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Chapter 8: Physical Development

and Health in Early Childhood
WHAT’S TO COME
Physical Growth
Learning Objective 8.1: Describe the physical changes in young children’s height, weight, and
brain structure.
• How do children’s bodies change between ages 3 and 6?

• How does the brain change during early childhood?
Sleep
Learning Objective 8.2: Summarize common sleep problems and disturbances in early
childhood.
• What sleep patterns and problems tend to develop during early childhood?
• Why do some young children wet the bed?
Motor Development
Learning Objective 8.3: Summarize the continued development of fine motor skills and gross
motor skills and discuss the influences on handedness.
• How do motor skills develop during early childhood?

• What influences handedness?
Health and Safety

Learning Objective 8.4: Describe the common health risks of early childhood, and describe how
environmental influences can impact health.
• What are the risks of obesity?

• What are the risks of undernutrition?
• What are the common food allergies and why do they happen?
• How do we promote oral health?
• What are the common accidents and mortality rates?
• What are some environmental influences on health?
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not
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TOTAL TEACHING PACKAGE OUTLINE
Chapter 8: Physical Development and Health in Early Childhood
Learning Objective 8.1 Discussion Topic 8.1

Describe the physical changes in young Independent Study 8.1
children’s height, weight, and brain
structure
Learning Objective 8.2 Discussion Topic 8.2

Summarize common sleep problems and Knowledge Construction Activity 8.1
disturbances in early childhood
Learning Objective 8.3 Discussion Topic 8.3, 8.4

Summarize the continued development of Independent Study 8.2
fine motor skills and gross motor skills Knowledge Construction Activity 8.1,
and discuss the influences on handedness 8.2, 8.3, and 8.4
Learning Objective 8.4 Lecture Topic 8.1, 8.2, and 8.3

Describe the common health risks of early Discussion Topic 8.5 and 8.6
childhood, and describe how Knowledge Construction Activity 8.5,
environmental influences can impact 8.6, and 8.7
health
Applied Activities: Students in Nursing, Applied Activity 8.1 and 8.2

Education, and other applied fields may
particularly enjoy these activities.
EXPANDED OUTLINE
I. Physical Growth
A. Height and Weight
• Children grow rapidly between ages 3 and 6 but less quickly than in infancy and
toddlerhood.
• At about age 3, they begin to take on the slender, athletic appearance of childhood.
• As abdominal muscles develop, the toddler potbelly tightens.
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• The trunk, arms, and legs grow longer.

• The head is still relatively large, but the other parts of the body continue to catch up as
proportions steadily become more adultlike.
• Muscular and skeletal growth progresses, making children stronger.
• Cartilage turns to bone at a faster rate than before, and bones become harder, giving the
child a firmer shape and protecting the internal organs.
• The increased capacities of the respiratory and circulatory systems build physical
stamina and, along with the developing immune system, keep children healthier.
B. The Brain
• By age 3, the brain is approximately 90 percent of adult weight.

• The density of synapses in the prefrontal cortex peaks at age 4.
• Myelination of pathways for hearing is also complete around that age.
• By age 6, the brain has attained about 95 percent of its peak volume.
• From ages 3 to 6, rapid brain growth occurs in the frontal areas that regulate planning
and organizing actions.
• From ages 6 to 11, the most rapid growth is in an area that primarily supports
associative thinking, language, and spatial relations.
• During early childhood, a gradual change occurs in the corpus callosum, a thick band of
nerve fibers that links the left and right hemispheres.
o Progressive myelination of fibers in the corpus callosum permits more rapid
transmission of information and better integration between the hemispheres.
o This development, which continues until age 15, improves such functions as
coordination of the senses, memory processes, attention and arousal, and speech and
hearing.
II. Sleep
• Sleep patterns change throughout the growing-up years, and early childhood has its own
distinct rhythms.
• Bedtime may bring on a form of separation anxiety, and the child may do all he/she can to
avoid it.
• Children are likely to want a light left on and to sleep with a favorite toy or blanket.
o Such transitional objects, used repeatedly as bedtime companions, help a child shift from
the dependence of infancy to the independence of later childhood.
• Young children who have become accustomed to going to sleep while feeding or rocking,
however, may find it hard to fall asleep on their own.
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A. Sleep Disturbances
• About 1 in 10 parents or caregivers of preschoolers say their child has a sleep problem.
• Sleep disturbances may be caused by:
o Accidental activation of the brain’s motor control system
o Incomplete arousal from a deep sleep
o Disordered breathing or restless leg movements
• These disturbances tend to run in families and are often associated with separation
anxiety.
• In most cases they are only occasional and usually are outgrown.
• Persistent sleep problems may indicate an emotional, physiological, or neurological
condition that needs to be examined.
• Possible sleep disturbances include night terrors, walking and talking while asleep, and
nightmares.
1. Night Terrors
• A child who experiences night terror appears to awaken abruptly from a deep sleep
early in the night in a state of agitation.
• The child may scream and sit up in bed, breathing rapidly and staring or thrashing
about.
• Yet he is not really awake.
• He quiets down quickly and remembers nothing about the episode the next morning.
• Night terrors generally peak between 2.5 to 4 years of age and decline thereafter.
2. Sleepwalking and Sleeptalking
• Walking and talking during sleep are fairly common in early and middle childhood.
• Sleepwalking and sleeptalking are generally harmless, and their frequency declines as
children age.
3. Nightmares
• Nightmares are common during early childhood.

• They usually occur toward morning and are often brought on by staying up too late,
eating a heavy meal close to bedtime, or overexcitement.
B. Bed-Wetting
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• Most children stay dry, day and night, by age 3 to 5, but enuresis, repeated, involuntary
urination at night by children old enough to be expected to have bladder control, is not
unusual.
• About 10 to 15 percent of 5-year-olds, more commonly boys, wet the bed regularly,
often while sleeping deeply.
• Preschool children normally recognize the feeling of a full bladder while asleep and
awaken to empty it.
o Children who wet the bed do not yet have this awareness.
• Enuresis runs in families, suggesting that genetics may play a role.
o The discovery of the approximate site of a gene linked to enuresis points to heredity
as a major factor, possibly in combination with slow motor maturation, sleep apnea,
allergies, or poor behavioral control.
• Children and their parents need to be reassured that enuresis is common and not serious.
o Treatment is most effective if delayed until the child is able to understand and follow
instruction; it often includes either enuresis alarms that wake the child when he/she
begins to urinate or medications.
III. Motor Development
• Children ages 3 to 6 make great advances in motor skill developments—both gross motor
skills such as running and jumping, which involve the large muscles (Table 8.2), and fine
motor skills, which are manipulative skills such as buttoning and drawing that involve eye-
hand and small-muscle coordination.
• They also begin to show a preference for using either the right or left hand.
A. Gross Motor Skills and Fine Motor Skills
• Motor skills do not develop in isolation.

• The skills that emerge in early childhood build on the achievements of infancy and
toddlerhood.
• Development of the sensory and motor areas of the cerebral cortex permits better
coordination between what children want to do and what they can do.
• Their bones and muscles are stronger, and their lung capacity is greater, making it
possible to run, jump, and climb farther, faster, and better.
• The gross motor skills developed during early childhood are the basis for sports,
dancing, and other activities that begin during middle childhood and may continue for a
lifetime.
o However, children under 6 are rarely ready to take part in any organized sport.
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• Young children develop best physically when they can be active at an appropriate
maturational level in unstructured free-play.
• Gains in fine motor skills, such as tying shoelaces and cutting with scissors, allow
young children to take more responsibility for their personal care.
B. Handedness
• Handedness, the preference for using one hand over the other, is usually evident by
about age 3.
• Handedness is not always clear-cut; not everybody prefers one hand for every task.
• Some researchers argue that handedness is more influenced by the environment since
such factors as low birth weight and difficult deliveries are related to increased
likelihood of left-handedness.
o As further evidence of environmental effects, children who attend schools are more
likely to be right handed than children who do not receive a formal education.
• Other researchers argue that handedness is more influenced by either a single gene or by
a variety of genes working together.
IV. Health and Safety
• In the United States, advances in public health have made many of the previously
common childhood illnesses, accidents, and deaths rare.
o However, children nonetheless continue to face risks to optimal development.
• Some children eat too much food and may become overweight or obese, while others
suffer from malnourishment.
• Some children need to be careful not to consume foods they are allergic to.
• Oral health is also an issue; not all children practice good habits or have access to
dentists.
A. Obesity
• Obesity is a serious problem among U.S. preschoolers.

