing rapidly in many aspects. Let us join Nimratonthisjourney.WeshalllearnaboutSufi’sgrowthanddevelopmentinthis lesson. OBJECTIVES After completing this lesson, you will be able to: • differentiate among basic concepts of human development; • explain the principles of development; • state the different types of development; • recognize the role of heredity and environment in human development; • distinguish between physical and motor development; • monitor children’s growth and development and assess if age specific milestones are achieved and; • suggest activities to promote optimal development of children. 18.1 BASIC CONCEPTS OF DEVELOPMENT Nimrat was very excited to watch her sister grow every day. Let us learn more about these changes 18.1.1 Growth and development Sufi was growing taller and heavier. This is known as ‘Growth’, which refers
- 2. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 116 Notes to increase in weight, height (length) and changes in body proportions. Growth takes place in the physical aspect only. It refers to quantitative changes e.g. it is possible to measure how tall a child has grown over a specific period of time. Nimratsawthatoverthepastfewweeks,Sufihadbecomemorealertandresponsive. Whileshewasgrowingphysically,shewasalsoshowingchangesinherbehaviuor. Allthesearesignsofdevelopment. Inotherwords,wecansaythatdevelopment involves the processes that are genetically programmed as well as those that are influenced by the environment. Development takes place in all aspects such as physical,cognitive,language,social,emotionalandothers.Forexamplechild’s increased ability to adjust in groups and make friends is a social aspect of his development. Theterm‘development’referstoqualitativechangesinanindividualsuchaschange inpersonalityorothermentalandemotionalaspects.However,veryoftengrowthand developmentareusedinterchangeably.Theprocessofdevelopmentcontinueseven aftertheindividualhasattainedphysicalmaturity(growth).Theindividualiscontinuously changingashe/sheinteractswiththeenvironment. Differencebetweengrowthanddevelopment a) Growthisquantitativeanddevelopmentisqualitativeinnature. b) Growthreferstophysicalaspectsonly;whereasdevelopmentreferstoallaspects suchasphysical,cognitive,language,emotional,socialetc. c) Growthislimitedtoheightandweightbutdevelopmentreferstoallchanges leading towards maturity. Growth stops at certain period of life but development continues till death. 18.1.2. Maturation and Learning Sufiat8monthsofagefollowedhermothercrawlingbehindher.Thiswasamoment ofgreathappinessinthefamily.Allthefamilymembersclappedforherandhugged her.Doyouknowwhyshewasabletocrawl?Itwasbecauseherbodywasmature enoughforthisactivity.ThisisMaturation. Itmeansthatthepotentialtraits(for differentactivitieslikesitting,crawling,creeping,walkingetc.)arepresentatbirth intheindividualandarecontrolledbyheredity.Thisunfoldsitselfattheappropriate time. Acquiringnewskillsduetoenvironmentalstimulationandtrainingisknownas Learning.Therefore,thedevelopmentcomesfromeffort,practice,andtraining.For example,bicycleridingwillbelearntonlyasaresultofeffort,practiceandtraining. Therefore,maturationandlearningworktogethertopromotethedevelopmentofan individual.Bothoftheseareimportantandarerelatedtoeachother.
