Physical Development
Assessment 1: Essay- Physical Development.
Within the grades kindergarten to grade 2 and the ages between 4-7, an extensive amount of growth physically and physiologically takes place in a child. This goes hand in hand with children beginning primary school and the time in which their extensive educational years begin. For this time of their lives to be successful in them gaining physical and physiological growth, Children need to be encouraged and supported in improving further their gross motor skills and fine motor skills. Along with encouraging learning environments that support physical development and health and well being awareness, so students can excel in their physical and physiological growth.
Gross motor skills refers to “large movements of the body that permits locomotion through and within the environment” (McDevitt & Ormrod, 2010, p. 159) this includes actions like running, hopping, and climbing. However smaller and more intricate movements made with particular parts of the body, mainly the hands, are classified as fine motor skills. Fine motor skills include activities such as manipulating small objects like drawing with a crayon or cutting with scissors. Students in grades kindergarten to grade 2 are between the early childhood and middle childhood developmental periods. Physical movement is a large component of early childhood and within gross motor skills and fine motor skills dramatic changes occur, where as in middle childhood, children work to improve on these skills supported by physiological maturation and cognitive advances.
The development of both gross and fine motor skills is influenced by culture-specific and environment factors of the student’s life. Especially in early childhood, children will pick up skills that are within the culture and environment they grow up in. This includes gross motor skills such as ball sports that include throwing, catching and kicking a ball or even skills in dance or gymnastics. These skills then
Within the grades kindergarten to grade 2 and the ages between 4-7, an extensive amount of growth physically and physiologically takes place in a child. This goes hand in hand with children beginning primary school and the time in which their extensive educational years begin. For this time of their lives to be successful in them gaining physical and physiological growth, Children need to be encouraged and supported in improving further their gross motor skills and fine motor skills. Along with encouraging learning environments that support physical development and health and well being awareness, so students can excel in their physical and physiological growth.
Gross motor skills refers to “large movements of the body that permits locomotion through and within the environment” (McDevitt & Ormrod, 2010, p. 159) this includes actions like running, hopping, and climbing. However smaller and more intricate movements made with particular parts of the body, mainly the hands, are classified as fine motor skills. Fine motor skills include activities such as manipulating small objects like drawing with a crayon or cutting with scissors. Students in grades kindergarten to grade 2 are between the early childhood and middle childhood developmental periods. Physical movement is a large component of early childhood and within gross motor skills and fine motor skills dramatic changes occur, where as in middle childhood, children work to improve on these skills supported by physiological maturation and cognitive advances.
The development of both gross and fine motor skills is influenced by culture-specific and environment factors of the student’s life. Especially in early childhood, children will pick up skills that are within the culture and environment they grow up in. This includes gross motor skills such as ball sports that include throwing, catching and kicking a ball or even skills in dance or gymnastics. These skills then
References: • Campbell, D. W., Eaton, W. O., McKeen, N. A., & Mitsutake, G. (1999, April). The rise and the fall of motor activity: Evidence of age-related change from 7 to 14 years. Paper presented at the biennial meeting of the Society for Research in Child Development, Albuquerque, NM. • Gabbard, C. (1999). Lifelong Motor Development. • Huang, I. W., Simons-Morton, B. G., Snider, S. A., & Taylor, W. C. (1993). The physical activity of fifth grade students during physical education classes. American Journal of Public Health. • Lusk, L. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. • McDevitt, T. M., & Ormrod, J. E., (2010). Child Development and Education. (4th Edition). Pearson Education, Inc., Upper Saddle River, New Jersey.