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Chapter 7: Physical Development and Health in Early
Childhood
BRIEF DESCRIPTION OF CHAPTER
Chapter 7 highlights research and theory on the development and rate of change in a child’s
brain and, thus, the implications for physical development. These changes within the brain
particularly impact attention span, memory, communication, and executive brain abilities such
as planning, decision making, and self-control. Physical coordination, speed of movement, and
vigor evolve in multiple ways including significant changes in gross and fine motor skills. Risk-
taking, nutritional choices, and play are highlighted as well as types of maltreatment of children
by caretakers.
CHAPTER-AT-A-GLANCE GRID
Chapter Outline Instructor’s Resources Multimedia Resources
7.1 Growth of the Learning Objectives 7.1, 7.2, 7.3, 7.4 The Science of Early
Body and Brain Thinking About Your Virtual Child: Journal Childhood
Prompt Reflection Activities Development video
Pair and Share: Childhood Recollections (3:57)
Interview on School Curriculum Brain Development of
Writing Exercise: Brain Games Young Children video
Observing the Dynamic Child 7.1: Executive (4:00)
Functions in Preschool Experiences Build Brain
Architecture video
(1:57)
Observing the Dynamic
Child 7.1: Executive
Functions in
Preschool video
(3:30)
7.2 Motor Learning Objectives 7.5, 7.6, 7.7 Early Childhood Gross
Development Thinking About Your Virtual Child: Journal Motor Development
Prompt Reflection Activities video (1:39)
Observing the Dynamic Child 7.2: Motor Early Childhood Fine
Skills Motor Development
Observational Activity: Gender Differences in video (1:36)
Motor Skills Occuptional Therapy for
Writing Exercise: Hand It Over! Kids video (4:31)
The Dynamic Child in the Classroom: Motor Improving Your Child’s
Development in Early Childhood Fine Motor and Gross
Motor Skills video
(3:50)
Handedness in
Preschoolers video
(2:01)
Observing the Dynamic
Child 7.2: Motor Skills
140
Copyright © 2017 by Pearson Education, Inc. All rights reserved.
video (4:43)
The Dynamic Child in
the Classroom: Motor
Development in Early
Childhood video
(6:34)
7.3 Children’s Learning Objectives 7.8, 7.9, 7.10, 7.11, 7.12 What Are Night
Health and Safety Thinking About Your Virtual Child: Journal Terrors? video (2:12)
Prompt Reflection Activities Thinking Like a
Class Discussion: Raising Healthy Children Preschool Director:
Group Discussion: Children and the Media Healthy Eating video
Observational Activity: The Apple Does Not (1:40)
Fall Far from the Tree An America Disaster:
Interview Professionals About Feeding The Crisis in Flint
Children video (7:47)
Flint: It’s Not Just About
the Water video
(4:30)
7.4 Child Learning Objectives 7.13, 7.14, 7.15 The Impact of Early
Maltreatment and Shared Writing: Preventing Child Adversity on Child
Neglect Maltreatment Development video
Application Assignment: Investigate a (3:54)
Program that Targets Maltreated Children; The Science of Neglect
Maltreatment and Brain Development video (5:58)
Case Study: Child Maltreatment TED MED Talk: How
Guest Speaker: Child Protective Services Childhood Trauma
Worker Affects Health Across
Thinking About the Whole Child: My Virtual a Lifetime video
Child at Ages 3 to 5 Years (Group Activity) (19:00)
INNOVATIVE IDEAS FOR CHAPTER 7
 Bomb in the Brain: Death of Reason—Effects of Childhood Abuse Application Activity

 What Would You Do? Kids on Leashes Video Activity
 Lead-Laced Water in Flint: A Step-by-Step Look at the Makings of a Crisis
 InBrief: The Impact of Early Adversity on Children’s Development
 Your Questions Answered: How to Make Sure Your Tap Water Is Safe
 Thinking About the Whole Child: Observing Preschoolers’ Physical Development
CHAPTER OUTLINE WITH LEARNING OBJECTIVES