- 3. MODULE - 2 MyFamily&I 117 Concept of Development HOME SCIENCE Notes 18.1.3 Heredity and Environment Sufiwasbornwithgreyeyesandblackhair.She‘inherited’thecolourofhereyesfrom hermotherandherhairwaslikeherfather’s.Whenweusetheterminherited,itmeans thetraitswhichSufihasacquiredfromherparentsandgrandparents.Thisiscalled Heredity.Itprovidesthebasisforthedevelopmentofhumanpersonality.Heredityis whatapersonisbornwith.Itisaspecificcombinationofgenesweinheritandisshown incharacteristicslikeheightandcertainhabits. ParentsofNimratandSufiwereveryaffectionatetothem.Theyalwaysencouraged them to explore their potential and served as good role models. They provided them with good books to read and toys to play with. Environment includes all aspects of the surroundings i.e. human and non-human such as parents, family, friends, school, neighbourhood, work place and socio- economic conditions to whichtheindividualisexposedsincebirth.Thesefactorsinfluencethedevelopment ofanindividual.Thechild’scapabilities/potentialaredeterminedbyheredity.But the extent to which an individual develops these capabilities depends upon the opportunities in the environment. For example, if a child has inherited talent for music, the talent cannot be developed unless the opportunities in the form of training in music are provided. It is therefore important that the children are given a chance to explore their potential and nurture their talent. INTEXT QUESTIONS 18.1 Rearrange the jumbled words. Find your answers from the clues given below. Justify your answer in one sentence. 1. No one taught me to crawl, but one day I showed my parents that I can do it. This is RTMUTAAONI_____________________________________________ ___________________________________________________________ 2. I have learnt to make new friends, it refers to the term NPDEETEOMVL___________________________________________ ___________________________________________________________ 3. I have acquired the skill of skipping because my parents gave me an opportunity to do so NRAIELGN________________________________________________ ___________________________________________________________
- 4. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 118 Notes 4. I am becoming taller and heavier and can be measured in centimeters and kilograms. OTRGHW_________________________________________________ ___________________________________________________________ Learning Growth Maturation Development 18.2 PRINCIPLES OF DEVELOPMENT AlthoughNimratandSufiareborninthesamefamilybuttheyarenotthesame.They differfromeachother.Yet,allaspectsoftheirdevelopmenthavefollowedaparticular pattern.Developmentisgovernedbycertainprincipleswhichareapplicabletoall individuals.Letuslearnabouttheseprinciplesinthissection. Thevariousprinciplesof developmentare: 1. Development involves change: The human being is never static. From the momentofconceptiontothetimeofdeath,thepersonisundergoingchanges.The majorchangesincludechangesinsizeandproportions,acquisitionofnewmental, motor,andbehaviouralskills. EachyearalongwithincreaseinSufi’sheightand weight,hermentalabilitiesalsoincreased.ForexampleSufishowedlanguage developmentandbetterabilitytoreasonandremember. 2. Development follows a fixed pattern/sequence: Each child may have a differentrateofdevelopment.However,thedevelopmentofallhumanbeings followsasimilarpattern,similarsequenceordirection.Sequentialpatternof developmentcanbeseenintwodirections: (i) Cephalo-caudalsequence:meansthat developmentspreadsoverthebodyfrom headtofooti.e.individualbeginstogrow fromheadregiondownwards.Sufifirst gained control on her head, then she could catch hold of objects, sit, crawl andlatershecouldstandandwalk. (ii) Proximodistal sequence: means that thedevelopmentproceedsfromcentral partofthebodytowardsperipheries.In this sequence, the spinal cord of the individualdevelopsfirstandthenoutward
- 5. MODULE - 2 MyFamily&I 119 Concept of Development HOME SCIENCE Notes developmenttakesplace.Forexample,babiescuttheirfrontteethbefore theycuttheirsideones.Functionally,Suficoulduseherarmsbeforeher hands and use her hands before she could control the movement of her fingers. 3. Developmentproceedsfromgeneraltospecific:Inallthephasesofpre-natal (beforebirth)developmentandpost-natal(afterbirth)life,thechild’sresponses arefromgeneraltospecific.Generalactivityproceedstospecificactivity.For examplewhenSufiwaslessthan3monthsofageandwasshownarattle,she wouldgetexcitedandmoveherarmsandkickherlegs.Thisisageneralresponse. At5monthsofageshewouldreachouttoholditinherhand.Thisisaspecific response. 4. Developmentiscorrelated:Alltypesofdevelopments,i.e.physical,mental, socialandemotional,arerelatedtoeachothere.g.achild,whoisphysically healthyislikelytohavesuperiorsociabilityandemotionalstability.Thechild developsasaunifiedwhole.Eachareaofdevelopmentisdependentonthe other and thus influences the other developments. Sufi has appropriate weightandheightforherage.Shealsohaswelldevelopedlanguageabilitythat enableshertocommunicatewitheveryone.Sheislovedbyallandhaspositive selfesteem. 5. Developmentispredictable:Becausetherateofdevelopmentisconstantfor achild,soitispossibletopredictcertaindevelopmentoutcomesatanearlyage. TheX-rayofthewristwillpredicttheapproximateheightofthechild. 6. Developmentoccursatdifferentratesfordifferentpartsofthebody:The developmentofdifferentphysicalandmentaltraitsiscontinuousbut,allpartsof thebodydonotgrowatthesamerate.Insomeareasofthebody,growthmay berapidwhileinothers,growthwillbeslow.Forexamplebrainattainsitsfull maturityaroundtheageof6to8years;feet,handsandnosereachtheirmaximum sizeinearlyadolescence,whereasheart,liveranddigestivesystemgrowduring adolescencealso. 7. Developmentproceedsstagebystage:Thedevelopmentofthechildoccurs in different stages. Each stage has certain unique characteristics. There are individualdifferencesintherateofgrowthanddevelopment.Therefore,theage limitfordifferentstagesshouldberegardedasjustapproximate.Allchildren pass through these stages of development at or around the age levels suggested for them. Speech gradually develops from cooing, babbling, monosyllabicsoundstocompletesentenceformation. 8. Early development is more important than later development: Early childhood experiences have more impact on the development of a child. Examples include nutritional, emotional, social and cultural experiences.