• Obesity rates have tripled in the last 25 years and are related both to ethnicity and
family income.
• Worldwide, an estimated 22 million children under age 5 are obese.
• A tendency toward obesity can be hereditary, but the main factors driving the obesity
epidemic are environmental.
o A key to preventing obesity may be to make sure older preschoolers are served
appropriate portions.
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• What children eat is as important as how much they eat.

o To avoid obesity and prevent cardiac problems, young children should get only about
30 percent of their total calories from fat, and no more than one-third of fat calories
should come from saturated fat.
• Prevention of obesity in the early years, when excessive weight gain usually begins, is
critical; the long-term success of treatment, especially when it is delayed, is limited.
o Early childhood is a good time to treat obesity, when a child’s diet is still subject to
parental influence or control.
B. Undernutrition
• Worldwide, undernutrition is an underlying cause in more than half of all deaths before
age 5.
• Because undernourished children usually live in extremely deprived circumstances, the
specific effects of malnutrition are hard to determine.
• Some studies suggest that some of the effects of malnutrition can be lessened with
improved diet and early education.
C. Food Allergies
• A food allergy is an abnormal immune system response to a specific food.

• Reactions can range from tingling in the mouth and hives to more serious, life-
threatening reactions like shortness of breath and even death.
• Ninety percent of food allergies can be attributed to seven foods:
o Milk
o Eggs
o Peanuts
o Tree nuts
o Fish
o Soy
o Wheat
• Food allergies are more prevalent in children than adults, and most children will
outgrow their allergies.
• Research on children under age 18 has demonstrated an increase in the prevalence of
food allergies over the past 10 years.
o Changes in diet, how foods are processed, and decreased vitamin D due to less sun
exposure have all been suggested as contributors to the increase in allergy rates.
D. Oral Health
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• Poor oral health and untreated disease can impact quality of life.
• The two common areas of oral health that parents are concerned about are:
o Thumbsucking
o Tooth decay
• By age 3, all the primary (baby) teeth are in place, and the permanent teeth, which will
begin to appear at about age 6, are developing.
o Thus parents usually can safely ignore the common habit of thumbsucking in
children under age 4.
• Fluoride use and improved dental care have dramatically reduced the incidence of tooth
decay since the 1970s, but disadvantaged children still have more untreated dental
caries—or cavities—than other children.
• Tooth decay in early childhood often stems from overconsumption of sweetened milk
and juices in infancy together with a lack of regular dental care.
E. Accidental Injuries and Deaths
• Young children are naturally venturesome and often are unaware of danger.
• Although most cuts, bumps, and scrapes are “kissed away” and quickly forgotten, some
accidental injuries result in lasting damage or death.
o Indeed, accidents are the leading cause of death after infancy throughout childhood
and adolescence in the United States.
o Worldwide, more than 800,000 children die each year from burns, drowning, car
crashes, falls, poisonings, and other accidents.
• All 50 states and the District of Columbia require young children to ride in specially
designed car seats or wear seat belts.
o New recommendations suggest 4-year-olds should use forward-facing car seats with
a harness until they reach the top weight or height limit for their seat.
o Belt-positioning booster seats should be used until children are big enough to fit a
seatbelt properly, with the lap belt across their thighs and the shoulder belt snug
against the shoulder and chest.
• Airbags are designed to protect adults, not children.
o They have been shown to increase the risk of fatal injury to children under age 13
who are riding in the front seat.
• Most deaths from injuries, especially among preschoolers, occur in the home—from
fires, drowning in bathtubs, suffocation, poisoning, or falls.
o From 2001 to 2003, more than 50,000 children age 4 and under were treated each
year in U.S. hospital emergency departments for unintentional exposure to
prescription and over-the-counter medicines.
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• U.S. laws requiring childproof caps on medicine bottles and other dangerous household
products, regulation of product safety, car seats for young children, mandatory helmets
for bicycle riders, and safe storage of firearms and of medicines have improved child
safety.
o Making playgrounds safer would be another valuable measure.
o Table 8.4 summarizes suggestions for reducing accident risks in various settings.
F. Environmental Influences on Health
• Genetic heritage, environmental factors, including socioeconomic status, race and

ethnicity, homelessness, and exposure to pollutants, play major roles in determining
why some children have more illnesses or injuries than others.
1. Socioeconomic Status
• The lower a family’s socioeconomic status (SES), the greater a child’s risk of illness,
injury, and death.
• Children in families with low SES are more likely than other children to:
o Have chronic conditions and activity limitations
o Lack health insurance
o Have unmet medical and dental needs
• Medicaid, a government program that provides medical assistance to eligible low-
income persons and families, has been a safety net for many poor children since 1965.
o However, it has not reached millions of children whose families earn too much to
qualify but too little to afford private insurance.
2. Race/Ethnicity
• Access to quality health care is a particular problem among black and Latino children,
especially those who are poor or near poor.
• According to the Children’s Defense Fund, 1 in 5 Latino children and 1 in 8 black
children are uninsured compared with 1 in 13 white children.
• Language and cultural barriers and the need for more Latino care providers may help
explain some of these disparities.
• Even Asian American children, who tend to be in better health than non-Hispanic
white children, are less likely to access and use health care.
3. Homelessness
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• Homelessness results from complex circumstances that force people to choose