Introduction: Young Children at Play
Raising Your Virtual Child: Early Childhood
7.1 Growth of the Body and Brain
Growth of the Body
LO 7.1 Identify factors that influence individual differences in growth rates.
Brain Growth
LO 7.2 Identify which aspects of brain growth are prominent in early childhood.
The Prefrontal Cortex and Executive Functions
141
LO 7.3 Describe how improvements in brain functioning are thought to contribute
to the development of executive functions in early childhood.
Individual Differences in Executive Functions
LO 7.4 Explain which factors influence development of executive functions.
Observing the Dynamic Child 7.1: Executive Functions in Preschool
7.2 Motor Development
Gross Motor Skills
LO 7.5 Explain how gross motor skills improve during early childhood.
Fine Motor Skills
LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Drawing Pictures
Learning to Write
Handedness
LO 7.7 Explain the development of handedness in the first 5 years.
Observing the Dynamic Child 7.2: Motor Skills
The Dynamic Child in the Classroom: Motor Development in Early Childhood
7.3 Children’s Health and Safety
Sleep Patterns and Disturbances
LO 7.8 Describe the factors associated with sleep disturbances.
Nutrition and Malnutrition
LO 7.9 Explain what factors influence children’s developing food preferences.
Illnesses
LO 7.10 Describe the most common illnesses or diseases affecting children, and
note preventative measures.
Injuries
LO 7.11 Discuss how risks from the most common sources of injuries among
young children can be minimized.
Environmental Risk Factors
LO 7.12 Describe two environmental hazards that pose a risk to young children.
Secondhand Smoke
Lead Exposure
7.4 Child Maltreatment and Neglect
Incidence, Types, and Risk Factors for Maltreatment
LO 7.13 Discuss the risk factors for child maltreatment.
Consequences of Maltreatment
LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Physical Health and Brain Development
Cognitive Development
Emotional Regulation and Perception
Social Relationships
Prevention of Maltreatment
LO 7.15 Describe two strategies that may help prevent maltreatment.
Shared Writing: Preventing Child Maltreatment
Thinking About the Whole Child: My Virtual Child at Ages 3 to 5 Years (Group Activity)
LESSON PLANS
Module 7.1 Growth of the Body and Brain
Introduction/hook to stimulate students’ interest (5 minutes)
142
 Ask students to think about games they played as a child. Did they play alone or with others?
Were the groups the same sex or were they made up of boys and girls? Were they more
likely to climb to the top of the monkey bars or play on the swing set?
 Organizing theme: How children’s physical development influences both body and brain and
how environmental factors impact the rate of this growth and the efficiency of the brain.
LO 7.1 Lecture Notes: Identify factors that influence individual differences in growth rates.
 Inform students that of all the organs, the brain grows most rapidly between the ages of 2 and
5.
 Bodily growth does continue but at a slower pace than in the infant and toddler years, adding
an average of 2 to 3 inches in height and 5 pounds in weight.
 Children begin to lose baby fat and appear taller, slimmer, and more erect.
 The average girl matures faster than the average boy, with girls having greater fine motor
skills.
 The average 5-year-old boy in the United States is 43 inches tall and 40 pounds and the
average girl is 42 ½ inches and 39 pounds.
LO 7.2 Lecture Notes: Identify which aspects of brain growth are prominent in early
childhood.
 Mini-lecture hook: At what age do you believe the brain reaches its adult volume? The human
brain grows to about 80 percent of its adult volume by age 2 and another 10 percent between
2 and 6 years of age (Brown & Jernigan, 2012).
 Synaptogenesis, pruning, and myelination continue to reshape the brain, particularly in
language areas and the prefrontal cortex.
 Gray matter (neuron cell bodies, dendrites, and synapses) grows rapidly in the first two years,
begins to slow in pace, and peaks in late childhood followed by a decline after age 10.
 White matter (myelinated axons) shows rapid increases in infancy followed by a more gradual
increase from age 3 to early adulthood.
Video Link: The Science of Early Childhood Development (3:57)

https://www.youtube.com/watch?v=tLiP4b-TPCA
This video from the Center on the Developing Child at Harvard University
(developingchild.harvard.edu) features Center director Jack P. Shonkoff, M.D., professor at the
Harvard Graduate School of Education, the Harvard School of Public Health, and Harvard
Medical School, addressing basic concepts of early childhood development, established over
decades of neuroscience and behavioral research, that help illustrate why child development—
particularly from birth to 5 years—is a foundation for a prosperous and sustainable society.
Video Link: Brain Development of Young Children (4:00)