- 6. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 120 Notes 9. Development is continuous: From the moment of conception till death the individualiscontinuouslychanging.Thereisnobreak/discontinuityindevelopment, insomestagesdevelopmentisfastandinsomeitisslow. 10. There are individual differences in development: Interaction between heredity and environmental influences leads to individual differences in the developmental pattern. These differences are caused by the genes one inherits and the environmental conditions like food, medical facilities, psychological conditions and learning opportunities. 11. Development is the product of maturation and learning: You have already learnt that maturation is unfolding of characteristics potentially present in the individual. For example, creeping, crawling, walking comes with maturation. These characteristics come from individual’s genetic inheritance. Learning is the development that comes from efforts and practice. We know that interaction of maturation and learning is important for development. Maturation sets limits to development. It means because of limitation in heredity endowment, development cannot go beyond a certainpointevenwhenlearningisencouraged.Ontheotherhand,deprivation oflearningopportunitiesalsolimitsdevelopment.Whenenvironmentlimits opportunities, children will be unable to reach their potential. INTEXT QUESTIONS 18.2 Tick the correct answer 1. Childrenwhoaretallerfortheirageduringearlychildhoodyearsaretallerduring adulthoodalso.Bythisobservationwhichofthefollowingprincipleofdevelopment isproved. (i) Developmentistheproductofmaturationandlearning (ii) Developmentispredictable (iii) Rateofdevelopmentremainsconstant (iv) Earlydevelopmentismoreimportantthanlaterdevelopment 2. Onthewholethesequenceinwhichachilddevelops,followstwotrends.Tick thecorrectanswer. (i) LearningandMaturation (ii) Constantandcorrelated
- 7. MODULE - 2 MyFamily&I 121 Concept of Development HOME SCIENCE Notes (iii) Growthanddevelopment (iv) Cephalo-caudalandProximodistal 3. You did not start speaking on the day you were born, instead you developed speechgradually. Thisisaprincipleof_________________. (i) developmentispredictable (ii) developmentproceedsstagebystage (iii) rateofdevelopmentremainsconstant (iv) developmentiscorrelated 18.3 INDIVIDUAL DIFFERENCES: WHAT IS MORE IMPORTANT, HEREDITY OR ENVIRONMENT? OnedayNimratobservedtwochildrenwholookedidentical.Whensheaskedher mother,shetoldherthatthosechildrenwere‘identicaltwins’(developedfromone zygotethatsplitsandformstwoembryos).Oninteractingwiththem,Nimratfoundthat althoughtheyhavesamefacialfeatures,theydifferedintheirabilitiesandbehaviour.The motheralsoexplainedthatsometwinsmaynotlookexactlyalike. Thisisbecausethey are‘fraternaltwins’(developedfromseparatezygotethatformstwoembryos).The fraternaltwinsareassimilarordifferentfromeachotherasthesiblingsbornatdifferent pointsoftimelikeNimratandSufi. Canyouthinkofreasonsforindividualdifferencesinpatternofgrowth,emotional sensitivity and other characteristics? Here comes the interplay of heredity and environment which we have learnt in section 21.1.3. Instudyingvariousdevelopments,itisdifficulttoseparatetherelativecontribution of heredity and environment. Certain aspects of development may be influenced more strongly by heredity and others by environment in which one is brought up. ACTIVITY 18.1 Observe and write at least two physical features that you share with your mother and father each? Mother: 1. ___________________________________________________________ 2. ___________________________________________________________
- 8. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 122 Notes Father: 1. ___________________________________________________________ 2. ___________________________________________________________ 18.4 FACTORS INFLUENCING DEVELOPMENT Bothheredityandenvironmentarepowerfulfactorsthatinfluenceanindividual. Whilewecandoverylittleaboutthegeneticmake-up(heredity)ofanindividual,the environmentcanbecontrolledtomakeitmorefavourableforanindividual’sgrowth. A few of the environmental factors affecting development are nutrition, early stimulationandchildrearingpractices. Nutrition:‘Wearewhatweeat’–eatingtoomuchortoolittle–healthyorunhealthy affects our growth and development. Proper nutrition is essential for the healthy developmentofchildrenintermsofphysicalandmentalattributes(traits).Achildmust beprovidedwithbalanceddietonaregularbasistopromoteoptimalgrowthand