CHILD ADOLESCENCE

PRENATAL DEVELOPMENT

Defined as “before birth” or the process of

growth and development within the womb from
fertilization until birth.

THREE STAGES OF PRENATAL DEVELOPMENT

GERMINAL STAGE

The first stage in a baby’s development. This stage lasts

only about 2 weeks but includes the key steps in
establishing a pregnancy.
Physical development in INFANCY AND TODDLERS
This stage begins at conception when a female
egg is fertilized by a male sperm. Cephalocaudal
Zygote The postnatal growth from conception to 5 months when
the head grows more than the body.
A fertilized egg travels to the uterus and attaches to its The greatest growth always occurs at the top - head.
wall, starting the process of becoming an embryo. This is
known as implantation. Proximodistal
EMBRYONIC STAGE Pre-natal growth from 5 months to birth when the fetus
grows from the inside of the body outwards.
Occurs for the next 2 weeks to 2 months. During this
period, the neutral tube is formed which creates the
basic structures of the spinal cord, brain and peripheral
nervous system.

At this stage, cells specialize to create the spinal cord,

while the heart starts to beat. Organs develop and begin
functioning, leading to the formation of body parts like
the eyes, nose, ears, mouth, arms, and legs.

Teratogens in the Embryonic Stage

A teratogen is any agent that causes an

abnormality following fetal exposure during pregnancy.

The 3Ds Drugs Disease Diet Height and weight

Newborns may lose 5-10% of their body weight initially but

regain it. Breastfed babies are usually heavier in their early
months. Babies grow around 30% in length in the first 5
months. Typically, a baby's weight triples in the first year.

Brain development

Myelination starts before birth and continues after,

covering axons with fat cells. At birth, the brain is 25% of
its adult weight, reaching 75% by age 2. A baby's brain
makes more neuron connections than it needs.