https://www.youtube.com/watch?v=EFbnU_O9ZEM
The first years of a child’s life set the foundation for his/her future. This video explains how the
brains of young children develop in the first years of life and why this is so crucial to their future.
Children whose bodies and minds are nourished in their early years go on to hold better jobs,
have more stable families, and contribute to our nation’s economic growth.
LO 7.3 Lecture Notes: Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
 One of the fastest-growing areas in early childhood is the prefrontal cortex.
 The prefrontal cortex is involved in executive functions, which are deliberate, conscious
strategies used in goal attainment, decision making, and problem solving.
143
 Review Figure 7.3: Executive Functions in Early Childhood and review the specific executive
functions involved that go through rapid change in early childhood: working memory,
inhibition, and shifting. Each of these processes is important for school performance.
 Three-year-olds have a difficult time shifting rules in games but by age 4 they were able to
switch between new rules more readily.
Integrating the Information: Thinking About Your Virtual Child: Journal Prompt
7.1a (5 minutes): Did you see any signs of improvement in executive functions (working
memory, inhibition, and shifting mental states) in your virtual child at ages 3, 4, and 5? (This
may be used as an in-class writing assignment or a group discussion. For best results, prime
students to have answers to these journal prompts ready for class discussion.)
LO 7.4 Lecture Notes: Explain which factors influence development of executive functions.
 Biological factors contribute to the development of executive functions.
 Abnormalities in the development of frontal lobe brain circuits may result in disorders of
genetic or prenatal origin such as obsessive-compulsive disorder, Tourette’s syndrome, and
attention deficit hyperactivity disorder (Peterson, Pine, Cohen, & Brook, 2001).
 Environmental factors such as socioeconomic status and culture may also contribute to
differences in executive functions.
 Early results from the Family Life Project reveal a variety of risk factors in working memory,
inhibition, and mental switching at age 3.
 The strongest predictor of executive functioning was cumulative risk, a composite including
factors such as family income, marital status, environmental stress, maternal depression, food
insufficiency, and health problems within the family.
 Parenting quality plays a role: Parents with the highest cumulative risk are more likely to be
low in positive engagement and less likely to provide books and toys.
 Parents help shape executive functions by providing structure and organization.
 Culture may also influence parenting practices, thus impacting the development of executive
functions.
 Executive functions impact school performance, as children need to pay attention, inhibit off-
task behavior, and remember instructions.
Video Link: Experiences Build Brain Architecture (1:57)

https://www.youtube.com/watch?v=VNNsN9IJkws
This video is Part 1 of a three-part series entitled “Three Core Concepts in Early Development”
from the Center on the Developing Child at Harvard University and the National Scientific
Council on the Developing Child. The series depicts how advances in neuroscience, molecular
biology, and genomics now give us a much better understanding of how early experiences are
built into our bodies and brains, for better or for worse. Healthy development in the early years
provides the building blocks for educational achievement, economic productivity, responsible
citizenship, lifelong health, strong communities, and successful parenting of the next generation.
7.1b (5 minutes): Examine your virtual child’s pre-kindergarten assessment and evaluation (at
age 5). To what extent do you think executive functioning was involved in your child’s outcomes
on this assessment? (This may be used as an in-class writing assignment or a group
discussion. For best results, prime students to have answers to these journal prompts ready for
class discussion.)
Pair and Share: Childhood Recollections (10 minutes total)
144
Ask students to discuss the following questions with their seatmates:
1. What specific techniques did your parents use to encourage development of working
memory, inhibition of off-task behaviors, and shifting between tasks?
2. Do you recall any games you played as a young child that may serve to enhance
executive function? If so, what specific games and what aspects of the games do you
believe served to help in executive development functions?
Invite students to share their recollections.
Links to Additional Activities, Demonstrations, and Exercises for this Module

1. Interview on School Curriculum (To be completed outside of class)
Interview a kindergarten teacher or principal at your local elementary school or a lead
teacher at a local daycare center. Inquire as to what aspects of their curriculum and/or
teaching methods help children between ages 2 and 5 develop working memory, inhibition
of off-task behaviors, and mental switching. Ask them to describe specific classroom
activities and/or games played and the learning goals of each.
2. Writing Exercise: Brain Games (Allow at least 15 minutes if completed in class)
This exercise encourages students to think about how their parenting can help or hinder
brain development, particularly in the prefrontal cortex.
Writing Activity Instructions for Students: Imagine you are a parent of a 4-year-old child.
What types of parenting techniques will you use to help your child’s executive function
development? Explain why you will make these particular choices.
Observing the Dynamic Child 7.1: Executive Functions in Preschool