development. Non fulfillment of nutritional needs may lead to several kinds of disorders that affect not only their physical development but mental, social and emotionaldevelopmentaswell. EarlyStimulation:Astimulatingenvironmentencouragesthedevelopmentofthe child’shereditypotentials.Forexampletalkingtoababyorshowingapreschooler picturesinstorybooks,encourageshis/herinterestinlearningwordsandadesireto learn to read. A stimulating environment encourages good physical and mental development,whileanunstimulatingenvironmentcausesthechild’sdevelopmentto fallbelowitspotential.Thisfactorcanbeanimportantreasonforachildnottoachieve his/herpotential. Childrearingpractices:Childrenbroughtupbypermissiveparentstendtolacka senseofresponsibility,tohavepooremotionalcontrolandtobecomeunderachievers inwhatevertheyundertake.Thosebroughtupbydemocraticorevenfirmparentsare likelytomakebetterpersonalandsocialadjustments. Tosumup,inheritedfactorsinteractwithenvironmentalinfluencestodetermine children’spersonalityandindividualdifferencesinthem. INTEXT QUESTIONS 18.3 1. Mention whether the following statements are true or false. If false correct the statement. 1. The colour of an individual’s hair is a product of environment. True/False
- 9. MODULE - 2 MyFamily&I 123 Concept of Development HOME SCIENCE Notes ______________________________________________________ 2. Goodphysicalandmentaldevelopmentcantakeplaceifthechildtakes good nutrition and his environment is stimulating. True/False ______________________________________________________ 3. Eachchildisuniqueintermsofgeneticmakeupevenifbroughtupinsimilar environments. True/False ______________________________________________________ 4. The best type of child rearing practice followed by parents is permissiveness. True/False ______________________________________________________ 18.5 TYPES OF DEVELOPMENT We have been talking about development since the beginning of this chapter. All theexamplescitedabovementionsomeortheotheraspectsofdevelopment. This section highlights the different types of development. 18.5.1 Physical development Sufi has turned two. She enjoys climbing up and down the stairs and uses crayons to scribble on the wall. She is also able to do several other tasks. Now you already know that there is an immense increase in Sufi’s abilities. She is not only gaining height and weight but is also able to walk, jump and make use of a spoon as well as crayons. Physical development is the most recognized and observable change in the life of a child. It includes the gross motorskills, such as walking, jumping, running, catching and the fine motor skills for painting, drawing, doing up buttons, using a spoon and writing. This development is largely dependent upon the child’s health and nutritional status. 18.5 2. Cognitive development Sufilikeherpeersisaverycuriouschild. Shekeepsexploringherenvironmentto gainmoreknowledgeaboutit. Shelovestoplaywithtoysandpuzzlesandother objects in her environment which increase her cognitive abilities like thinking,
- 10. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 124 Notes reasoning, problem solving ability and memory development. Cognitive development focuses on how children learn and process information. As the childrengrowinagetheycanunderstandtheirenvironmentbyusingtheirsenses (seeing,listening,touching,smellingandtasting),registeringinformationintheir mindsandefficientlyretrievingitfromtheirmemory. 18.5.3. Social and Emotional development NimratandSufi’sparentsandothercaregiverslovedthechildrenandspentadequate timewiththem.Hencethechildrenfeelverysecureandshowasenseofconcernfor peoplearoundthem.Thesearetheindicatorsofsoundsocialdevelopmentamong children.Theseedsofthissocialbehaviouraresownininfancyitself.Youngchildren alsoenjoycompanyoftheirfriends.Theydevelopsocialskillslikesharing,cooperation, patienceetc.intheirinteractionwithpeersandothers. Canyouthinkofthetimeswhenyoufelthappyorsad,excitedorangry? Theseare alldifferenttypesofemotions.Emotionsarethestimulatedormovedstateofmind. Emotionaldevelopmentistheabilitytocontrolandmanageone’semotions.Itis importantthatchildrenintheirearlychildhoodaresurroundedbypeoplewhoare emotionallymatureandstableandareabletomanagetheiremotions. Do you Know, that angercan be controlled, If you: ••••• getsomespace.Takeabreakfromthepersonyouareangrywithuntilyour frustrations subside a bit. ••••• think carefully before you say anything. Otherwise, you’re likely to say something you’ll regret.
