Physical Development in Middle Childhood
The physical, cognitive and socio-emotional domains of human development are influenced by diverse factors. Phases of development extend from the beginnings of human life and continue throughout the lifespan. These developmental phases are characterised by a range of features including brain development, language development and social development amongst others.
Gross motor skills include activities such as running, skipping and jumping. They involve the use of the body’s larger muscle groups. Gross motor skills greatly improve in middle childhood due to increased muscle mass, strength and coordination (McDevitt and & Ormrod, 2010). These skills also improve with practice and repetition which can be provided by participation in the conventional childhood games of “chasey”, hide and seek and “Donkey” and also in organised sports and games such as netball, football and rounders.
Fine motor skills coordinate the smaller muscle groups in the body. These skills are utilised in activities such as drawing and sketching, handwriting, threading and sewing and playing a musical instrument (McDevitt and Ormrod, 2010). Physical development is sequential and predictable with present skills evolving from past skills and laying the foundations for those in the future. As a child grows and develops, past learning experiences continue to influence and affect future learning. Skills and abilities attained in early childhood are “fine-tuned” in middle childhood, resulting in ongoing motor growth and development. Many factors influence motor development in middle childhood. Adequate nutrition is important . A proper diet supplies the brain and other essential organs with the nutritional requirements for optional functioning. Poor food choices and over-eating promote obesity which contributes to inactivity. An obese child finds it more challenging and less rewarding to participate in physical activity. A child within a healthy weight range is more likely to take part in
Gross motor skills include activities such as running, skipping and jumping. They involve the use of the body’s larger muscle groups. Gross motor skills greatly improve in middle childhood due to increased muscle mass, strength and coordination (McDevitt and & Ormrod, 2010). These skills also improve with practice and repetition which can be provided by participation in the conventional childhood games of “chasey”, hide and seek and “Donkey” and also in organised sports and games such as netball, football and rounders.
Fine motor skills coordinate the smaller muscle groups in the body. These skills are utilised in activities such as drawing and sketching, handwriting, threading and sewing and playing a musical instrument (McDevitt and Ormrod, 2010). Physical development is sequential and predictable with present skills evolving from past skills and laying the foundations for those in the future. As a child grows and develops, past learning experiences continue to influence and affect future learning. Skills and abilities attained in early childhood are “fine-tuned” in middle childhood, resulting in ongoing motor growth and development. Many factors influence motor development in middle childhood. Adequate nutrition is important . A proper diet supplies the brain and other essential organs with the nutritional requirements for optional functioning. Poor food choices and over-eating promote obesity which contributes to inactivity. An obese child finds it more challenging and less rewarding to participate in physical activity. A child within a healthy weight range is more likely to take part in