Motor development
Reflexes - the newborn has some basic reflexes which
are, of course automatic, and serve as survival
mechanism before they have the opportunity to learn.
Common reflexes:
Curling Reflex Sucking Reflex
Rooting Reflex
Gripping Reflex
Startle/Moro Reflex
Galant Reflex
Tonic Neck Reflex
Gross motor skills
-pertain to skills involving large muscle movements
Fine motor skills
-involve use of smaller muscles
Sensory and perpetual development
- the newborn senses the world into which he/she
born through his/her sense of vision, taste, touch,
hearing, and smell. As he/she advances physically
his/her sensory and perpetual abilities all develop.
Physical development IN INFANCY AND TODDLERS
Physical health
Standard 1: The child demonstrates adequate growth
( weight, height, head circumference)
Standard 2: The child adequate sensory systems to
participate in daily activities.
0-6 months
Startles to loud sounds
Visually follows a moving object from side to side and
up and down
Reacts to pain by crying
Withdraws or cries when in contact with something
hot and surprise when in contact with something cold
Reacts with pleasure/smiles or relaxed expression
when he/she tastes something
delicious and making a face/frowns/grimaces when
he/she tastes something he/she does not like
7-12 months
Reacts with pleasure when he/she smells something
nice
Reacts by making a face when he/she smells
something foul
Standard 3: the child has adequate stamina to
participate in daily activities
Pushes and/or pulls moderately heavy objects ( e.g.,
chairs, large boxes)
Walks without tiring easily
13 -18 months
Plays without tiring easily, able to keep pace with
playmates
Participates actively in games, outdoor play and other
exercises
9-24 months
Sustains physical activity (e.g., dancing, outdoor games,
swimming) for at least 3-5 minutes.
MOTOR DEVELOPMENT (GROSS MOTOR SKILLS)
Standard 1: The child shows control and coordination
of body movements involving large muscle groups.
0-6 months
Holds head steadily
Moves arms and legs equally to reach at dangling object
Rolls over
Bounces when held standing, briefly bearing weight on
legs
Sits with support
Starting to crawl but not yet very good at this
7-12 months
Sits alone steadily without support
Creeps or crawls with ease as a primary means of
moving around
Stands without support
Stands from a sitting position without any help
Squats from a standing position with ease
Bends over easily without falling
Stands from a bent position without falling
Walk sideways by holding onto the sides of crib or
furniture (cruises)
Walks with one handheld
13-18 months
Walks without support
Walks backwards
Walks up the stairs with handheld, 2 feet on each step
Walks down the stairs with handheld, 2 feet on each
step
Jumps in place
Climbs onto a steady elevated surface (e.g., bed, adult
chair, or bangko, etc.)
Kicks a ball but with little control of direction
Throws a ball but with little control of speed and
direction
Runs without tripping or falling
Maintains balance without assistance
Moves with music when he hears it
Can move body to imitate familiar animals or another
person/TV character
19-24 months
Walks up and down on the stairs with alternating foot,
without help
Kicks a ball with control of direction
Throws a ball with control of speed and direction
MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS)
Standard 1:The child can control and coordinate hand
and finger movements
0-6 months
Hands open most of the time
Brings both hands together towards dangling Informs caregiver of the need to urinate so he/she can
object/toy be brought to the comfort room
Uses either hand interchangeably to grasp objects Goes to the designated place to urinate but sometimes
Uses all 5 fingers In a raking motion to get food/toys wets his/her pants
placed on a flat surface Goes to the designated place to move his/her bowels
Grasp objects with the same hand most of the time but needs help with wiping and washing
(hand preference emerging) Brushes teeth after meals with adult supervision
Washes and dries face under adult supervision
7-12 months
Pulls toys by the string LANGUAGE (EXPRESSIVE LANGUAGE)
Brings 2 large blocks together Standards 1: the child to use word and gestures to
Picks up objects with thumb and index fingers express his thoughts and feelings.
Grasps and transfers objects from hand to hand
Grasps objects with the same hand all the time (define 0-6 months
hand preference established) Makes gurgling: cooing, babbling or other vocal sounds
Use gestures to indicate what he/she wants
13-18 months
Puts small objects in/out of container 7-12 months
Unscrews lids Repeats sounds produced by others
Unwraps candy/food Says meaningful words
Holds thick pencil or crayon with palmar grip Uses animal sounds identify animals
Scribbles spontaneously Uses environmental sounds to identify objects/ events
in the environment
19-24 months
Colors with strokes going out of lines 13-18 months
Speaks in single words
PERSONAL CARE AND HYGINE (ACTIVITIES OF DAILY Says ‘’yes’’ and ‘’no’’ appropriately
LIVING) Uses words accompanied by gesture to indicate what
Standard 1: The child participates in basic personal he/she wants
care routines. Responds to simple questions with single words

0-6 months 19-24 months

Sucks and swallow milk from breast/bottle Uses pronouns
Begins to take complementary or semi-solid foods by Uses possessive pronouns
the end of 6 months Says what he/she wants without accompanying this
Keeps reasonably still while being dressed, undress with gestures
bathed and while diaper is being changed Attempts to converse even if he cannot be clearly
understood
7-12 months
Holds a feeding bottle by himself PRE-READING AND PRE-MATH (MATCHING)
Helps hold cup for drinking Standards 1.1: the child is able to match identical
Chews solid foods well objects, colors, shapes, symbols.
Feeds self with finger foods
Scoops with a spoon with spillage 7-12 months
Able to match 2 identical objects
13-18 months
Feeds self with assistance 19-24 months
Feeds self using fingers to eat rice/viands with spillage Matches identical objects
Feeds self using spoon with spillage Matches identical pictures
No longer drinks from feeding bottle
Drinks from cup unassisted
Participates when being dressed by lifting arms or
raising legs
Pulls down gartered short pants/underpants or
panties
Removes shoes/sandals
Informs caregiver of the need to move his bowels so
he/she can be brought to comfort
Takes a bath with assistance
Brushes teeth after meals with assistance from adult