- 11. MODULE - 2 MyFamily&I 125 Concept of Development HOME SCIENCE Notes ••••• takea‘timeout.’Althoughitmayseemcliche,countingto10beforereacting reallycandefuseyourtemper. ••••• usehumourtoreleasetensions.Lighteningupcanhelpdiffusetension. ••••• identifysolutionstothesituation.Insteadoffocusingonwhatmadeyoumad, workwiththepersonwhoangeredyoutoresolvetheissueathand. ••••• practicerelaxationskills.Learningskillstorelaxandde-stresscanalsohelp controlyourtemperwhenitmayflareup. ••••• getsomeexercise.Physicalactivitycanprovideanoutletforyouremotions, especiallyifyouareabouttoerupt. 18.5.4. Language development Interactingwithothersisveryimportantforourdaytodayliving. Weallinteractwith each other through various methods of communication i.e writing, speaking, sign language,facialexpressions,gestures,andseveralartforms.Languageisanimportant mediumofcommunication.Itisaformofcommunicationthatuseswordsandsymbols toexpressthoughts,desiresandfeelings. All the developments that you have studied in section 18.5 i.e. physical, cognitive,social,emotionalandlanguage,intotality,canbetermedasoverall development INTEXT QUESTIONS 18.4 1. Findthesuitablewordsfromthejigsawpuzzlebelowandfillintheblanks in the following sentences. E O V E R A L L M M E K A P T Z O A P H Y S I C T B H A E T J O I F Y S T T A G O H S R T H Z N N U I T H X Y I S D C G M C X T M O A H U S W I Q W L B K Q S V L A N G U A G E
- 12. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 126 Notes 1. Listeningtoastorywillenhanceachild’s______________development. 2. Putting the pieces of puzzle together is a part of __________ and __________ development. 3. Showing ____________ is an indication of sound social development. 4. Severe malnutrition will affect _____________ development. 5. Climbing a tree is a part of _______________ development. 6. Children can communicate to their elders about their needs through their________________. ACTIVITY 18.2 a) SupposeyouareNimrat,writealettertoyourcousinRanjantotellheranytwo aspectsofSufi’sdevelopmentthatyouenjoyedthemostandoneaspectofher developmentthatyoudisliked. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 18.6 PHYSICAL DEVELOPMENT 18.6.1 During Infancy We shall discuss the various aspects of physical development in this section. • Body sizeduring infancy is measured in terms of height and weight. During the first year of life, a baby goes through more changes in his/her body size than at any other time.
