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Week 3

The document outlines the developmental changes in children's skeletal, muscular, and motor systems during middle and late childhood, highlighting growth patterns and motor skill milestones. It also addresses central health issues such as nutrition, obesity, diseases, and the prevalence of disabilities, emphasizing the importance of exercise and proper dietary intake. Additionally, it discusses the social challenges faced by children as they seek independence and peer acceptance during this developmental stage.

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lucia.thao11
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4 views

Week 3

The document outlines the developmental changes in children's skeletal, muscular, and motor systems during middle and late childhood, highlighting growth patterns and motor skill milestones. It also addresses central health issues such as nutrition, obesity, diseases, and the prevalence of disabilities, emphasizing the importance of exercise and proper dietary intake. Additionally, it discusses the social challenges faced by children as they seek independence and peer acceptance during this developmental stage.

Uploaded by

lucia.thao11
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Week 3- Sept 20/24

Changes in the Skeletal and


Muscular Systems

• Slow, consistent growth.


• During the elementary years, children grow an average of 2 to 3 inches per year until
the age of 11.
• In the middle and late childhood years, they gain 5 to 7 pounds per year, mainly due to
muscular and skeletal changes.
• Proportional changes include:
o Head circumference, waist circumference, and leg length decrease in relation to
body height.
Changes in the Brain
• More myelination helps the brain process information faster and better.
• The brain size stays the same, but other
changes keep happening
• The prefrontal part of the brain grows:

Changes in Motor Development


• Smoother movement and better coordination.
o Activity helps refine developing skills.
• Males are usually stronger in gross motor skills.
• Hands are steadier by age 7.
o Age 8 to 10: use their hands independently with more ease and precision.
o Fine motor skills in writing development.
o Age 10 to 12: manipulative skills similar to those of adults.

Changes in Motor Skills During Middle and Late Childhood

Age Motor skills

6 Children can skip.


Children can throw with proper weight shift and step.
Girls and boys can vertically jump 7 inches.
Girls can do a standing long jump of 33 inches, boys 36 inches.
Children can cut and paste.
Children enjoy making simple figures in clay.

7 Children can balance on one foot without looking.


Children can walk 2-inch-wide balance beams.
Children can hop and jump accurately into small squares.
Children can participate in jumping jack exercise.
Girls can throw a ball 25 feet, boys 45 feet.
Girls can vertically jump 8 inches, boys 9 inches.
Girls can do a standing long jump of 41 inches, boys 43 inches.

8 Children can engage in alternate rhythmic hopping in different patterns.


Girls can throw a ball 34 feet, boys 59 feet.
Girls can vertically jump 9 inches, boys 10 inches.
Girls can perform a standing long jump of 50 inches, boys 55 inches.
Children’s grip strength increases.
Children can use common tools, such as a hammer.

9 Girls can throw a ball 41 feet, boys 71 feet.


Girls can vertically jump 10 inches, boys 11 inches.
Girls can perform a standing long jump of 53 inches, boys 57 inches.
Children’s perceptual-motor coordination becomes smoother.
10 Children can judge and intercept pathways of small balls thrown from a distance.
Girls can throw a small ball 49 feet, boys 94 feet.
Girls can vertically jump 10 inches, boys 11 inches.

Central Issues in Children’s Health


1. Nutrition
2. Sports and Exercise
3. Obesity in childhood
4. Diseases
5. Accident and Injuries

Central Issues in Children’s Health: Nutrition

Central Issues in Children’s Health: Nutrition


• Average child’s body weight doubles in middle and late childhood.
Food consumption increases with age.
• Age 4 to 12: need 1,500 calories per day.
• Age 13 and older: need 2,000 calories per day.

Exercise and Sports


Aerobic exercise benefits children’s attention, memory, goal-directed thinking and behaviour,
creativity, and academic success.
Children are not exercising enough.

TV viewing in childhood and adolescence is linked with being overweight or obese in adulthood
at ages 26–45.

Overweight Children
Being overweight is an increasing health problem in North America and elsewhere.
• Over the last three decades, the percentage of U.S. children who are overweight
has increased dramatically.

Factors Linked with Being Overweight in Childhood

Heredity: overweight parents tend to have overweight children.


