Appendix A

What Is Physical Development and Why Is It Important?

Introduction

Physical development depends on a combination of maturation and learning. For example, a child might have the physical skills needed to ride a tricycle, but needs to learn through instruction or modeling to use her skills to pedal. Children's physical development progresses from head to toe (cephalocaudal), so most children control head movements first. Next, they develop control of their torsos and arms, and finally their legs. Large muscle skills usually appear before those involving small muscles because physical development progresses from the center outward (proximodista). Muscle control normally begins closest to the body center and moves outward as the child matures.

Physical development-the gradual gaining of control over large and small muscles-includes acquiring large muscle skills such as sitting, crawling, walking, running, and throwing and small muscle skills such as holding, pinching, and flexing fingers and toes. In addition, coordinated movement such as eye-hand coordination (the ability to direct finger, hand, and wrist movements) is also an important part of physical development. Eye-hand coordination is used to accomplish small muscle tasks such as fitting a piece in a puzzle or threading a needle. Our senses-especially sight, sound, and touch-help coordinate the movement of our large and small muscles.

• Large muscle skills involve movement of the whole body or large parts of the body. Examples include rolling over, crawling, climbing stairs, running, jumping, riding a tricycle, and pushing or pulling a wagon. The sequence of large muscle development is usually the same for all children. However, each child has his or her own pace for growth and learning.
• Small muscle skills involve the body's small muscles, particularly those in hands and feet. When children can coordinate hands, fingers, and wrists, they can hold a crayon or paintbrush, thread beads on a string, and use a computer. Strength in the small muscles is needed to cut with scissors and use tools. Control and agility are required for buttoning, zipping, holding utensils, and other tasks. Eye-hand coordination-directing finger, hand, and wrist movements to accomplish small muscle tasks-allows children to perform tasks such as building with Legos or feeding themselves.

Pattern of Learning

Although the age when children accomplish a skill varies from child to child, the pattern rarely does. Most children follow the same sequence of development as they achieve physical skills. For example, babies learn to crawl before they learn to walk. However, each child reaches physical developmental milestones according to his or her own time clock. For example, one infant can roll over at five months; another masters this skill at six months.

Self-Esteem

Physical development is closely related to self-esteem. We develop views of ourselves and attitudes about attempting new tasks on the basis of how we feel about our bodies and what we think we can or cannot do physically. Children who have had many successful experiences using their small and large muscle skills tend to feel that they are competent. They are likely to continue to attempt new tasks without worrying about failure.

Learning Style/Temperament

In addition, a child's temperament and learning style can affect his or her physical development. For example, a child who is eager to face challenges is likely to develop physical skills more quickly than a child who is reluctant to try new things.

Physical development seems to take place without much guidance from parents and other adults since, to a large extent, it is biologically preordained. Most children do not have to be reminded to practice physical skills. Infants gleefully kick their legs and reach for objects. Toddlers push, pull, shake, dump, pour, and turn over anything they can get their hands or feet on. Most preschool children delight in running and climbing as well as in building and knocking down.

Adult Input

Appropriate experiences and interactions will help children achieve their full physical potential. Adults can encourage and support physical development in the following ways:

• Provide well-balanced meals and snacks that meet children's nutritional needs.
  
• Create safe environments in which children can play, explore, and use their growing physical skills.
  
• Encourage children to use their physical skills by crawling, hopping, walking, jumping, and otherwise moving their bodies.
  
• Encourage children to practice using their muscles in routines such as dressing or carrying groceries and through use of toys and materials.
  

Appendix B | Index