between food, shelter, and other basic needs.
o Since the 1980s, as affordable rental housing has become scarce and poverty has
spread, homelessness has increased dramatically in the United States.
• Families now make up 41 percent of the homeless population, representing some
800,000 to 1.2 million children, half of whom are under 5.
o Many homeless families are headed by single mothers in their twenties.
• Many homeless children spend their crucial early years in unstable, insecure, and often
unsanitary environments.
o They and their parents may be cut off from a supportive community, family, and
institutional resources, and from ready access to medical care and schooling.
o These children suffer more health problems than children from low SES families
who have homes, and they are more likely to die in infancy.
o They experience higher rates of several health problems including diarrhea;
respiratory, skin, and eye and ear infections; asthma; and other chronic diseases.
o Homeless children also tend to suffer severe depression and anxiety, and to have
neurological and visual deficits, developmental delays, behavior problems, and
learning difficulties.
4. Exposure to Smoking, Air Pollution, Pesticides, and Lead
• Smoking is bad for everyone, however, children, with their still-developing lungs and
faster rate of respiration, are particularly sensitive to the damaging effects of exposure.
• Parental smoking is a preventable cause of childhood illness and death.
• The potential damage caused by exposure to tobacco smoke is greatest during the early
years of life.
• Children exposed to parental smoke are at increased risk of respiratory infections such
as bronchitis and pneumonia, ear problems, worsened asthma, and slowed lung
growth.
• Air pollution is associated with increased risks of death and of chronic respiratory
disease.
• Environmental contaminants also may play a role in certain childhood cancers,
neurological disorders, attention-deficit/hyperactivity disorder, and mental retardation.
• Children are more vulnerable than adults to chronic pesticide damage.
o There is some, though not definitive, evidence that low-dose pesticide exposure
may affect the developing brain.
• Lead poisoning can seriously interfere with cognitive development and can lead to
neurological and behavioral problems.
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o Very high levels of blood lead concentration may cause headaches, abdominal pain,
loss of appetite, agitation, or lethargy, and eventually vomiting, stupor, and
convulsions.
• Children’s median blood lead levels have dropped by 89 percent in the United States
since 1976 to 1980 due to laws mandating removal of lead from gasoline and paints
and reducing smokestack emissions.
o Still, about 25 percent of U.S. children live in households with deteriorating lead
paint, a condition more prevalent in low socioeconomic neighborhoods.
TEACHING AND LEARNING ACTIVITIES
LECTURE TOPICS
Lecture Topic 8.1: Preschool Obesity
Students who are going to be teachers, nurses, or parents will benefit from a discussion on the
importance of changing eating and activity behaviors to support healthy development.
The number of obese preschoolers is increasing annually. Obesity in preschool children is
predictive of adult obesity, which is associated with a number of very serious health conditions.
Obesity is a clinical term that refers to a specific percentage of overweight. Usually it is
calculated by the Body Mass Index, rather than just number of pounds by age.
Preschoolers who are obese risk social isolation. By age 4, children indicate a preference
for normal-weight peers. By 5, preschool girls have been reported to have concerns about their
body images and weight, and have indicated that they were “on diets.” So there are two trends
occurring simultaneously; more preschoolers are seriously overweight and there is an increasing
consciousness and negativity toward overweight among young children.
Why are more preschoolers obese than in previous generations? More adults are obese, as well,
so the factors that affect children are probably the same ones that affect adults. These are as
follows:
• sedentary lifestyle
• “activities” that are not active: television, video games, computer use
• change in food availability; take-out is ubiquitous
• change in portion sizes: take-out food is often “supersized” so that people who eat this way
often become unaware of how much a portion really is
• marketing: many food products are advertised heavily, including advertising aimed at
children
Obesity is not simply an outcome of lifestyle, however. There appears to be a strong genetic
element in body shape and size. The complication in researching this subject is obvious, though.
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The parents who supply the genes also supply the environment. Thus, it is not possible to
decipher the relative influences of nature and nurture on childhood obesity within a family.
Prevention is the best way to manage this problem. Prevention may be accomplished by a
multi-pronged approach.
• Family activities, such as sledding, playing ball, racing the dog, bike riding, should take
priority over television and video viewing. Kids are more likely to adopt and maintain an
active lifestyle if their parents play actively with them.
• Feed people, children and adults, healthy portions of healthful foods. Emphasize fruits and
vegetables; minimize processed foods. Limit sweet and high-fat snack foods, cereals, and
desserts.
• Support physical activities at school and day care. Active outdoor play every day is a must.
Weather is not usually a limiting factor if children dress for outdoor play. This needs to
become a regular part of the curriculum, not a special event.
• Encourage gross motor play with riding toys that you have to pedal, climbing equipment,
big and little balls to throw and catch, a sandbox for digging, containers for carrying water
and sand, and music to help kids keep moving.
Lecture Topic 8.2: Undernutrition
The problem of severe malnutrition, a condition that may affect 3 to 7 percent of the world’s
children, has received widespread media attention. Even so, the problem of undernutrition, a
condition that may affect 40 to 60 percent of the world’s children, is less widely understood.
Protein-energy undernutrition is one type of undernutrition that has long-term developmental
effects, and supplemental treatment does not appear to overcome all of the different types.
Janina R. Galler conducted a large-sample longitudinal study in Barbados comparing the
behavior and development of school-aged children who suffered from severe protein-energy
undernutrition during their first year of life with those of classmates who had no history of
undernutrition. The first year of life is a critical period for brain development, which depends on
adequate protein resources for normal development. The two groups were carefully screened so
that the only significantly different factor in their development was protein-energy undernutrition
during the first year of life.
Although they initially lagged behind in growth, the undernourished children eventually
caught up in physical growth to the children in the control group. However, the undernourished
children continued to exhibit cognitive and behavioral deficits, compared to their counterparts in
the study. The IQ scores of children in the early-undernutrition group were, on average, 12 points
lower than those of the children in the control group. The early-undernutrition group exhibited a
fourfold increase in symptoms of attention deficit disorder. The attention deficit disorder
syndrome appeared in 60 percent of the early-undernutrition group. The attention deficits
persisted through testing at age 18 and were associated with poor school performance and school
dropout rates.
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The mechanisms by which undernutrition produces these deficits are not well understood.
Barrett has proposed a model in which the deficits result from “functional isolation.” During
periods of undernutrition, the infant becomes listless and inactive⎯behaviors that conserve
energy but functionally isolate the child from the stimulation and experiences necessary for
optimal development. Because such infants appear apathetic and withdrawn, caregivers interact
less with them, regardless of the caregiver’s prior interactional style. Undernourished infants also
spend less time exploring their physical and social environments. This model suggests that the
behavior of undernourished children leads to their experiencing less cognitive and social
stimulation.
Intensive intervention programs can remove many of the deficits, but promoting
programs that prevent early protein-energy undernutrition from occurring in the first place
appears to be a better policy to pursue.
Lecture Topic 8.3: Taste Disgusts
Would you eat or drink any of the following?

• a washed, dead grasshopper
• a piece of chocolate in the shape of feces
• a glass of milk after the removal of a dead, sterilized fly
• a glass of punch that contains a plastic cockroach
• spaghetti served in a thoroughly washed dog dish
• a bowl of soup that has been stirred by a clean, never-used fly swatter
• a glass of water that contains some of your own saliva
If you would try several of these items, you are braver than the average person. Three categories
of potential foods are usually rejected as disgusting. First, people reject foods that contain items
they have learned to think of as disgusting. Even if the food is properly prepared, most people do
not want to try worms on their pizza or eat chocolate-covered cockroaches. Second, people reject
foods that they believe will taste bad, even though they have never tasted them. Many people are
reluctant to try sushi (includes raw fish) or escargot (snails). Third, we tend to reject foods that
are offensive in appearance or odor.
Disgust at foods tends to develop between the ages of 3 and 6. The first area of food
rejection to develop tends to be based on sensory characteristics, such as taste and texture. Next,
people learn to avoid harmful foods. Finally, people learn to reject food on the basis of what it is
(such as snake or insect) and where it comes from (such as tongue or stomach). For adults,
especially, a critical psychological feature is contamination. That is, a food becomes inedible if it
is even associated with something offensive. The opening examples involve the contamination
feature.
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One explanation for food rejection is that people use the laws of sympathetic magic in
determining what foods to reject. One law is the law of contagion, which states that when two
objects come into contact, they leave permanent traces on each other. This law may explain why
the majority of people would reject a glass of milk even after the removal of a dead, sterilized
fly. A second law is the law of similarity, which states that objects that look similar share
fundamental properties. This law may play a role when a person refuses to eat a piece of candy
formed in the shape of feces.
DISCUSSION TOPICS
Discussion Topic 8.1: Norms Across Cultures or Ethnic Groups
The material in this section provides a good opportunity to reinforce accurate understanding of
norms. Ask students to compare their own patterns of growth (or, where appropriate, those of
their children) to the norms of their culture or ethnic group. Use the discussion to emphasize that
norms do not indicate desirable or optimal development, nor do they indicate the wide range of
individual differences in height and weight of preschoolers. Emphasize that they indicate only
what constitutes typical development for preschoolers in different cultures.
Discussion Topic 8.2: Sleep Patterns
Ask students to share their own sleep patterns (or, where appropriate, those of their children)
when they were kids. If they cannot recall, they could ask their parents. This will make for an
interesting discussion.
Discussion Topic 8.3: Sex Differences in Motor Development
Although differences in proficiency levels for motor development of boys and girls in early
childhood may be a result of skeletal differences, the differences are just as likely to be a
reflection of societal attitudes that encourage different activities for boys and girls. Explore with
the class whether they perceive changes in contemporary society’s encouragement of different
activities for young girls and boys. Is the differential the result of past societal needs that no
longer exist? Were males as “hunters” encouraged to be active while females as “gatherers” were
encouraged to develop eye-hand coordination? What advantages are there for our society in
encouraging these differences today? Discuss the role of the tomboy. Are more or fewer young
girls tomboys today? Does continued use of the term indicate that expectations for different
behavior from girls and boys are just as strong as they have always been? Conclude the
discussion by focusing on the similarities and the high degree of overlap in proficiency in motor
skills between boys and girls at any given age.
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Discussion Topic 8.4: Artistic Development
Collect drawings made by children or encourage your students to add to your collection. These
can be easily made into overhead transparencies to demonstrate the developmental progression
of children’s art as discussed in the text. In addition, students may be interested in the
psychological evaluation of children’s drawings (rather than just developmental). Goodenough-
Harris Draw-A-Person test and other projective personality tests are interesting to consider.
Remind students that drawings are not diagnostic, but represent both children’s thinking and
their perceptual-motor skills, and they are a very limited piece of information. However, students
seem to enjoy applying their knowledge of Kellogg’s stages and speculating about the symbolic
meanings of elements in the drawings.
Discussion Topic 8.5: Early Childhood Suicide or Homicide
The idea of early childhood suicide or homicide may be difficult for students to accept. The “age
of innocence” view of early childhood is widely held. Help students to explore this painful and
difficult subject by inquiring about their attitudes and beliefs about childhood innocence. How
aware are preschoolers? What do they understand about suicide? What about death?
Discussion Topic 8.6: Effect of Commercials on Children
Ask students to visit the following link and discuss any one “Take Action!” topic of their choice:
http://www.commercialexploitation.com/
INDEPENDENT STUDIES
Independent Study 8.1: Assessment of Kindergarten Readiness
In many communities, 4- and 5-year-olds must pass a kindergarten screening test in order to
enter school. As kindergarten curricula become increasingly academic, school systems depend
on screening measures to help identify children who might benefit from another year of
development before entering kindergarten. These tests assume that children may not be
developmentally ready for the kindergarten experience as a result of maturation. What kinds of
things do kindergarten screening measures look for? How useful is this kind of assessment? Do
some research using a database such as ERIC to discover how reliable and valid preschool
screening tools are and whether they accurately predict which children are “ready” for
kindergarten.
Independent Study 8.2: Canalization of Motor Skills in Early Childhood
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Infant motor development is highly canalized; that is, the range of ages at which a particular
development occurs is fairly narrow. For example, babies are expected to roll over for the first
time sometime between 2 months and 5½ months of age. Does this narrow range of expectations
persist when we consider children of 3 to 5 years? Research the development of motor skills that
we usually associate with older children, for example, riding a bicycle. What factors influence
the age at which children acquire these more sophisticated skills? What does the research suggest
about the impact of family support and experience in contrast to biologically influenced “natural
ability?” Use a database such as ERIC or the journal Perceptual and Motor Skills to help you
find answers to these questions.
KNOWLEDGE CONSTRUCTION ACTIVITIES
Knowledge Construction Activity 8.1: Application of Terms
Divide the class into groups of four or five. Assign each group the task of generating an example
for a generative term from this chapter. The example that each group creates cannot be one that
has been used in class or in the book. They must think of a new application for the term that they
are given. Groups are allowed to use their books and notes. By creating their own example of the
term, they demonstrate an understanding of the term to the level of application. There are several
approaches that can be used in this exercise. Students may be given the entire list at once.
Another strategy is to give all of the groups the same term and then go around the room to
discuss outcomes. A third approach is to give each group a different term and see what examples
they can generate.
Some generative terms for Chapter 8:
Nightmare
Sleep terror
Family characteristics of enuresis
Gross motor skill
Fine motor skill
Left-hand disadvantages in a right-handed world
Knowledge Construction Activity 8.2: Perceptual Motor Development on the Playground
Have students observe 3- to 5-year-old children on a playground or at a park. How sophisticated

