ch. 8 child development study guide

height & weight patterns (cephalocaudal/head to toe)

height: (2 inches to 3 inches per year)

• trunk, arms, & legs grow longer

• head is very large, but other body parts continue to grow to catch up on proportions

weight: (gains 4-6 pounds for boys/girls per year)

• more concentrated in head & upper body

• weight also moves downward to the trunk & limbs

• muscles & fat increases overtime

height & weight patterns (proximodistal/center of the body outward)

height: (2 inches to 3 inches per year)

• growth starts on the torso first

• limbs which is arms/legs are shorter & less developed

• growth outwards to the arms & legs

weight: (gains 4-6 pounds for boys/girls per year)

• weight is concentrated in the central body (torso & organs)

• weight spreads to the limbs

• muscles & fat increases through the arms & legs

what influences physical growth & development? (gross motor skills/fine motor skills)

1. culture:

• an example would children from hong kong performed better on fine motor skills than american children due to their chopsticks & earlier practice w/ writing tools in preschool

2. child genders:

• different experiences w/ gender-stereotypical, boys perform better with large motor skills & girls perform better with fine motor skills

• boys would participate in higher level sports while girls participate in more cultural & artistic pursuits

3. appropriate maturation level in an unstructured free-play:

• interventions designed to increase motor coordination in young children allows them to improve their motor abilities

• example: able to tie their shoelaces, cutting w/ scissors, a child can pour milk into the cereal

4. biological & physical factors:

• growth can be facilitated by physical changes such as stronger muscles & bones

• must reach a certain maturational level before mastering certain tasks

what are the nutrition do’s from the picky eaters video?

do’s:

1. eat together:

• children needs to experience sitting down & enjoying meals together

• at least 3 meals together per week!

• helps with language development as well

2. shop together:

• take them to the grocery store to get them involved with food shopping

• having them pick out a food will most likely want to eat it

• an understanding of what the food comes from

3. do waste food:

• put out fresh fruits & vegetables/anything that they are not going to eat

• just reuse it if they don’t ending up eating it

• don’t stop putting out healthy foods

4. stop talking, just do:

• this helps kids knowing that vegetables/fruits should be part of the meal (normal/routine)

5. portion out meals:

• no big family meals

• portion out protein & starch, putting out a little extra food in case if someone is a little more hungry (extra veggies/fruits/etc)

what are the nutrition don’t’s from the picky eaters video?

1. don’t say diet:

• can send your child to threapy

2. don’t reward w/ food:

• this can make them gain weight, long-term unhealthy habits, emotional eating

3. don’t try to control your kid’s hunger cues:

• we need to allow children to learn how to listen to their bodies

• if they are hungry, but does not eat much, do not force them to clean their plate (maybe they don’t need as much calories on that day)

4. don’t isolate your overweight/underweight child:

• determine what the food culture should look like & the whole family should be on board

5. don’t deprive your child on cake:

• child should be allow to & understand that they can enjoy that food

• will encourage them to emotional eating or closet eating when you deprive them

what are the ‘rules’ of feeding young children?

• eats until they are full

• eat what they want (but everything stays on plate)

• possible “no thank you bite”

what are the portion sizes for preschool children? (fruits)

servings per day: 2-3

portion size for ages 1-3:

• ¼ cup cooked, frozen/canned

• ½ piece of fresh

• ¼ cup 100% juice

portion size for ages 4-6:

• ¼ cup cooked, frozen/canned

• ½ piece of fresh

• 1/3 cup 100% juice

portion size for ages 7-10:

• 1/3 cup cooked, frozen/canned

• 1 piece of fresh

• 1/2 cup 100% juice

what are the portion sizes for preschool children? (vegetables)

servings per day: 2-3

portion size for ages 1-3:

• ¼ cup cooked, frozen/canned

portion size for ages 4-6:

• ¼ cup cooked

• ½ cup of salad

portion size for ages 7-10:

• 1/2 cup cooked

• 1 cup of salad

what are the portion sizes for preschool children? (gains)

servings per day: 6-11

portion size for ages 1-3:

• ½ slice of bread

• ¼ cup cooked cereal, rice, or pasta

• 1/3 cup dry cereal

• 2-3 crackers

portion size for ages 4-6:

• ½ slice of bread

• 1/3 cup cooked cereal, rice, or pasta

• 1/2 cup dry cereal

• 3-4 crackers

portion size for ages 7-10:

• 1 slice of bread

• 1/2 cup cooked cereal, rice, or pasta

• 3/4-1 cup dry cereal

• 4-5 crackers

what are the portion sizes for preschool children? (meats/other protein)

servings per day: 2

portion size for ages 1-3:

• 1 ounce meat, fish, chicken, or tofu

• ¼ cup cooked beans

• ½ egg

portion size for ages 4-6:

• 1 ounce meat, fish, chicken, or tofu

• 1/3 cup cooked beans

• 1 egg

portion size for ages 7-10:

• 2-3 ounce meat, fish, chicken, or tofu

• 1/2 cup cooked beans

• 1 or 2 eggs

what are the portion sizes for preschool children? (dairy)

servings per day: 2-3

portion size for ages 1-3:

• ½ cup of milk

• ½ ounce cheese milk

• 1/3 cup yogurt

portion size for ages 4-6:

• ½ cup of milk

• 1 ounce cheese

• ½ cup yogurt

portion size for ages 7-10:

• 1 cup of milk

• 1 ounce cheese

• 3/4-1 cup of yogurt

obesity

• children who came from low income families has a higher rate of obesity

• COVID-19 lockdown has raised the children’s weight

• environmental can lead to obesity by increasing caloric intake, changes in diet, declining levels of physical activity, & changes in gut microbiome

• pattern of weight change with age can be a factor, when a child reach adiposity rebound at an earlier age can most likely become obese in adulthood

• high availability of highly processed, energy-densed, nutrient poor foods

• too little physical activity can contribute to obesity

undernutrition

• hidden hunger is associated with food insecurity when parents do not have dependable access to amount of food to support healthy living

• foods are cheaper when high in calories & low in nutrients

• high-income countries, food insecurity and low-quality diet in childhood have been linked to vitamin & mineral deficiencies, higher body weight, & lower academic achievement

what are the 3 stages of art?

• stage 1: scribbling (1-3 years)

• stage 2: preschematic (3-4 years)

• stage 3: schematic (5-6 years)

what is stage 1: scribbling (1-3 years)?

• random markings, circles, dots, zigzags, lines

• recommend to not call back if they just come up to do a little bit of scribbling/1 line/not there for a very long time

• this is due to fine motor skills not developed & desire to explore/experiment

• mainly individually, there are different type of scribbles

• when they start creating circles that crosses back over on itself in different directions, it is indicating the eye-hand coordination is enabling the children to go back & forth as they’re drawing

• a line & circle is NOT the same level of brain-hand coordination

what is stage 2: preischemic (3-4 years)?

• suns, radicals, beginning of people (often stick people, out of proportion/missing parts), or a combination of all of these

• a lot of them are missing body parts, proportions are off, giant eyes & no necks

• this develops/emerges out of the scribbling stage

• be respectful to children’s creation, ask if they want us to write their names/etc

• when children are first starting to write their names, they will write their names backwards/reverse orders

what is stage 3: schematic (5-6 years)?

• drawings become more detailed & complex

• the picture tells a story

• separation between sky & ground

• more experienced using the materials & got better fine motor control

how should we respond to children’s art?

• instead of asking: “what did you draw?”

• say: “tell me about your picture”

• this is b/c children does not know what they draw/or they want to draw w/o having it to be a story

• try drawing at children’s level

• do not provide judgement, “it’s so pretty”

• do: comment on content

• examples: “I see you used a lot of red” “You covered your whole paper” “I’m noticing the lines & circles in your drawing”

• don’t compliment to make them feel good , too frequent becomes inauthentic

• children will rely on it, thinking you say it all the time

• let children have their own judgement to their creation (own validation)

sleep disturbances

• this is caused by an incomplete arousal from a deep sleep/disordered breathing or restless leg movements

• tends to run in families, associated with anxiety, nasal abnormalities & being overweight

• this sleep problem happens in nature, & commonly include refusing to go to bed, taking a long time to go to sleep, or frequent night waking

• can be due to ineffective parenting practice

• an example of that is allowing young children to nap in daytime to catch up missed sleep

• another factor is caused by colic, difficult temperament, premature birth, & altered circadian rhythm that are responsible for disordered sleep

night terrors

• takes place when a child appears to be awaken abruptly from a deep sleep in the night feeling uncalm

• may scream, sit up in bed, beathing rapidly, staring or thrashing out

• not really awake

• don’t remember nothing about the episode the next morning

• occurs at the age of 1 and a 1/2 , equally in boys & girls

• some studies show that it may have been related to anxiety or could be genetic influences

sleep walking & sleep talking

• occurs during slow wave sleep

• more common when children are sleep deprived, have a fever/on medications, or when conditions are noisy

• children are responsive & confused

• this can be due to parents who has a history of sleep walking/sleep talking

• generally harmless, but best is not interrupt them as well as having night terrors b/c it may confuse them & can even frighten the child

nightmare

• common during early childhood when it comes to 6-10 years old

• relates to difficult child temperament, childhood anxiety, bedtime parenting practices that can promote dependency

• very frequent nightmares may signal excessive stress & correlated w/ emotional, attentional & conduct problems