Washes and dries hands under adult supervision

Washes and dries face with the assistance of an adult

19-24 months
Gets drink for self unassisted
Removes loose sando
Removes socks
 PHYSICAL DEVELOPMENT IN MIDDLE AND LATE CHILDHOOD
Independence: Middle childhood is a time when children
begin to seek more independence from their parents.
They can handle more responsibilities and may start
making decisions for themselves.
Late Childhood (11-18 years old):
Social Development: Peer relationships remain crucial,
and adolescents often develop deeper friendships and
begin to explore romantic relationships. They may also
experience peer pressure and social identity formation.
characteristics and developmental aspects of each stage.
Middle Childhood (6-11 years old):
Physical Growth: Children in this stage continue to grow,
with steady increases in height and weight. They may also
experience the loss of baby teeth and the emergence of
permanent ones.
Cognitive Development: Cognitive abilities advance
significantly. They become better at logical thinking,
problem-solving, and understanding cause and effect.
Reading, writing, and math skills continue to improve.
Social Development: Friendships become more important,
and peer relationships play a significant role. Children start
to develop a sense of belonging and may form close
friendships.
Emotional Development: Emotional regulation continues
to develop, but children may still struggle with controlling
their emotions. They become more aware of their feelings
and those of others.
Emotional Development: Emotional regulation continues
to evolve, but adolescents can experience mood swings
and intense emotions due to hormonal changes. They are
also developing a more mature understanding of
emotions.
Identity Formation: Late childhood is a time when
adolescents begin to explore their identities, including
their values, beliefs, and interests. They may question
authority figures and societal norms as they search for
their place in the world.
Autonomy: Adolescents strive for increased
independence from their parents and seek autonomy in
decision-making. This can sometimes lead to conflicts
with parents as they navigate this transition.
Children gain greater control over the movement
of their bodies, mastering many gross and fine
motor skills that eluded the younger child.
School becomes a big part of middle and late
childhood, and it expands their world beyond the
boundaries of their own family.
Peers start to take center-stage, often prompting
changes in the parent-child relationship. Peer
acceptance also influences children’s perception of
self and may have consequences for emotional
development beyond these years.
On the average, girls are generally as much as two
(2) years ahead of boys in terms of physical
maturity. Puberty may be gin early Budding breasts
for girls which is the initial sign of puberty. Some
girls may also start with their menstrual period as
early as 8 and some as late 13.
Here is the list of the most common challenges that
an adolescence experiencing:
1.Physical Changes
• Development of full breast in girls can be
awkward in the beginning. Girls may start to feel
conscious about their figure.
• Changes of voice and appearance of facial hair
in boys.
• Is perhaps the most prominent change that takes
place during adolescence.
2. Emotional changes and Problems
• Teenagers are often confused about their role and
are torn between their responsibilities as growing
adults their desires as children.
•They tend to be overly emotional.
•They are vulnerable to crying.
•Mood swings are common among them.
•Bodily changes result in self-consciousness.
• Feeling of inferiority or superiority may arise at
this time.
3. Social Changes
•Physiologically distance self from parents. Identify
with peer group.
•Social acceptance depends on observable traits or
roles.
•Need to be independent from all adults.
•Ambivalent about sexual relationships, sexual
behavior is exploratory.
4. Behavioral Challenges
• Significant development change in the brain makes
teens moody, tired and difficult to deal with.
• The raging hormones in teenage boys can even
push them to get into physical confrontations.
• As a part of their new-found independence, they
may also want to try new things and take risks,