is their perceptual motor development? For example, how smoothly can they run? Can they walk
backward? Can they walk a straight line or circle drawn on the pavement? Jumping—how far,
how high, over barriers, jumping down from a height? How well can a preschooler hop, skip,
climb jungle gyms, climb ladders, throw and catch balls (various sizes), dribble, and so on?
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Knowledge Construction Activity 8.3: Tracing Children’s Artistic Development
Form a working group

Get together with four other students to do this project. Your task is to create a gallery-like
display of children’s art that showcases the sequence of development described in your textbook.
Collect children’s art
Divide among group members the responsibility of collecting drawings made by children of
different ages. Students will have access to children of varied ages in their homes, workplaces, or
neighborhoods.
Ask each child to create a drawing that you will be keeping. Offer children a variety of media,
including crayons, markers, chalk, etc. Encourage children to write their own captions, but try
not to influence their art. For example, do not suggest what to draw, how to draw, or draw a
model for the child. On each drawing, write the child’s age in years and months and the date
collected. If the child wishes to dictate a caption or a story that goes with the drawing, write it
down.
Inspect your data
Put all of the drawings collected by your group together. Place them in the order of the ages of
the children and inspect them sequentially. Do you see age-related changes in children’s art?
Come to a consensus within your group about the stages of development of each of the artists.
Label each drawing with the stage it represents.
Create a display
Assemble the drawings on a large poster board or project board. Use your project board to
present your findings to the class. Did the children’s art that you collected reflect Rhoda
Kellogg’s stages of artistic development (scribble stage, basic form stage, and pictorial stage)?
Why or why not?
Knowledge Construction Activity 8.4: Exploring Handedness
Locate several pairs of left-handed scissors, a left-handed desk, a left-handed baseball glove, and
any other artifacts created for lefties. Encourage your right-handed students to try them out and
discuss the difficulties encountered by lefties in a right-handed world.
Have students write their names with their preferred hand. On the same sheet of paper, they
should write their name with the nonpreferred hand. Compare the results across the class. Are
there any students who found it nearly as easy to write with the nonpreferred hand as the
preferred hand? What other activities do these students do with either hand?
Your students might like to explore their own dominance patterns further. Ask them to fold their
arms and observe which arm is on top. Next, try to fold arms the other way. Do the same thing
with folding hands and observing which thumb is on the top. Imagine that you are kicking a ball;
18
which foot do you use? Each of these activities can provide insight into the processes involved in
right-, left-, and mixed-dominance.
Knowledge Construction Activity 8.5: Nutrition and Advertising to Children
Instruct your students to analyze two hours of Saturday morning children’s television. Have
students count the advertisements for food and analyze how many of these foods are healthy in
terms of fat, salt, and sugar content. How do these advertisements appeal to children? How do
they appeal to parents? Discuss how television influences children’s eating habits.
Knowledge Construction Activity 8.6: Interview a Preschooler
Assign students to interview preschoolers of different ages (3-year-olds, 4-year-olds, and 5-year-
olds). The students should question the preschoolers about their knowledge of the role of
nutrition in health. The students may need to be creative in their questioning in order to elicit
what the children know. For example, many preschoolers do not know about the basic four food
groups but freely respond to questions about whether they should drink milk every day. The
students will undoubtedly encounter many humorous replies to their questions.
Knowledge Construction Activity 8.7: Children in Hospitals
Interview pediatric nurses from a local children’s hospital. Discover the major causes of
childhood hospitalization. What are some common reactions to being left in a hospital? What
attempts are made to help children overcome fears and uncertainty about hospitals?
What is the average duration of a hospital stay? What are some common recovery
problems once a child has returned home? Are there any long-range effects of hospitalization?
Has the length of stay changed due to increased managed care?
APPLIED ACTIVITIES
Applied Activity 8.1: Young Children and Food
Watching little children eat can give you a good idea of the importance of fine motor
development. It is also very entertaining.
Locate a childcare program that has children from toddlers through preschool age. Obtain
permission to come and visit for lunchtime or snack time. When there, make arrangements to sit
with children of at least two different ages, 2- and 4-year-olds, for example, or 3- and 5-year-
olds. Watch how the children use their hands and mouths to eat their food. You will be observing
the type of grasp they are using, whether they are using one hand or both hands, how skilled they
are in getting food to the mouth (that takes some eye-hand coordination), and what happens to
19
the food when it does get there? When do kids learn to chew with their mouths closed? When do
they seem to use one hand in preference to both?
You will also be able to observe which foods they seem to prefer, and be certain to listen
to mealtime conversation. Who is social while eating? Who is methodical and systematic? Does
the activity level change from the beginning of the meal to the end? How do teachers manage the
activity and how do they support the development of fine motor skills?
Using the answers to these questions, write a brief (one page) description of your
mealtime visit to the childcare center. Be sure to identify any developmental changes you
observed. Include any suggestions you might have for managing mealtime with young children.
Applied Activity 8.2: Observing Motor Skills
Locate a community sports league for children. Depending on the season and the geographical
location, this might be soccer, basketball, baseball, or another sport. Many leagues have games
all day on weekend days, beginning early in the morning with younger children and including the
oldest players late in the afternoon.
Choose a weekend day when you can observe children from several different age groups
playing the same sport. For example, you might watch 5-year-olds, 8-year-olds, and 12-year-olds
of either or both genders. Observe the development of the children’s motor skills across ages.
The skills that you will observe will be sport-specific, but generally speaking you will be
looking for developmental differences in how forcefully and accurately children can kick or hit a
ball, shoot baskets, and run and stop. Also watch children’s eye-hand coordination. Do you see
changes with age?
Note also that there are individual differences between children of the same ages. Some
5-year-olds might be very skilled with a soccer ball, while others still have a lot to learn. What
factors might account for these individual differences?
Write a brief description (one to two pages) of the developmental changes you observed.
That is, tell how the motor skills of the children varied with their ages. Then include the
observations you made of individual differences. How will individual differences among 5-year-
olds, for example, interact with development to produce motor skills at age 10 or 12? What
predictions can you make?
The Ten-Minute Test
Name: __________
Answer the questions below utilizing the following terms:
transitional objects enuresis handedness