- 13. MODULE - 2 MyFamily&I 127 Concept of Development HOME SCIENCE Notes • Height: Childrenofthesameagevarygreatlyinheight,butthepatternofgrowth issimilarforall.AnaverageIndianchildatbirthmeasuresbetween17to21inches; atoneyear28to30inches,attwoyearsthechildis32to34inchestall(almost doublehisbirthlength).Forthefirstyearinthebaby’slifethelengthisrecorded inlyingdownpositionusinganinstrumentknownasinfantometer(Showninthe figure18.6.1below).Henceitissaidthatinfirstyearwemeasurethelengthand nottheheightofthechild. • Weight: AnaverageIndiannewbornweighs2.5to3.25kg(5-8pounds). You know what happened after 3-4 days, when Sufi was born? She started losing someweightandherparentsimmediatelytookhertothedoctor.Thedoctortold themthatthiswasnormalandby7-10daysshewouldnotonlyregainherlost weight,but,wouldalsoshowanincreaseinherweight.At4months,shedoubled herbirthweightandattheendofthefirstyear,tripledit.Duringthesecondand thirdyear,shegainedfrom1.25to2kgannually. Infantometer Ababy weighing Machine Fig.18.6.1Instrumentsformeasuringachild’slengthandweight. Growthchart
- 14. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 128 Notes Chart for Girls Age Weight(Kg) Height(cm) Birth 3.2 49.9 3 months 5.4 60.2 6 months 7.2 66.6 9 months 8.6 71.1 1 year 9.5 75.0 2 years 11.8 84.5 3 years 14.1 93.9 4 years 16.0 101.6 5 years 17.7 108.4 6 years 19.5 114.6 (Source: www.amrood.com/baby_height_weight_chart.htm) • DevelopmentofBones:Bonedevelopmentconsistsofgrowthinbonesizeand thechangeintheircomposition.Ossificationorhardeningofthebonesmainly takes place during infancy. Bones of the babies can be easily deformed because they are soft. The shape of the head, for example, can be flattened if babiesspendmostoftheirsleeptimeontheirbackorthechestcanbeflattened iftheysleeptoolongontheirstomachs.Henceitisadvisabletochangetheposition ofthebabyeverytwo–threehours. • DevelopmentofTeeth:Teethstartdevelopinginthebaby’sjawsduringthethird orfourthmonthofprenatallifebuttheydon’tstartappearinguntilthebabyis5 to6monthsold.Thentheyusuallycomeoutatarateofaboutonetoothamonth untilthebabyis2to2½yearsold. Chart for Boys Age Weight(Kg) Height(cm) Birth 3.3 50.5 3 months 6.0 61.1 6 months 7.8 67.8 9 months 9.2 72.3 1 year 10.2 76.1 2 years 12.3 85.6 3 years 14.6 94.9 4 years 16.7 102.9 5 years 18.7 109.9 6 years 20.7 116.1 The order of primary teeth eruption (teething age) is as follows: (i) Central incisors (6-12 months) (ii) Lateral incisors (9-16 months) (iii) Canines (16-23 months) (iv) First molars (13-19 months) (v) Second molars (22-33 months)
- 15. MODULE - 2 MyFamily&I 129 Concept of Development HOME SCIENCE Notes DO YOU KNOW? • Everyhumanbeingnormallyhastwosetsofteeth,the‘temporary’or“milkteeth” and the ‘ permanent teeth’. • There are twenty temporary or milk teeth and thirty two permanent teeth. • A child gets his/her first complete set of temporary teeth/milk teeth by the age of 3 years. • At the age of 5-6 years temporary teeth start getting replaced by permanent teeth. 18.6.2 During Early Childhood Years Growthduringtheearlychildhood(2-6years)isnotasrapidasitwasduringinfancy. Duringthisperiodchildrenimproveonskillssuchaswalking,running,balancingand self-dressing. • Heightandweight:NowoverallincreaseinSufi’sheightandweightisslower thanitwasduringinfancy.Sheisexpectedtogain2to2.5Kgeachyearandabout 2 ½ to 3 inches each year. • BodyProportions:Sufi’sappearanceisnowchangingtothatofayoungchild. She is now four years of age and her chubby appearance is disappearing. Changes in body proportions for different parts of the body vary.The head growthisslow,limbgrowthisrapidandtrunkgrowthismedium.Facialfeatures remainsmall,butthechinbecomesmorepronouncedandtheneckelongates. By the time she will turn six years old, she would start acquiring body proportionsofanadult. • BodyBuild:Differencesinthebodystructurebecomesapparentforthefirsttime inearlychildhood.Asbodyproportionschange,children’sbodiesbegintotake on the characteristics of endomorphic, ectomorphic and mesomorphic body builds. DO YOU KNOW? There are three types of body structure — Children who have endomorphicbuildhaveaflabby, fat body build. Others have a mesomorphicorsturdymuscular bodybuildwhohaveatendencyto be heavy, hard and rectangular; and some have theectomorphic build which tends to be long and slender.