resulting in careless behavior.
• Peer pressure and the need to fit in' them behave in
a certain way or develop certain habits that are hard
to break
5.Educational Challenges
• Pressure to perform academically and obtain
college admission can be stressful and tend them to
be moody.
•Juggling school work, extra-curricular activities and
chores at home can be tiring.
•Distractions at school can result in poor academic
performance.
THE HIGHSCHOOL LEARNERS
(Adolescence)
Adolescence begins with puberty changes and ends
with adult life roles and work. Individuals go through
distinct phases, with puberty varying in age and
timing. The advent of puberty may come early for
some and late for some others. But everyone goes
through these stages
STAGES OF ADOLESCENCE
Early Adolescence
characterized by puberty mostly occurring between
ages 10 and 13
Middle Adolescence
characterized by identity issues within the ages of 14
and 16
Late adolescence
which marks the transition into adulthood at ages 17
and 20.
PUBERTAL CHANGES
In all cultures, biological change comprises the
major transition from childhood to early
adolescence. This is manifested by a change in
physical appearance, a more rapid rate of
development (next to the speed of growth of the
fetus in the uterus) known as growth spurts. The
phenomenon commonly results in a feeling of
awkwardness and unfamiliarity with bodily changes
THE GROWTH SPURTS (High School Learners:
Adolescence)
GIRLS
Age 10, reaching its peak at age 11 and-a-half, and
decreasing at age 13, while slow continual growth
occurs for several more years.
BOYS
Boys begin their growth spurt later than girls at
around age 12, reaching a peak at 14 and declining
at age 15 and-a-half.
SEXUAL MATURITY (High School Learners:
Adolescence)
THE SERIES OF HORMONAL CHANGES
ACCOMPANYING PUBERTY IS COMPLEX
HORMONES - Powerful and highly specialized
chemical substances that interact with bodily cells
GIRLS
 Breast enlargement
 Appearance of pubic hair
 Widening of hips
 Growth Spurts
 Menarche (First Menstruation)
Menarche
11 to 11.5 years (5 percent)
12 and 12.5 years (12 percent)
13 years (60 percent)
BOYS
 Growth of testis and scrotum
 Penis and pubic hair
 The capacity of ejaculation
 The growth spurts
 Voice change
 Facial hair development/Beard growth
 Continuing growth of pubic hair.
Spermache
12 – 13 years old – experience of enlargement of
the testis and manufacture of sperms.
THE SECULAR TREND
The striking tendency of for children to become larger
at all ages has been perceived during the past one
hundred years.
The phenomenon reflects a more rapid maturation
compared with that occurring in previous millenia.
EXAMPLE:
In 1880, the average age at which girls had their
menstrual period in well-nourished industrial societies
was 15 and 17 years old. This was not true, however,
in depressed societies wherein this period is bit later
at about 15.5 years.
EXAMPLE:
One hundred years ago, boy reached their adult
height at ages 23 and 25, and girls at 19 and 20.
Today, Maximum height is reached between 18 and
20 years for boys and 13 and 14 years for girls.
ADOLESCENT SLEEPING HABITS
Teenagers are not getting enough sleep, and would
want more sleep.
Behavioral Patterns
EXPLORATION
Adolescents become aware of changes in sexuality,
thus going a period of exploration and adjustments.
PLUSES AND MINUSES IN EARLY OR LATE
MATURATION
Early or late maturation deserves due consideration,
as this can be a factor for adolescent acceptance and
comfort or satisfaction with his/ her body image.
THE IDEAL MASCULINE AND FEMININE PHYSIQUES
Most adolescents desire an "ideal body," which is the
same as being physically attractive or handsome in
face (features of the eyes, nose, lips, hair, etc.) and in
body (tall and muscular for boys and tall and slender
for girls).
In developed countries like the U.S., around 10
percent of teenagers use anabolic steroids for looks
and sports. But, using them long-term can harm the
liver, cause cancer, and affect reproduction. Short-
term effects include hair loss, acne, high blood
pressure, and more. Girls may develop masculine
traits like facial hair. Steroids can also lead to
aggressive behavior and depression when stopped.
THE IDEAL BODY
It's important that adolescents feel confident about
their body image. The physical features of the human