physical abuse physical neglect different
20
emotional abuse emotional neglect sexual abuse

gross sleep terrors fine
nightmares
1. __________ help(s) a child shift from the dependency of infancy to the independence of
later childhood.
2. ______________ motor skills are physical skills that involve small muscles and eye-hand
coordination.
3. ______________ is the preference for using one particular hand.
4. _________________ is a condition where the basic needs of a child such as food or safety
are not being met.
5. ______________ is an action taken to endanger a child involving potential injury to the

body.
6. _______________ is failure to meet a child’s basic bodily needs, such as food, clothing,
medical care, protection, and supervision.
7. ________________ is the failure to give a child emotional support, love, and affection.
8. _____________ are frightening dreams.
9. _____________ is repeated urination in clothing or in bed.
10. __________________ involve(s) waking from a deep sleep with no recall afterward.
Answers to the Ten-Minute Test
1. transitional objects
2. fine
3. handedness
4. physical neglect
5. physical abuse
6. neglect
7. emotional neglect
8. nightmares
9. enuresis
21
10. sleep terrors
Resources For Instructors
Books and Journal Articles
Borzekowski, D.L.G. & Robinson, T. (2001). The 30-second effect: An experiment revealing the
impact of television commercials on food preferences of preschoolers. Journal of the American
Diabetic Association, 101, (1), 42-46.
Horgan, K.B., Choate, M., & Brownell, K. (2001). Television food advertising: Targeting
children in a toxic environment. In D.G. Singer and J.L. Singer (Eds.), Handbook of Children
and the Media. Thousand Oaks: Sage.
Institute of Medicine (U.S.), McGinnis, J.M., Gootman, J.A., & Kraak, V.A. (2006). Food
marketing to children and youth: Threat or opportunity? Washington, D.C.: National Academy
Press.
Powell, E.C. & Tanz, R.R. (2000). Cycling injuries treated in emergency departments: Need for
bicycle helmets among preschoolers. Archives of Pediatrics & Adolescent Medicine, 154, 1096.
Robinson, T.N., et al. (2001). Effects of reducing television viewing on children’s requests for
toys. Developmental and Behavioral Pediatrics, 22, 3.
Internet Resources
National Coalition for the Homeless. Web address: www.nationalhomeless.org.

This site provides information about children and youth health and homelessness.
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cover them with kisses, but dared not.
“You will soon make me superstitious,” she said; “I shall not feel
myself again until I have my robes of state and diadem.”
There was never a more brilliant spectacle at Leeholme than the
ballroom that evening. There was queenly Cleopatra, with dusky
brows; Antony, in mailed armor; Kenelm Eyrle, as Sir Launcelot; Sir
Ronald, as King Harry; Clara Seville, as the Queen of Scots, and the
magnificent blonde, Miss Monteith, as Queen Guinivere. The belles
of the evening were Miss Severn, as Jane Seymour, and Lady
Hermione, as Anne Boleyn.
“If I had been King Harry,” said Captain Gordon, “I should not
have known which of those two beautiful women I loved best; but I
should never have slain one to marry the other.”
“I would rather have been Anne than Jane,” said Queen
Guinivere, to whom he was speaking. “If Jane Seymour had any
conscience it must have been sorely wounded by Anne’s death—she
should never have been really happy afterward.”
Many a happy passage at arms took place between the fair
rivals. It was certainly most suggestive. The dead queens had not
struggled more for the sole possession of bluff Harry’s heart than
these two did most unconsciously for Sir Ronald’s love.
It was growing near the close of the evening when Sir Ronald
danced with Lady Hermione. The brilliant ballroom was very warm
then, and she laughed as she said:
“I should not like to be a queen always; the weight of my royal
robes is great.”
“You are always a queen, though not dressed en reine,” he
replied. “You look tired; let us go into the grounds—the cool, sweet
air will refresh you.”
Over her queenly costume and crowned head he drew a black
lace mantilla, in which she looked inexpressibly beautiful, and they
went through the corridor to the moonlit grounds, where many of
Lord Lorriston’s guests were enjoying the beauty of the night. Great,
fragrant roses sighed out their sweetness, and the lilies gleamed
palely. The song of a nightingale in the distant woods was heard
plainly, when there came a soft, languid lull in the music. The stars
came out like golden lamps in the darkling sky; and they stood, those
who loved each other so well, with the first faint pulse of love thrilling
each heart, too happy for words; for words, after all, do not tell the
heart’s sweetest and deepest thoughts.
Only once—when there was a faint stir in the wind, and the roses
all bowed their crimson heads, the white bells of the lilies trembled;
then he drew the lace mantle more closely round her—he bent down
and looked into her beautiful face.
“My queen,” he whispered, “see, even the flowers know their
queen.”
And, as she smiled at the words, she looked so lovely and so
loving, that he forgot everything except the passionate longing to call
her his own. He bent down and kissed the pure, sweet lips that had
never been kissed before.
CHAPTER XIII.
LED ON BY FATE.
Lady Hermione did not utter one word. She was not angry; he
knew that, for the beautiful face flushed warm as he touched it.
“He has a right to kiss me,” she thought to herself, “for he loves
me. No one has ever kissed me before, and never shall.”
Then he would have told her the story of his love, the story that
rose from his heart to his lips in a burning torrent of words; but at that
moment, over the roses came the sound of light laughter, and there
was no more solitude; he was obliged to leave the story untold.
It was Captain Gordon and Miss Monteith, seeking the cool air of
the grounds. Simple accident led them to that path among the roses,
but the accident, simple as it was, altered the course of three lives.
Not again that evening did Sir Ronald find even three minutes’
leisure to devote to Lady Hermione. She was the belle of the ball, the
queen of the fête, always surrounded by a little court of admirers, the
center of all homage. Yet he was content.
“She cares for me,” he said to himself, over and over again; “she
was not angry when I kissed her face. She is so dainty, so pure, so
sweet, that if she had not meant that I should love her she would
have rebuked me with proud words. She loves me, and when I ask
her to be my wife, she will not say me nay.”
And the very thought caused his heart to beat high with triumph,
made his whole soul overflow with happiness, and while he stood
there he saw Miss Severn looking at him with wistful eyes. It struck
him at once how entirely he had forgotten her, and he hurried across
the ballroom.
The beautiful, passionate face seemed to glow with new life as
he bowed to her.
“I thought your majesty had forgotten Queen Jane,” she said, with
all the music of reproach and love in her voice.
“I must plead guilty to the charge of losing my interests in one,”
he replied, “and yet I cannot accuse myself of forgetting you.”
He meant nothing but the most idle of words, such as no one
could refrain from speaking to a beautiful woman, who flattered him
with her preference.
“I must not be hard upon you, remembering you had six queens
to love,” she said.
“Complete the pardon by giving me the next dance,” said Sir
Ronald, and she gladly consented.
They stood together before a rich cluster of white hyacinths, a
flower of which she was especially fond. Suddenly she looked in Sir
Ronald’s face.
“Speaking seriously,” she said, “and remembering history, do you
believe that King Harry ever loved Jane Seymour as much as he did
Anne Boleyn?”
“Speaking seriously, as you say, Miss Severn, I am inclined to
think—yes; he did. She never displeased him; she died before she
had time to offend him; she increased his importance by leaving him
a son and heir.”
“But,” interrupted Clarice, “how passionately he loved that
beautiful Anne; how he wooed her, how he pursued her—what
thousands of tender words he must have lavished on her!”
“Words are but empty sounds,” he interrupted.
“And you believe, after all, that passion of devotion—after defying
all Europe for her sake—that he loved Queen Jane the best?”
“I have not thought much about the matter, but from rapidly
thinking over all I remember of the subject, I should say, yes, he
cared most for Jane.”
It pleased her to read a hidden meaning in his words of which he
was most entirely unconscious. He had for the moment even
forgotten how the historical characters were distributed; but Clarice
Severn gathered up all these words, and placed them in her heart;
she pondered over them, and they made for a few short days the
music of her life.
The brilliant evening came to an end, and left three people more
happy than words of mine could tell. Lady Hermione, with her lover’s
first kiss warm on her lips, his passionate words lingering in her ears,
her heart warm with the remembrance of all he had said to her, and
how dearly he loved her; Sir Ronald, happy because he believed the
bonnie bright bird he had wooed so long would flutter into his hand;
Clarice, happy under a false impression, and because she loved Sir
Ronald so well that she believed that which she should only have
hoped.
“I will lose no time,” said Sir Ronald to himself. “To-morrow I will
ask her that most honest of all questions: ‘Will you be my wife?’”
But Sir Ronald found that to propose and to accomplish a deed
was very different. Although he was remaining at Leeholme until
evening he found no opportunity of saying one word to Lady
Hermione; there were so many guests and her attention was so
incessantly occupied. There were always young girls eagerly talking
to her, or gentlemen paying her compliments, and, as the daughter
of the house, she was engaged in entertaining visitors. In vain Sir
Ronald watched and waited. He only asked five minutes, but even
that short space of time was quite out of his reach.
He sat by her side during lunch, but even the most ardent of
lovers could not possibly make an offer of marriage over cold
chicken and lobster salad. There was a little assertion of
independence, too, on her part. She knew what was coming just as a
wild, bright forest bird knows its fate when the net is drawn around it.
In vain Sir Ronald spoke to her. The lovely eyes, so frankly raised to
other faces, drooped shyly from his. The sweet, proud lips that
smiled so freely were mute and closed for him.
Maiden modesty and maiden pride rendered her shy, timid and
silent with the lover for whom she would have laid down her sweet,
young life. Sir Ronald only loved her the better for it; his heart beat
with impatience.
“Let me have only one minute with her,” he said, “and I would
soon change all that.”
But Sir Ronald was obliged to leave Leeholme without
accomplishing his wish. He rode home through the fragrant gloaming
with a heart full of love that was both happiness and pain.
“She will be mine,” he said to himself, when any cold or cruel
doubts came to him; “she will be mine because she let me kiss her
lips, and that kiss was a solemn betrothal.” There came to his mind
the words of a beautiful, quaint old German ballad, “Schön Rothant,”
wherein a lover says: “Every leaf in the forest knows that I have
kissed her lips.”
“She will be mine,” he cried aloud. “I would work for her twice
seven years, as Jacob did. I would be content to love her my whole
life through, satisfied if in death she rewarded me with but one smile.
I love her so that if I lay dead with green grass and forest leaves
heaped over me and she came to my grave and whispered my
name, I should hear her.”
The Aldens were a quick, passionate race. They did nothing by
halves. They knew no limit, no bound, no measure to their loves or
hates. With many men love is a pastime, a pleasing, light
occupation, a relief from the severity of daily toil. With others it is
deeper and more serious—yet one life holds many; but with men of
Sir Ronald’s stamp it is life or death, rapture or despair, highest
happiness or deepest woe.
For one whole week his suspense lasted. He rode over every day
to Leeholme, and every evening returned with the one question still
unasked, for the park was full of visitors and Lady Hermione always
engaged.
At length he resolved to write. He said to himself that he could
not bear another week such as this past had been; that even despair
itself would be easier to bear than suspense. He smiled as he said
the words, feeling sure there would be neither suspense nor sorrow
for him.
CHAPTER XIV.
A THUNDERBOLT.
It is seldom that a tragedy happens all at once; there are