https://mediaplayer.pearsoncmg.com/assets/mypsychlab-2015-manis1e_0134410971-
executive_function_in_preschool
Ask each student to pair up with another student. Present students with a worksheet containing
the following questions and ask them to work in pairs. Show Observing the Dynamic Child 7.1:
Executive Functions in Preschool video (3:30). This can be used as an in-class participation
grade. NOTE: Be sure to remove the * before using this as a handout for students!
1. Some of the child’s errors don’t involve immature executive functioning but rather lack of
knowledge of numbers. An example of the latter would be __________.
a. the child’s mistake in calling “3” five
b. the child’s inability to work on her own with numbers larger than five
c. the child’s difficulty in inhibiting counting beyond the current number
d. the child’s difficulty in keeping in mind the overall goal (to count only the correct
number of spindles into each bin)
e. *a and b
f. c and d
2. Which of the following errors seems to involve one or more aspects of executive
functioning?
a. the child’s mistake in calling “3” five
b. the child’s inability to work on her own with numbers larger than five
c. the child’s difficulty in inhibiting counting beyond the current number
d. the child’s difficulty in keeping in mind the overall goal (to count only the correct
number of spindles into each bin)
e. *c and d
f. b and d
3. The teacher supports the child’s efforts. How would you describe these supporting
efforts using the concept of executive functions?
a. The teacher’s support permanently increases the child’s executive functions.
145
b. The teacher effectively serves as the child’s working memory, reminding her of the
overall goal.
c. The teacher supports the functions of planning, inhibiting, and shifting rules (for
example, four involves counting one more spindle than three) when the child’s efforts
fall short.
d. The teacher points out when the child makes an error in identifying a number.
e. *b and c
f. b and d
To encourage additional critical thinking following the Observing the Dynamic Child video,
ask students to address this question:
Turning things on their head, why might it be adaptive for cognitive and motor
development for children to have immature executive functioning? Hint (if some students
are stymied): This means that the child might “play around” with objects, rather than only
doing the procedure demonstrated by the teacher.
One answer is that playing around allows children to discover new and interesting
activities or properties of objects. For example, the child might discover that lifting
several sticks at a time and dropping the appropriate number in a bin is a faster and
more efficient way of filling the bins than moving the sticks one at a time. Or the child
might discover some property of the sticks that is unrelated to the counting activity, such
as that they can be used to make musical rhythms or other sounds.
Module 7.2 Motor Development

 Organizing theme: How important is recess or play time for young children’s development?
 What sorts of activities beyond recess and play time support the development of motor skills?
 Inform students that we will explore and differentiate between fine and gross motor skills.
LO 7.5 Lecture Notes: Explain how gross motor skills improve during early childhood.
 By age 2 to 2 ½ years, children learn to walk efficiently. Once walking is learned, they begin
to develop fundamental movement skills, which include running, hopping, skipping,
climbing, throwing, catching, and kicking.
 Figure 7.4: Four Stages of Kicking. Share the four stages with students and describe the
behaviors and skills in each stage.
 Formal movement education can teach children fundamental movement skills more rapidly
than traditional physical education or free play programs (Goodway & Branta, 2003).
 Recall from Chapter 4 the discussion of the dynamic systems theory: Motor development
requires knowledge beyond mastery of movement. It requires perception of movement,
relative location of object in motion, balance, and kinesthetic awareness of object relative to
self.
 Practice and motivation are also essential in motor development, such as encouragement
from parents and siblings.
Video Link: Early Childhood Gross Motor Development (1:39)

https://www.youtube.com/watch?v=W0697717ZdU
This video demonstrates children between ages 2 and 5 years engaged in various outdoor and
indoor activities such as climbing, sliding, swinging, running, going down stairs, kicking a ball,
hopping on one foot, and playing organized games, all designed to enhance gross motor skills.
146
7.2a (5 minutes): Explain how certain activities your virtual child has engaged in might provide
practice in fundamental movement skills. (This may be used as an in-class writing assignment
or a group discussion. For best results, prime students to have answers to these journal
prompts ready for class discussion.)
LO 7.6 Lecture Notes: Describe how the fine motor skills of drawing and writing develop.
 Between ages 2 ½ and 5, fine motor skills develop as children become skillful and precise
with hand motion via activities such as writing, drawing, fastening buttons, and tying
shoelaces.
 As early as 18 months, children learn to hold a pencil or crayon in a power grip. Practice
determines increased dexterity but by about age 6 they progress to the tripod grip. Refer to
Figure 7.5: Power Versus Tripod Grip.
 By age 4, many children can write their own name and produce legible representations of the
26 letters of the alphabet.
 Children’s ability to draw pictures provides insight into how advances in motor, cognitive, and
socioemotional aspects of development occur simultaneously.
 Review Figure 7.6: Stages in Children’s Drawings. Research reveals ages 3 to 4 is pivotal for
the development of the use of a vocabulary of symbols such as a circle, square, triangle, and
diagonal line (Machón, 2013).
 Children progress through stages of drawing depending on environmental factors such as
availability of drawing materials and cultural influences.
 Evidence suggests that providing correct practice with a pencil beginning at age 2 ½ can lead
to earlier and more accurate letter writing when children begin school (Callaghan & Rankin,
2002).
 Rule and Stewart (2002) found children had an easier time learning to write with a pencil if
they had prior experience with using a paint brush, stringing beads, and scissors.
 Practicing gross and fine motor skills helps the motor and somatosensory regions of the brain
prune down for efficiency and, thus, smoother movements.
Video Link: Early Childhood Fine Motor Development (1:36)

