1. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Infants, Children, and Adolescents Chapter 8 Physical Development in Early Childhood Ages 2 to 6 years

2. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Physical Development in Early Childhood Body growth slows. Shape becomes more streamlined. Shape becomes more streamlined. Skeletal growth continues. New growth centers emerge. New growth centers emerge. Lose baby teeth Lose baby teeth © Fanny Oldfield | Dreamstime.comFanny OldfieldDreamstime.com

3. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Body Growth During Early Childhood Figure 8.1

4. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Brain Development in Early Childhood Significant brain growth between ages 2 and 6: Grows to 90% of adult size Grows to 90% of adult size Reshaping and refining Reshaping and refining Overabundance of synaptic connections supports plasticity Overabundance of synaptic connections supports plasticity Cognitive skills also increase. Physical coordination, perception, attention, memory, language, logical thinking, and imagination Physical coordination, perception, attention, memory, language, logical thinking, and imagination

5. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Age-Related Changes in Synaptic Density of Three Areas of Cerebral Cortex Involved in Language Processing Figure 8.2

6. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Brain Development in Early Childhood (continued) Frontal lobe areas for planning and organization develop. Left hemisphere active Language skills Language skills Handedness Handedness Differences in rate of development between the two hemispheres suggest they continue to lateralize during early childhood.

7. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Handedness Begins as early as 1 year and strengthens 90% are right-handed (in Western nations) Affected by experience Position in uterus Position in uterus Practice Practice Culture Culture Early damage to left hemisphere may cause shift in handedness. However, most left-handers have no developmental problems and are more likely to excel in both verbal and math skills. However, most left-handers have no developmental problems and are more likely to excel in both verbal and math skills. © Jarenwicklund | Dreamstime.comJarenwicklundDreamstime.com

8. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Cross-Section of the Human Brain Figure 8.3

9. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Influences on Physical Growth and Health Heredity and hormones Emotional well-being Psychosocial dwarfism Psychosocial dwarfismSleepNutrition Infectious disease Immunization Immunization Childhood injuries © Ron Chapple Studios | Dreamstime.comRon Chapple StudiosDreamstime.com

10. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Low-Level Lead Exposure and Children’s Development Lead is a highly toxic element. In neighborhoods near industries that use lead production processes, or where lead paint remains in older homes, children’s blood levels are markedly elevated. Elevated blood levels of lead are linked with lower IQs and behavior problems. Persistent childhood exposure can also contribute to antisocial behavior in adolescence. Persistent childhood exposure can also contribute to antisocial behavior in adolescence.

11. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Relationship of Lead Exposure to 11- to 13-Year-Old IQ by SES Figure 8.4

12. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Heredity and Hormones Size and growth related to parents Genes influence pituitary gland to release: Growth hormone (GH) acts directly, but also stimulates release of insulinlike growth factor 1 (IGF-1), which triggers cell duplication. Growth hormone (GH) acts directly, but also stimulates release of insulinlike growth factor 1 (IGF-1), which triggers cell duplication. Thyroid-stimulating hormone (TSH) prompts release of thyroxine; necessary for brain development and proper growth. Thyroid-stimulating hormone (TSH) prompts release of thyroxine; necessary for brain development and proper growth.

13. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. The Importance of Sleep Contributes to body growth (GH released during sleep) Contributes to cognitive performance Impact of lost sleep more prominent in low-SES children Impact of lost sleep more prominent in low-SES children Children’s poor sleep affects parent’s sleep and functioning.

14. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Sleeping Arrangements of U.S. 3-Year-Olds by Ethnicity Figure 8.5 Some differences by ethnicity in: Sleep routines Sleep routines Napping Napping Cosleeping Cosleeping

15. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Nutrition in Early Childhood Appetite becomes unpredictable. Like familiar foods Social environment influences food choices. Imitate admired people Imitate admired people Repeated exposure to foods Repeated exposure to foods Emotional climate, parental pressure Emotional climate, parental pressure Restriction increases desire Restriction increases desire Poverty Poverty © Haitao Wang | Dreamstime.comHaitao WangDreamstime.com

16. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Nutrition in Early Childhood Children who have a nutritionally deficient diet have  more attention difficulties.  poorer mental test scores.  behavior problems, especially hyperactivity and aggression. © Photobunnyuk | Dreamstime.comPhotobunnyukDreamstime.com

17. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Encouraging Good Nutrition Sources: Birch, 1999; Fisher, Rolls, & Birch, 2003; Spruijt-Metz et al., 2002

18. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Infectious Diseases in Childhood Poor diet suppresses children's immune systems and makes them more susceptible to disease. Childhood diseases have declined dramatically over the past half-century, largely because of widespread immunization of infants and young children. About 20% of American infants and toddlers are not fully immunized. Rate is higher for poverty-stricken children. Rate is higher for poverty-stricken children.

19. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Child Health Care in the United States  One in five children under age 5 in the U.S. have no health insurance and limited access to care.  In other industrialized nations, free medical examinations are standard.  Children’s Health Insurance Program (CHIP) funding provides care for many, but some eligible children are not enrolled. © Barbara Reddoch | Dreamstime.comBarbara ReddochDreamstime.com

20. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Factors Related to Childhood Injuries Individual Differences  Gender—Boys are 1.5 times more likely to be injured than girls, and their injuries are more severe.  Mothers judge chances of preventing injury in sons to be lower—a belief that might keep them from exercising proper controls.  Temperament Risk Factors  Poverty, single parenthood, low parental education  Societal conditions in developing nations  Poverty, child-care shortages, teen parents in the U.S.

21. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Childhood Deaths from Injury Around the World Figure 8.7

22. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Preventing Childhood Injuries Laws prevent many injuries (safety seats, child- resistant caps, flameproof clothing). Many parents and children still behave in ways that compromise safety. Safety seats—27% of parents don’t place their children in child safety seats, and of those that do, 84% either install them or use them incorrectly. Safety seats—27% of parents don’t place their children in child safety seats, and of those that do, 84% either install them or use them incorrectly. Parents expect small children to recall safety rules, rather than monitoring and controlling access to hazards. Parents expect small children to recall safety rules, rather than monitoring and controlling access to hazards.

23. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Motor Skill Development in Early Childhood Gross-motor skills Walking, running Walking, running Catching, throwing, swinging, riding Catching, throwing, swinging, riding Fine-motor skills Self-help: dressing, eating Self-help: dressing, eating Drawing Drawing © Silisia | Dreamstime.comSilisiaDreamstime.com

24. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Changes in Catching During Early Childhood Figure 8.8

25. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Changes in Gross- and Fine-Motor Skills During Early Childhood Table 8.1

26. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Progression of Drawing Skills Scribbles: during 2nd year First representational forms Label already-made drawings Label already-made drawings around age 3 Draw boundaries and people at 3–4 years Draw boundaries and people at 3–4 years More realistic drawings: preschool to school age Early printing: ages 4–6 Figure 8.9

27. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Development of Children’s Drawings of Geometric Objects Figure 8.10

28. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Development of Printing in Early Childhood Up to Age 3 Scribbles Scribbles Varied pencil grips Varied pencil grips Around Age 4 “Drawing print” “Drawing print” Between Ages 4 and 6 Gradually realize writing stands for language, identify individual letters Gradually realize writing stands for language, identify individual letters Adult pencil grip by age 5 Adult pencil grip by age 5

29. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Variations in 3-Year-Olds’ Pencil Grip Figure 8.12

30. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Individual Differences in Motor Skills Body build Taller and more muscular bodies move more quickly, acquire skills faster. Taller and more muscular bodies move more quickly, acquire skills faster.Sex Boys: better at power and force Boys: better at power and force Girls: fine-motor skills, balance, foot movement Girls: fine-motor skills, balance, foot movement Social pressures help channel activities. Social pressures help channel activities. © Pavel Losevsky | Dreamstime.comPavel LosevskyDreamstime.com

31. Copyright © 2012 Pearson Education, Inc. All Rights Reserved. Enhancing Early Childhood Motor Development Mastered through everyday play Formal lessons have little impact. Formal lessons have little impact. Preschoolers should have at least 60 minutes of unstructured play every day. Preschoolers should have at least 60 minutes of unstructured play every day. Daily routines support fine-motor development. Provide appropriate play space and equipment. Promote fun and positive attitude.