circumstances that lead up to it. These circumstances are seldom as
exciting as the tragedy itself. The details of what happened before
the strange, sad story of Lady Alden’s death thrilled all England, are
necessary, though not exciting, in order to make other events
understood.
Sir Ronald decided upon writing to Lady Hermione. He made one
last effort; he rode over to Leeholme one beautiful August morning,
when the golden corn stood in huge sheafs in the meadows, and the
fruit hung ripe on the orchard walls. It was just as usual. Lady
Hermione was in the grounds with a party of young people. Lady
Lorriston told him, and he could not do better than join them; they
were planning a visit to the Holy Well at Longston. Sir Ronald went
out into the pleasure grounds, and there, under the spreading,
fragrant shade of a large cedar, he saw a group that would have
charmed Watteau—fair-faced girls with their lovers, beautiful women
over whose stately heads more summer suns had shone, and, in the
midst of all, Lady Hermione.
“Here is Sir Ronald,” said one of the voices. Then he joined the
group under the cedar tree, and Lady Hermione greeted him with a
few measured words. How was he to know that her heart was
beating wildly; that her whole soul was moving in its deepest depths
by the pleasure of seeing him? Then the conversation became
general. He waited more than an hour. He saw plainly there was no
chance for even five minutes with his ladylove that day.
“I will go home and write to her,” he said to himself; then he held
her white hand in his own a minute while he said good-by, and a
flood of hope rushed warm and sweet through his heart when he
noted the rose-leaf flush and the trembling lips.
Was it accident that brought Clarice Severn into the broad
chestnut glade that led to the house? Other eyes might turn shyly
from his; hers grew brighter and happier, her whole face changed as
she bent forward quickly to greet him.
“I was just wondering whether we should see you to-day or not,
Sir Ronald,” she said.
“It would be a dark, dreary day that would not bring me to
Leeholme,” he said; and, again, in her foolish hope and foolish love,
she chose to think the words referred to herself.
“Clarice,” he said, his deep voice broken with emotion, “you know
what brings me here day after day.”
Her heart beat so quickly she could hardly reply. Believe me,
nothing misled her but her own vanity and her own love.
“I know,” she said, faintly.
“I shall not bear my suspense much longer,” he continued; “I am
going to try my fate. I am sure you wish me godspeed.”
“He is going to ask me to be his wife,” she said to herself; but
even then, in the delirium of happiness which that thought gave her,
she wondered why he could not ask her there and then.
“Thank you, Clarice; the good wishes of a pure-hearted woman
always seem to me like prayers.” Then he passed on, and was soon
out of sight.
Sir Ronald rode home again; he looked at the familiar trees as he
passed; he smiled at the nodding branches and the fluttering leaves.
“When next I pass you by,” he said, “I shall know my fate.”
He could not rest until that letter was written; all the inspiration of
his love was upon him as he wrote it; the burning words that had
risen so often from his heart to his lips found life; there was no delay
in the choice of his expressions. Never since Adam wooed Eve
among the bowers of Paradise was love more deeply or more
strongly told. A doubt must have crossed his mind once, for he said:
“If you say me nay, Hermione, I shall not importune you—a
queen has the right of denial to her subject if the favor asked be too
great. You have that same right over me. I shall not importune you,
sweet. I shall not drag my prayer again and again to your feet to be
denied; but you will mar my whole life, and change it into bitterest
anguish. But I need not write this. What are the little birds singing to
me? That my darling would never have let me kiss her lips until she
meant to be mine.”
Hour after hour passed, and he was still writing. It seemed to him
that he was in her actual presence, and the sweet, fiery words
flowed on. Then, when the letter was finished, it was too large to be
sent by post.
“An envelope of that size and thickness would be sure to attract
attention,” he said to himself. “I will send it by a messenger.”
So his most trusty servant was dispatched to Leeholme Park,
with orders to deliver the packet into Lady Hermione’s own hand, but
not to wait for the answer. But Lady Hermione was not at home, and,
after waiting some hours, the groom, beginning to fear Sir Ronald’s
displeasure, gave it to the lady’s maid, who, duly impressed by him
as to its importance, laid it on Lady Hermione’s dressing-table,
feeling sure that her mistress would see it at once when she entered
the room.
That same evening, keeping in mind what the groom had said to
her, the maid asked her mistress if she had found the small paper
parcel on her toilet-table. Lady Hermione smiled.
“Yes, I have it,” she replied, and then her maid forgot the whole
matter.
All that day Sir Ronald waited impatiently for his answer. No day
had ever seemed to him half so long before.
“She will send a messenger,” he said; “she will not keep me in
suspense until morning.”
But, though he watched and waited, no messenger came. He
sent away his dinner untasted; he debated within himself whether he
should ride over to Leeholme or not, and he decided no—that would
not do at all.
How he lived through the night he did not know; no rest or sleep
came to him. But the morning brought him a letter, and that letter
contained his death warrant. He saw at once it was from Leeholme
Park, and he held it for some minutes unopened in his hand.
“It is either life or death,” he said to himself, “and brave men know
how to die.”
He took it with him to his favorite nook, the shade of a large lime
tree, known as “King Charles’ Tree,” from the fact of the Merrie
Monarch having once hidden there. He opened it there, and from
that moment the sun of earthly happiness set for Ronald Alden.
“Believe me,” the letter began, “that it costs me even
more to refuse your prayer, Sir Ronald, than it will cost you
to read that refusal. My whole heart grieves for you; but I
cannot be your wife. I have not the love to give you that a
woman should give to the man she marries. I am your
friend for life.
“Hermione Lorriston.”
Not many lines to break a man’s heart, and destroy the whole
happiness of his life, but Sir Ronald sat hour after hour under the
lime tree, and the summer sun never shone, nor did the flowers
bloom for him again.
CHAPTER XV.
WITHOUT HOPE.
The sun shone round him, the flowers bloomed fair, the sweet
south wind whispered of all bright things; but Sir Ronald never raised
his despairing face to the summer heavens.
Life and hope were crushed within him; he did not care to rise
from the ground where he had flung himself in the first wild paroxysm
of grief; he had some vague hope that he might die there; but it takes
much to kill a strong man.
The sunbeams grew warm; the day had its duties. He had
arranged to see his steward at noon. A tenant farmer had promised
to wait upon him concerning the renewal of a lease. Life was too full
of occupation for despair. He rose at last, and looked his future in the
face.
“She has killed me,” he said to himself; “surely as ever man was
slain.”
He crushed the letter in his hands.
“She has been false to me,” he cried, in his passionate rage.
“She has lured me on to my death! She has duped me with smiles
that meant nothing, with fair words that were all false, with looks that
were all lies! She was, I believed, the truest, the fairest, the purest of
women; yet she has duped me! She who had, I believed, the white
wings of an angel, let me kiss her lips, and yet never meant to marry
me. Does the curse of coquetry and falseness lie upon all women, I
wonder?”
Passionate anger flamed in his face; his eyes flashed, his lips
quivered. The Alden rage was strong upon him. Hot words leaped to
his lips, but he would not utter them.
“I shall not curse her,” he said; “the ruin of a man’s life shall be at
her door, but I will say nothing harsh of her. She was my first, last,
and only love.”
He turned away and re-entered the house. He looked like a man
who had suddenly aged twenty years, on whom the blight of some
awful trouble had fallen, whose life had been suddenly checked in its
full, sweet flow, and frozen into living death.
For some days Sir Ronald did not leave Aldenmere; he was too
miserable to either care to see friends or strangers. His thoughts
were all steeped in bitterness. At one time he thought he would go
abroad; then he said to himself: “No; she shall not have the triumph
of seeing she has driven me from her! she shall never boast that for
love of her an Alden flew from his home.”
Then business called him from home, and people told each other
that Sir Ronald Alden had been very ill, he looked so changed from
his brighter, better self. On the first day, as he was riding to a near
town, he met the party from Leeholme. There was no time to avoid
them, or he would have turned away. With the keen eyes of love, he
saw Lady Hermione. She was riding with Kenelm Eyrle by her side.
He was obliged, by every rule of courtesy, to speak to her. He
reined in his horse by her side.
“Good-morning, Lady Hermione,” he said, gravely. “I did not
expect the pleasure of seeing you.”
“We waited half an hour for you,” said Mr. Eyrle. “Did you not
promise to join us in an excursion to the Holy Well?”
“I do not remember making such a promise,” he said; and then he
could not control his longing desire to look at her. He raised his eyes
to her face, and was astonished at what he saw there. Some great
change had come over that brilliant beauty. Her face was pale and
grave—stern as one who is nerved to go through a disagreeable
duty. The smiles that had been wont to play round her sweet, proud
lips had died away. There was no light in the eyes that met his so
coldly.
She bowed coolly in reply to his greeting, but spoke no word. He
saw her draw her slender figure to its full height; then she said
something to a lady near her. Sir Ronald felt as though a sharp
sword had pierced his heart.
“She hates me,” he thought; “she is trying to show me how utterly
indifferent she is to me. Ah! Hermione, there was no need to be cruel
to me. I know now that you will not love me. I shall not ask you
again, sweet; I shall dree my weird alone.”
She was so still. The bright, gay words that charmed him were no
longer heard. He looked at her again, and saw an expression of
weariness on her face, as though she were tired and not happy.
Bitter thoughts crowded upon him. He loved her so that he could
have flung himself under her horse’s feet, yet he felt that she had
ruined his life, and, deep in his heart, he cursed the coquetry that
had been his blight.
He bade her good-morning in the coolest of words. She barely
responded; yet, to his surprise, he saw she had grown white to the
very lips.
“How she must dislike me,” he thought, “that the sight of me is so
distasteful to her. How utterly false she was when she offered to be
my friend for life, yet my only crime has been to love her.”
It was Lord Lorriston who rode up to him next, with a hearty
greeting.
“Where have you been, Sir Ronald? We all thought you were lost.
My wife and Lady Hermione were growing quite anxious, fearing you
were ill.”
“They are very kind,” he replied, thinking in his heart how quick
were all women to deceive. She had received an offer of marriage
from him, to which she had replied in barely courteous terms. She
knew perfectly well why he never came near Leeholme, why he
shunned and avoided them all; yet she had listened to the wonder
expressed, and had said nothing. To the parents who trusted her so
implicitly she had made no mention of a fact that a true and loving
daughter seldom conceals.
She was false to every one alike, and yet he had believed her so
good, so true, so earnest. Her face was so fair and pure; yet the shy,
timid looks she had given him were all false as her words.
He said little in reply to the friendly greetings that met him on all
sides. Clarice was the last to address him. She was somewhat
behind the other riders, and Captain Thringston was by her side. She
held out her hands to him with a look that said more than a volume
of words.
“I have been wishing to see you,” she said, in a low voice; and
then a flush crimsoned the proud, passionate beauty of her face.
Captain Thringston seemed to have an instinctive idea that he
would be quite as agreeable to Miss Severn if he rode a little ahead.
“I hardly know if I dare speak to you, though we are old
playfellows, Sir Ronald,” she began.
“There is very little that you cannot say to me, Clarice,” he said,
kindly.
“Dare I tell you that I know—that is, I can guess—what has
happened, and that you have my truest, warmest and deepest
sympathy?”
“You are very kind,” he replied, “but I would rather not discuss the
matter with you; it is best left alone.”
“Do not be proud to me, Ronald. Remember, we played together
as children. Do you think, after all these years, you could have a pain
I did not feel, or a happiness I did not share with you?”
Her beautiful eyes were bright with tears as she spoke; he
hurriedly clasped her hand.
“God bless you, Clarice! you are very kind, but I cannot bear it.”
And then he galloped hastily away.
CHAPTER XVI.
“THE ALDEN PRIDE.”
Time did not bring comfort to Sir Ronald Alden; the blow he had
received was too heavy and too cruel. He felt not only annoyed, but
aggrieved, that Clarice knew his secret.
“Lady Hermione must have said something to her about it. Most
probably all young ladies boast to each other how many men they
cause to suffer; yet one would have thought her as far above that
kind of feeling as the clouds are above the earth.”
It was some relief to him to know that no one else appeared to
guess the story. The “Alden pride” was strong in him. It was hard
enough to bear; it would have been doubly hard if the world had
known it.
Lord and Lady Lorriston continued for some time to send him
invitations, to wonder that he did not call, to express that wonder to
him.
It so happened that an eminent writer paid a visit to Leeholme,
one whose acquaintance all men were proud and honored to make.
Lord Lorriston immediately issued invitations for a large dinner party.
“I consider myself a public benefactor,” he said, laughingly, “in
giving men the opportunity of seeing that great genius of the age.
Perhaps I have been mistaken over Sir Ronald. Send him cards; he
will be sure to come.”
But, to his surprise, among all the letters of acceptance was a
note from Sir Ronald, short and cold, declining, with thanks, the
invitation, but giving no reason why.
Lord Lorriston handed it to his wife. They were at breakfast, and
Lady Hermione, usually silent and grave, was with them.
“Sir Ronald declines, you see. What can be the matter with him? I
have known him ever since he was a child, and he chooses to treat
me with distant, scant courtesy. I cannot understand it.”
Suddenly an idea seemed to occur to him.
“Hermione,” he said, “have you given Sir Ronald any cause for
his strange conduct?”
She blushed crimson, and turned her face, lest he should read
something she did not wish him to see.
“I do not know that I have given him any cause of offense,” she
replied.
Lord Lorriston looked earnestly at his daughter, then said no
more.
“I am very sorry,” said Lady Hermione. “There is no one I like
better than Sir Ronald.”
Lord Lorriston did not make any further attempt at continuing the
friendship of Sir Ronald.
“He evidently avoids me—wishes to cease all acquaintance—he
has his reasons for it, even though I know nothing at all about them.”
And so, in course of time, the acquaintance gradually died out.
If by accident Sir Ronald saw any of the Leeholme Park people,
he simply bowed, raised his hat, and rode on. If he found himself in
the same room, he was courteous, calm and cold, as he would have
been to any stranger. It was so gradually done that it escaped all
notice and observation.
But if, on the one hand, all intimacy with Leeholme Park died
away, Sir Ronald accepted several invitations to Mrs. Severn’s. He
remembered how kind Clarice had been to him, how her eyes had
rained down kindness and affection upon him. There was something
soothing to the Alden pride in remembering that, if one beautiful
woman had rejected him, another was kind and gentle to him—
thought more of him than all the world besides. Of that much he was
sure. It was pleasant to ride over to Mount Severn in the warm
summer sunlight to meet with a welcome from the stately, kindly
mistress, to read a warmer welcome still in the passionate, beautiful
face that seemed only to brighten in his presence.
Yet all the time, while he tried to find comfort in bright smiles and
in every pursuit to which he could possibly devote himself, he knew
that, day by day, he loved with a deeper and more passionate love.
He left Aldenmere for a time and went up to London. On this part
of his life Sir Ronald never afterward liked to reflect. He did nothing,
perhaps, unbecoming to a gentleman—he did not seek oblivion in
low society—but he lived a life of incessant gayety. He went to balls,
operas, theatres, soirées; he seldom saw home before daylight, and
he spent money as though it had been so much dross.
Surely, amid this glitter and dazzle, amid this turmoil of pleasure,
leaving him no time for thought, he would forget her. Fair faces
smiled upon him, siren voices spoke in honeyed accents. Sometimes
in the morning dawn, when the sky was full of pearly tints and faint
rose-clouds, he would go home and look at his haggard wistful face
in the glass.
“I am forgetting her,” he would say, exultingly; and then, Heaven
be merciful to him! when his tired eyes were closed in slumber, her
face, so fresh, so sweet and pure, would be there, looking at him,
and he would cry out with a voice full of anguish, that he was
haunted and could not escape her.
The Aldens never did anything by halves. If they loved, it was
with passionate love; if they hated—well, Heaven help us all from
being the victims of such hate.
There was something pitiful in the way this strong man struggled
against his fate, in the way he fought against the passion that had
half maddened him. When the unflagging round of gayety had tired
him he returned home. He was then but the shadow of the young
and handsome lord of Aldenmere.
“As well be haunted at home as elsewhere,” he said to himself; “I
cannot escape my fate.”
Sometimes a wild impulse came over him, urging him to go to her
again, to plead his cause with her, to tell her all the passionate,
desolate anguish of the past few months, to pray to her as men pray
for their lives.
But he remembered what he had said to her, that if she sent him
away he should not return to pray his prayer again. All the pride of
his proud race came to his aid. She had accepted his loving words,
she had taken a kiss that was sacred as a betrothal from his lips,
and she had rejected him.
He would not plead to her again; let his ruin and misery lie at her
door; it should never be told that he had stooped as no Alden before
him had done.
Yet had she but smiled upon him, he would have knelt like the
humblest of slaves at her feet.
CHAPTER XVII.
TWO YEARS AFTERWARD.
Sir Ronald went home again. He found little or no change in that