- 16. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 130 Notes • DevelopmentofBonesduringearlychildhood:Thebonesossifyatdifferent ratesindifferentpartsofthebodyfollowingthelawsofdevelopment.Themuscles becomelarger,strongerandheavierwitharesultthatchildrenlookthinnerasearly childhoodprogresses,eventhoughtheyweighmore. ACTIVITY 18.3 Selectatleast10childrenfromyourneighbourhood(5boysand5girls)in2-4yearsage group. Measuretheirheightandweight(withaweighingmachine)andcomparethem with the growth chart provided. Plot a graph to understand the growth pattern of children. Acommon way of measuring height Acommon way of measuring Weight INTEXT QUESTIONS 18.5 Tick thecorrectanswer. 1. IfSufi’sbirthheightwas21inches,byhersecondbirthdayshewillbe_____tall a. 32inches b. 34inches c. 42 inches 2. Preeti is seven months old; _________incisors must have erupted in her mouth. a. Central b. Lateral c. First molars
- 17. MODULE - 2 MyFamily&I 131 Concept of Development HOME SCIENCE Notes 3. Skillssuchasrunningandwritingareimprovedduring________________. a. babyhood b. infancy c. earlychildhood 4. Amitwasbornwithabirthweightof7pounds,hewillbe_______bytheendof hisfirstbirthday. a. 18pounds b. 14pounds c. 21pounds 5. Tanvir and Manvir are 5 years old. The differences in their body builds have becomeapparentin_____________. a. infancy b. earlychildhood c. toddler 18.7 MOTOR DEVELOPMENT 18.7.1 Infancy Theword motor refers to muscular movements. By now we know that Sufi has developedimmensecontroloverdifferentmusclesofherbody.ThisreferstoMotor development. Itisavoluntarymovementofthebodyorpartsofthebody.Thisincludes controlovergrossmovementsandfinercoordination.Grossmotordevelopment referstocontroloverlargemuscles.Thesemuscleshelpperforming Gross Motor Development during Infancy 3 months - Neck holding 5 months - Sitting with support 8 months - Sitting without support 9 months - Standing with support 11 months - Crawling/creeping 12 months - Standing without support 12 months - Walking with support 13 months - Walking without support 18 months - Running 24 months - Climbing staircase 36 months - Riding tricycle Fine Motor Development during Infancy 4 months - Graspingarattle/ringwhen placed in hand 5 months - Reaching out to an object and holding it with both hands 7 months - Holding objects with crude grasp from palm 9 months - Holding small objects between index finger and thumb
- 18. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 132 Notes functionssuchascrawling,standing,walking,climbingandrunning.Finemotor development involves the use of small muscles. Holding things like a cup or a crayon,grasping,turningthepagesofabook,buttoningandzipping,drawingand writing are all examples of use of small muscles.As children grow, they not only refine the already acquired motor skills but also develop new ones. The most obvious change during the course of infancy is the acquiring of new motor skills, likesittingwithsupporttosittingwithoutsupport. ACTIVITY 18.4 Thefollowingchildrenareabletoperformcertainactivities.WriteYes/No,ifyouthink thatthesechildrenhavereachedtheirmilestonesattherightage. S.No. Activity Yes/No 1. Ashais5monthsold,shesitswithasupport. 2. Sufiiseightmonths,shecrawls. 3. Anchaldoesnotwalkattheageof2years 4. Rohancanclimbstairsat2years 5. Surindergraspsarattleat4monthsofage 18.7.2 Early Childhood DevelopmentofGrossMotorSkills:Duringthefirstfourorfiveyears,thechildgains controlovergrossmovements.Mostofthefundamentalmotorskillslikerunning, catching,canbeperformedwithgreateraccuracythanthesewereperformedduring infancy.Afterfiveyearsofage,majordevelopmenttakesplaceinmuscularcoordination. Thefollowinggrossmotoractivitiesandskillscanbeobservedamongthepre-school children: • Running:Atfirst,runningislittlemoredifficultthanwalking.Bytheageof5or 6years,thechildisabletorunsmoothlywithoutanyfall. • Jumping:Achildcaneasilyjumpbyhisfourthbirthday.He/shecanjumpfrom aheightofabout12inches.Thefive-year-oldhasnodifficultyinjumpingover obstacles. • Skippingandhopping:Skippingandhoppingaremodificationsofjumping. Most of the children can skip well at the age of 6 years if provided opportunity. • Climbing: Before a child is two years old, he can walk upstairs and downstairswithhelp,holdingtherailingofthestairsorthehandofaperson.
