Unit2 Physical Development Physical Development Physical development means

Unit#2 Physical Development

Physical Development Physical development means the progress of a child's control over his body. This includes control over muscles, physical coordination.

Physical Development from Infancy to Adolescence v Early childhood: Early Childhood helps students become better aware of all of the natural physical stages of growth children experience in the first five years of life. v. Child from 1 to 5 years age: § By the age of 1 year: • Make discoveries with objects • Roll a ball and touch things • Roll over, sit and stand up (without support)

§ By the Age of 2 years: • Walk forwards, backwards, and move more easily • Walk up and down stairs (with help) • Balance and hand-eye coordination improves § By the Age of 3 years: • Run forward and jump up and down • Stand on one foot (with help) • Use and control small objects better • Draw and paint circles

§ By the Age of 4 years: • Run around objects and walk on a line • Balance on one foot • Throw and catch a ball • Build a tower of blocks • By the Age of 5 years: • More physically confident • Walk backwards and jump on one foot • Jump forward many times without falling • Walk up and down stairs (without help)

§ Child from 6 to 9 years age: • Can understand the rules and regulations • Performance simple task with interest • Takes interest in activities of home • Improves writing skills • Plays musical instruments • Requires around eleven hours of sleep each night • Needs frequent rest • Girls mature faster than boys • Growth rate slow

Child from 9 to 12 years age: • Extremely active • Refines writing. • Takes special interests in activities such as model building, shop work, art classes, music and crafts. • Attempts new foods; has favorites. • Eats neatly. • Participates in organized sports such as tennis, baseball, football and swimming. • Improves more adult-like proportions. • Is sick less often. • Improves harder, larger frames. |

• Child from 12 to 15 years age: • Preoccupation with physical changes and critical of appearance • Concerns about secondary erotic specific changes Peers used as a standard for normal appearance (comparison of self to peers) • Wonderful physical growth: gain height and weight • Girls – breast increase • Boys – extending of voice

• Child from 15 to 18 years age: • Secondary erotic physical appearance advanced • 95% of adult height reached • Childhood is completed • Physical growth slows for girls, continues for boys • Less concern about physical changes but increased interest in personal attraction • Extreme physical activity irregular with laziness

Physical Characteristics of Learners of: • It is important to consider the physical characteristics of learners, since their physical needs influence the nature of instruction and learning environment. § Children need to move: Children at the pre and elementary school level have an natural need to move their bodies. It is difficult for them to remain fixed with little or no body movement while working on inactive activities. § Improved eye-hand coordination: Eye-hand coordination, also mentioned to as visual motor integration skills, start to grow during early stages. It controls the hand movement of a child directed by his/her vision.

§ Improved body coordination : Balance and coordination are critical physical features which help the child to maintain a controlled body position while performing a task. While the pre and elementary school children show increased body coordination in high energy activities such as running, climbing , they can still fall easily. § Activities in school. Physical activities play a critical role in emerging the basic movement skills of children. it is difficult for children to work on inactive activities for longer duration of time, this section offering some planning about emerging physical activities for children in the pre and elementary school years. These planning can be modified and extended in certain other ways to support the physical growth of children.

§ Preschool and Playgroup: § Preschool children are generally old between three to five years. At this age, children have a habit of grow sufficient control over their fine motor skills which help them to draw, shapes, write copy and engage in activities that require precise control of hand body movement. • Some traditional physical activities for this age level include running, jumping, drawing, coloring, painting, cutting, pasting, and shape cutters. However, teachers, parents can indeed extend this network in some non-traditional ways.

Elementary Level Physical education classes, there are many other ways in which teachers can engage students in physical activities. These include, for example, allocating some time for physical activity on daily basis, integrating concepts from extra parts of curriculum into physical activity time and vice versa, and providing children with hands on experiences as much as possible, rather than teaching them the concepts of living and non-living things in the four walls of classroom, taking them out on a school round and helping them understand the concept from their surroundings.

Secondary Level • Age: 11 -13 years • Physical growth tends to be both fast and uneven, producing early-maturing and late-maturing patterns of growth • Young growth is evident in practically all girls and in many boys • Concern and interest about gender are almost universal.

Higher Secondary Level • Age: 14 -17 years • Most students reach physical maturity and virtually all attain youth • Many youths are erotic active but the long-term trend is down • The birth rate for unmarried youths has fallen in recent years yet it is still unsatisfactorily high • The rate of erotic transmitted diseases is also rather high for high school students

Role of Teacher in Physical Development v. Motivate children to be active v. Homework and “home fun” v. Leading by example v. Movement Breaks

• Motivate children to be active • Role of the physical educator is to encourage and motivate children to be active. • There are many ways to do this, including promoting public activities, assigning physical activity homework or home fun, showing an interest in the out-of-class physically activity in which children participate, and leading by example.

• Homework and “home fun • Home fun may be practicing jump rope tricks with or without a jump rope, playing outside, taking a walk with a parent or guardian; participating in electronic games that specifically promote physical activity; or practicing manipulative skills such as kicking, and striking. • Homework or home fun can be checked over an honor system by asking for a show of hands with young children and documenting on a physical activity calendar for older children.

§ Leading by example • To motivate children to be active the teacher should lead by example. • A physically active and fit teacher is a positive influence. • • The teacher should infrequently share with the students how physical activity fits into his or her life.

§ Movement Breaks • Movement breaks are perfect when teachers notice kids are becoming restless and they can lead to improved focus and performance by students. Movement breaks can be short (doing 10 jumping behind chair) to long.