Environmental factors:

Consequences of being Overweight in Childhood


Risk of medical problems.
Risk of psychological problems.
Greater likelihood of being bullied

Treatment of Children Who Are Overweight


• Treatment involves a combination of approaches:
o Diet, weight loss programs.
o Exercise, calorie-burning activities.
o Behaviour modification, lifestyle changes.
• Schools and parents are very important for change.

Diseases
Four childhood diseases that are especially harmful to children’s development are cancer,
diabetes, cardiovascular disease, and asthma.
Cancer = leading cause of disease-related deaths during childhood.
• Frequently have a more advanced stage when first diagnosed.
• Little is known about the causes.
May be a genetic component

Diabetes is one of the most common chronic diseases in children and adolescents.
• Type 1 diabetes= is an autoimmune disease.
• Type 2 diabetes = most common; the body creates insulin but not enough, or the
body is unable to use it.

Cardiovascular disease is uncommon in children.


Inactive lifestyle sows the seeds for later development

Asthma is a chronic lung disease that involves episodes of airflow obstruction.

Physical activity is a possible protective factor against asthma development

Accidents and Injuries


• In middle and late childhood, injuries are the leading cause of death.
• Serious injuries can be caused by sports equipment.
• Most accidents occur near home or school.
• Caregivers play a key role in preventing childhood injuries.

Prevalent Disabilities in Children (2017)


• Children are more likely to be diagnosed with disabilities related to their academic and
social functioning.
• The most common types of disabilities for children are:
• Children aged 5 to 14 have a disability rate of 4.6%.
• Among children aged 5 to 14 with disabilities, 57.6% have mild to moderate disabilities
and 42.4% have severe to very severe disabilities.

Children who are receiving special education services

The Range of Disabilities:


Learning Disabilities

Learning disability: difficulty in learning that involves understanding or using spoken or written
language.
About three times as many boys than girls are classified as having a learning disability.

Most learning disabilities are lifelong.


Most common areas: reading, writing, and math.
• Dyslexia: reading and spelling.
• Dysgraphia: handwriting difficulties.
• Dyscalculia: math/number difficulty.

Explaining Learning Disabilities


https://www.youtube.com/watch?v=hMhBlQ3wXkg

The Range of Disabilities:


Speech Disorders
Speech disorders include:
• Articulation disorders:.
• Voice disorders:
• Fluency disorders:
Speech therapy is recommended

The Range of Disabilities:


Sensory Disorders – Visual Impairments
Serious visual impairments affect about 1 in 1,000 children.
Low vision:
Educationally blind:

The Range of Disabilities:


Sensory Disorders – Hearing Impairments
• Hearing impairments can make learning difficult.
Oral approaches to education include:

The Range of Disabilities:

Physical disorders
Orthopedic impairments:
Cerebral palsy:

The Range of Disabilities:


Emotional and Behavioural Disorders
Persistent difficulties with:

Autism
Autism spectrum disorder (ASD)
Autism exists in all cultures, ethnicities, races, and gender identities.
1 in 66 Canadian children and youth (ages 5-17) are diagnosed with Autism Spectrum Disorder.
Individual Education Plan (IEP)
An Individual Education Plan (IEP) is a written plan that describes special education programs
and/or services for a student.
All IEPs must comply with the requirements that are set out in Reg. 181/98 and implement the
policies in Ministry documents

An IEP is developed for any student who has been identified exceptional by an Identification,
Placement and Review Committee (IPRC) or when the principal, in consultation with members
of the In-School Team (IST) and/or School Support Team (SST) feel a child needs additional
support to achieve their learning expectations.

Social Challenges in Middle to Late Childhood


Most students go through times of feeling socially insecure and emotionally vulnerable.
1. Person starts detaching and differentiating from childhood and parents in order to start
developing more independence and individuality.
2. There is the need to form a second social family outside of home, of friends who are all
becoming different the same way they are, for companionship and understanding. But
peer group membership does not come free of charge: To belong one has to conform.
3. During the early middle-school years, puberty begins as hormones drive growth
to sexual maturity, altering physical appearance in maturing ways the young person
does not control. They have to wait and see how their changing body is going to “turn
out,”

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