quiet neighborhood. One of the visits he paid was to Mount Severn,
where he met with a welcome that would have gladdened any man’s
heart. Clarice did not attempt to conceal her delight; her eyes
beamed, her face brightened, her hands stole tremblingly into his.
“How long you have been away!” she said. “This is the dreariest
summer I can remember.”
Yet it was only two months since he had gone up to London to try
whether gayety would cure him.
They made him so welcome it was like coming home. Mrs.
Severn pitied him because he looked ill. She placed him in the
sunniest corner of the room; she made him stay for a récherché little
dinner. Clarice talked to him and sang to him. She poured out the
treasures of her intellect like water at his feet. Another man would
have yielded almost helplessly to the charm, but his haggard face
never changed, no smile came to his stern, gray lips.
He had vowed to himself before he entered the house that
nothing could induce him to mention Lady Hermione’s name, yet he
longed to hear it from other lips. Clarice told him of the Gordons and
the Thringstons, but the name he longed to hear was not mentioned.
He perceived that Clarice purposely avoided it, and wondered why.
Was Lady Hermione ill? Had anything happened to her?
At last he could endure the suspense no longer, and he said,
“You say nothing of the Lorristons. Are they well?”
Her beautiful face flushed, and her eyes rested on him for one-
half minute with an expression he could not understand.