body (facial looks, body size, color of skin, etc.)
depend on genetic heritage which must generally be
respected.
PHYSICAL DEVELOPMENT IN
EARLY CHILDHOOD
(PRESCHOOLER)
It relates to the growth and skill of development in
the body, including the brain, muscles, and senses
The preschooler years is
commonly known as "the years before formal
schooling begins." It roughly covers 3-5 years of age.
Although it is known as the years before formal
school, it is by no way less important than the grade
school years
During the early childhood years of three to five we
see significant changes in the way children look,
think, communicate, regulate their emotions, and
interact with others. Children are often referred to
as preschoolers during this time period.
At this stage, pre-schoolers move, from the
remaining baby like features, toward a more
appearance of a child.)
THE ACQUISITION OF GROSS AND FINE MOTOR
SKILLS
Gross motor development
- refers to acquiring skills that involve the large
muscles. These gross motor skills are categorized
into three:
* Locomotor
* Non-locomotor
* Manipulative skills
Locomotor skills
-are those that involve going from one place to
another
Non-locomotor
-are those where the child stays in place
Manipulative skills
-are those that involve projecting, and receiving
objects
Activities to Support Gross Motor Skills
Here are some activities focused on play that young
children enjoy and that support their gross motor
skill development.
• Tricycle • Slides
• Swings • Sit-n-Spin
• Mini trampoline
• Bowling pins (can use plastic soda bottles also)
• Tent (try throwing blankets over chairs and other
furniture to make a fort)
• Playground ladders
• Suspension bridge on playground
• Tunnels (try throwing a bean bag chair
underneath for greater challenge)
• Ball play (kick, throw, catch)
• Simon Says
• Target games with bean bags, ball, etc.
• Dancing/moving to music
• Pushing self on scooter or skateboard while on
stomach
Preschoolers are naturally active, with the highest
activity level at three, gradually decreasing. They
should engage in diverse activities using their large
muscles. Regular physical activity helps them build
healthy bones and muscles, control weight, prevent
health issues, and improve learning abilities while
reducing anxiety and depression.
FINE MOTOR DEVELOPMENT
refers to acquiring the ability to use the smaller
muscles in the arm, hands and fingers purposefully.
Some of the skills included here are picking,
squeezing, pounding, and opening things, holding and
using a writing implement.
Activities to Support Fine Motor Skills
Here are some fun activities that will help children
continue to refine their fine motor
abilities. Fine motor skills are slower to develop than
gross motor skills, so it is important to have age
appropriate expectations and play-based activities for
children.
• Pouring water into a container
• Drawing and coloring
• Using scissors
Finger painting
Fingerplays and songs (such as the Itsy, Bitsy Spider)
• Play dough
• Lacing and beading
• Practicing with large tweezers, tongs, and eye
droppers
Preschoolers' Artistic Development
At the heart of the preschool years is their interest to
draw and to make other forms of artistic expression.
STAGE 1:
Scribbling Stage
This stage begins with large zig-zag lines which later
become circular markings. Soon, discrete shapes are
drawn. The child may start to name his/her drawing
towards the end of this stage.
STAGE 2:
Preschematic Stage
At this point adults may be able to recognize the
drawings. Children at this stage tend to give the same
names to their drawings several times. Drawings
usually comprise of a prominent head with basic
elements. Later, arms, legs, hands and even facial
features are included.

STAGE 3:
Schematic Stage

More elaborate scenes are depicted. Children

usually draw from experience and exposure.
Drawings may include houses, trees, the sun and
sky and people. Initially, they may appear floating in
air but eventually drawings appear to follow a
ground line.

Preschooler Nutrition and Sleep

The preschoolers'nutritional status is the result of

what nutrients he or she actually takes in checked
against the nutritional requirement for his or her
age. Obviously having too much and too little of
something both have negative effects.