The table below describes issues related to the physical ...

[Frost2351]

The table below describes issues related to the physical well-being of youngsters at five different age levels. For each of these issues, the table identifies one or more concepts related to physical development, offers an implication for working with children of that age group, or both. Apply what you've learned about the value of supporting physical development to fill in the empty cells in the table.

Supporting Physical Development

Age	A Youngster's Experience	Developmental Concepts Factors Affecting Physical Well-Being	Implications Supporting Physical Well-Being
Infancy (Birth-2)	Thirteen-month-old Naima appears to her caregiver to be a healthy, spirited child. The caregiver is surprised when Naima's parents point out that Naima occasionally seems to struggle in her motor development, as when she recently began to walk but then returned to crawling for a few weeks. They ask if something is wrong with Naima.	Naima is showing sequences of progress and typical regressions in her motor skills. Naima's progress and occasional regressions suggest a dynamic system at work. Children act on the world, discover that their bodies permit new skills, make preliminary progress in mastering these skills, and often show declines in proficiency as they figure out how to deal with one or more changing factors (e.g., increases in muscle tone).	Reassure parents that infants make substantial progress in motor skills over brief periods. Explain that some retreats are common and usually reflect the child's adjustment to a new factor, such as weight gain, a temporary illness, or a change in muscle tone. Of course, Naima's parents may be noticing something that is unusual about their daughter, and they will want to follow up with their doctor if they are worried about her.
Early Childhood (2-6) ​	In an orientation meeting for families at a child care center, one father asks how the center will help his 3-year-old son Jules develop a "strong brain." Jules's father brings in a newspaper article about the importance of providing enriching educational experiences for young children. ​	​	Reassure parents that you are eager to support children in all aspects of their development, including their brain development. Further explain that a well-rounded preschool environment with lots of hands-on experiences, opportunities for pretend play, stories and puzzles, stable relationships with teachers and peers, healthful snacks, and outdoor play will offer ample enrichment for children's growing brains.
Middle Childhood (6-10)	Seven-year-old Roy is overweight. His doctor recently gave his mother a brochure on obesity in children. It seems that a range of factors contributes to Roy's obesity — his parents are both overweight, Roy has developed a preference for fatty foods, and he spends most of his free time at home watching television and playing video games. His parents ask Roy's teacher, Mr. McGinnis, how much exercise Roy gets at school and wonder if a lack of physical activity is the problem. They also make a passing comment that it may simply be Roy's destiny to be a "big, chunky guy."	Obesity is a serious health risk in childhood. It predicts health problems in adulthood. Being obese as a child is predicted by familial weight problems, poor eating habits, and restricted physical activity. Because Roy is only 7 years old, he has a good chance of changing his eating habits and increasing his physical activity levels.	​
Early Adolescence (10-14)	Thirteen-year-old Helen used to be known as the school "brainiac," but recently she has not been acting intelligently. In the last year, Helen has matured physically and now appears several years older than most of her peers. After her last class she has been drinking on school grounds with students from a local high school and stealing cosmetics at a local store.	It is common for young adolescents to engage in some risky behaviors. Helen may be an early-maturing adolescent who is allowing herself to be ushered into high-risk behaviors by older teenagers.	​
Late Adolescence (14-18)	Ms. Comstock thinks about the high school seniors she has in her literature courses. Her students appear to be attractive, bright young adults. But from private conversations with them, Ms. Comstock knows that these teenagers can be introspective and thoughtful one moment yet rash and impulsive the next. And although they certainly seem smart enough to stay on top of their homework assignments, they nevertheless frequently forget to complete projects on time. For a second, she would love to see inside their brains. She wonders: Do they have the bodies of adults and the brains of children?	Brains continue to develop rapidly and systematically during adolescence and, in fact, into the adult years. Brain development during adolescence builds on the many changes of childhood. It refines the front part of the cortex, which supports planning, emotional control, reasoning, and judgment.	Continue to communicate expectations to adolescents that they have the ability to act thoughtfully and appropriately, but also give them the scaffolding they need to be successful. For example, because it is difficult for them to keep long-term goals in mind, ask youngsters to turn in parts of assignments before handing in the final projects.

[ririgirl15]

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[Frost2351]

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