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CHILD 2013 1st Edition Martorell

Chapter 8: Physical Development

• How do children’s bodies change between ages 3 and 6?

• How do motor skills develop during early childhood?

Health and Safety

• What are the risks of obesity?

TOTAL TEACHING PACKAGE OUTLINE

Chapter 8: Physical Development and Health in Early Childhood

Learning Objective 8.1 Discussion Topic 8.1

Learning Objective 8.2 Discussion Topic 8.2

Learning Objective 8.3 Discussion Topic 8.3, 8.4

Learning Objective 8.4 Lecture Topic 8.1, 8.2, and 8.3

Applied Activities: Students in Nursing, Applied Activity 8.1 and 8.2

A. Height and Weight

• The trunk, arms, and legs grow longer.

• By age 3, the brain is approximately 90 percent of adult weight.

2. Sleepwalking and Sleeptalking

• Nightmares are common during early childhood.

III. Motor Development

A. Gross Motor Skills and Fine Motor Skills

• Motor skills do not develop in isolation.

IV. Health and Safety

• Obesity is a serious problem among U.S. preschoolers.

• What children eat is as important as how much they eat.

• A food allergy is an abnormal immune system response to a specific food.

E. Accidental Injuries and Deaths

F. Environmental Influences on Health

• Genetic heritage, environmental factors, including socioeconomic status, race and

• Homelessness results from complex circumstances that force people to choose

4. Exposure to Smoking, Air Pollution, Pesticides, and Lead

TEACHING AND LEARNING ACTIVITIES

Lecture Topic 8.1: Preschool Obesity

Lecture Topic 8.2: Undernutrition

Lecture Topic 8.3: Taste Disgusts

Would you eat or drink any of the following?

Discussion Topic 8.1: Norms Across Cultures or Ethnic Groups

Discussion Topic 8.2: Sleep Patterns

Discussion Topic 8.3: Sex Differences in Motor Development

Discussion Topic 8.4: Artistic Development

Discussion Topic 8.5: Early Childhood Suicide or Homicide

Discussion Topic 8.6: Effect of Commercials on Children

Independent Study 8.1: Assessment of Kindergarten Readiness

Independent Study 8.2: Canalization of Motor Skills in Early Childhood

KNOWLEDGE CONSTRUCTION ACTIVITIES

Knowledge Construction Activity 8.1: Application of Terms

Some generative terms for Chapter 8:

Knowledge Construction Activity 8.2: Perceptual Motor Development on the Playground

Have students observe 3- to 5-year-old children on a playground or at a park. How sophisticated

Knowledge Construction Activity 8.3: Tracing Children’s Artistic Development

Form a working group

Knowledge Construction Activity 8.4: Exploring Handedness

Knowledge Construction Activity 8.5: Nutrition and Advertising to Children

Knowledge Construction Activity 8.6: Interview a Preschooler

Knowledge Construction Activity 8.7: Children in Hospitals

Applied Activity 8.1: Young Children and Food

Applied Activity 8.2: Observing Motor Skills

The Ten-Minute Test

Answer the questions below utilizing the following terms:

transitional objects enuresis handedness

emotional abuse emotional neglect sexual abuse

3. ______________ is the preference for using one particular hand.

5. ______________ is an action taken to endanger a child involving potential injury to the