- 19. MODULE - 2 MyFamily&I 133 Concept of Development HOME SCIENCE Notes Theadultmannerofstepclimbing,wherethechilduseshislegsalternatelyis attainedbyfouryearsofage,providedthatachildhashadampleopportunityto learn. • Tri-cycling: By the age of two years, very few children can ride tricycles. Between 3 and 4 years, all who have had opportunity to learn can do so. • Ball throwing and catching: By 6 years, most children become proficient, though there are vast variations in the skill at every age. For example at first, thechilduseshis/herwholebodytograsptheball.Then,he/sheuseshisarms only. Later he/she can catch the ball between the palms in a perfectly coordinated manner. DevelopmentofFineMotorSkills:Aschildrenmoveintoearlychildhoodyears, their ability to manipulate the objects or work with hands is still not good. But as they play with small objects and perform activities, their small muscles develop andfinemotorskillsimprove.Improvedeye-handco-ordinationalsohelpsinfine motorskills.Duringearlychildhoody,theactivitiesliketearing,cutting,pasting,playing with dough or clay, drawing, threading the beads, helps to improve the eye hand coordinationandmotorskillsofthechild. Followingaresomeoftheskillswhichachild canperformbytheageoffiveyears: • Self-feeding,dressingandgrooming:Byfiveyears,childrencanfeedthemselves likeanadult,dresscompletelyandcombtheirhairsuccessfully. • Handwriting:Atfiveyears,achildcanwritehis/hernameincapitalletters.Atsix years,he/shecanwritetheentireEnglishalphabetifgiventheopportunitytolearn them. • Copying:Betweentheagesof2½and5years,mostchildrenshowimprovement intheirabilitytocopysimplegeometricfigures. ACTIVITY 18.5 Givenbelowaresomeactivitieswhichcanenhancetwotothreeyearoldchild’s grossandfinemotordevelopment.CategorizetheseintoGrossandFinemotor skills. Write them in the space provided. Running Eatingwithspoon Climbingthestairs Jumping Building blocks Drawing & colourin Skipping Hopping Scribbling Throwing Tearing and pasting Kicking the ball
- 20. HOME SCIENCE MODULE - 2 Concept of Development MyFamily&I 134 Notes Gross Motor development Fine Motor development WHAT YOU HAVE LEARNT TERMINAL EXERCISES 1. Definethefollowingtermsandgiveatleasttwodifferencesbetweenthem. i. Growthanddevelopment, ii. Heredityandenvironment. Growth and development Learning and maturation Heredity and environment Principles of developemnt
- 21. MODULE - 2 MyFamily&I 135 Concept of Development HOME SCIENCE Notes 2. Givefourreasonsforindividualdifferencesamongstchildren? 3. Goodemotionaldevelopmenthelpsinestablishingcordialrelationships.Justifythe statementin60words. 4. Distinguishbetweenphysicalandmotordevelopment. 5. Yourfriendhasbadhandwriting.Nametheaspectofdevelopmentinwhichhe islaggingbehind?Suggesttwoactivitiestohelphimtoimprovehishandwriting 6. Supposeachildinyourlocalityisnotprovidedwithastimulatingenvironmentin hishome.Suggestactivitieswhichcanhelpinpromotinghiscognitivedevelopment? ANSWERS TO INTEXT QUESTIONS 18.1 1. Maturation 2. Development 3. Learning 4. Growth 18.2 1. (ii); 2. (iv); 3. (ii) 18.3 1. False, productofheredity. 2. True 3. True 4. False,democraticchildrearingpractice. 18.4 1. Language 2. Cognitiveandphysical 3. Empathy 4. Overall 5. Physical 6. Emotions 18.5 1. (c); 2. (a); 3. (c); 4. (c); 5. (b)