https://www.youtube.com/watch?v=6hBFcH2UyhQ
This video demonstrates children between ages 2 and 5 years engaged in various activities
such as using a spoon, manipulating puzzles, and using markers, all designed to enhance fine
motor skills.
7.2b (5 minutes): How do you think the development of your virtual child’s fine motor skills
might affect kindergarten/first grade success? (This may be used as an in-class writing
assignment or a group discussion. For best results, prime students to have answers to these
journal prompts ready for class discussion.)
Video Link: Occupational Therapy for Kids (4:31)

https://www.youtube.com/watch?v=37qPEWQMQa4
This video describes the service offered by the Greenwich Children's Occupational Therapy
team in England to children and young people who have difficulties carrying out everyday
activities. Here, students can observe what types of interventions are used when children face
challenges in meeting fine and gross motor skill milestones.
Video Link: Improving Your Child’s Fine Motor and Gross Motor Skills (3:50)
147
https://www.youtube.com/watch?v=yuVkkhpiHTA
This video demonstrates several engaging ways caregivers can work with their child on his or
her fine motor skills and gross motor skills. In this video, physical therapist Kendra
VanWasshenova from the University of Michigan’s Milestones pediatric rehabilitation program
shows us a few activities that can be done with materials most have at home.
LO 7.7 Lecture Notes: Explain the development of handedness in the first 5 years.
 Mini-lecture hook: Ask students to write a short sentence with their dominant hand and then
with their nondominant hand. Then ask how many are left-handed, right-handed, or
ambidextrous. When and how does handedness develop?
 In North America, 88 percent show right-handed preferences and 12 percent left-handed.
 Some cultures with a right-handed bias may have left-handedness as low as 1 to 2 percent,
suggesting an environmental influence on handedness.
 Research reveals handedness is polygenic, or influenced by more than one gene (Francks et
al., 2002; Ocklenburg, Beste, & Güntürkün, 2013).
 Recent research points to a theory of development for handedness that includes bidirectional
interactions of brain development, behavior, and experience (Michel, 2014; Michel et al.,
2013) and hence is an example of a developmental systems theory.
 Eighty-five percent of infants adopt a position in the womb that makes it easier for right arm
movements, which indicates that a tendency toward handedness can begin in the womb.
 Newborns have a preferred head and arm orientation (either right or left) that correlates with
their prenatal orientation (Michel & Goodwin, 1979).
 Some infants may switch hand preference after 6 months of age. Refer to Figure 7.8: The
Development of Hand Preference in Infancy, which indicates hand preferences between 6
and 14 months: 38 percent had a stable right-hand preference; 14 percent a stable left-hand
preference; 48 percent began using either hand but steadily increased preference for right
hand.
 There is brain plasticity for hand preference in the first 2 years of life.
 Social experience influences handedness, with mothers showing unconscious behaviors
indicating bias in movements that stimulate the child’s hand preference.
Video Link: Handedness in Preschoolers (2:01)

handedness_in_preschool
Invite students to take on the role of a researcher. Have them watch the video Handedness in
Preschoolers. Can you tell easily which hand each child prefers? Is there evidence that the
children are actually more skilled with one hand than the other (apart from simply having a
preference)? What uses do the children make of the nondominant hand?
7.2c (5 minutes): Based on small to moderate genetic and shared environmental contributions
to handedness, is your virtual child likely to be left- or right-handed? (This may be used as an in-
class writing assignment or a group discussion. For best results, prime students to have
answers to these journal prompts ready for class discussion.)
Observing the Dynamic Child 7.2: Motor Skills

motor_skills
Ask each student to pair up with another student. Present students with a worksheet containing
the following questions and ask them to work in pairs. Show the Observing the Dynamic Child
148
7.2: Motor Skills video (4:43). This can be used as an in-class participation grade. NOTE: Be
sure to remove the * before using this as a handout for students!
1. Which of the following activities in the video seems to provide an excellent opportunity
for fine motor skill practice?
a. Eating snacks
b. Playing outside
c. Yoga/dance class
d. Cleaning up
e. a and c
f. *a and d
2. Which of the following activities in the video seems to provide an excellent opportunity
for gross motor skill practice?
a. eating snacks
b. yoga/dance class
c. drawing/painting
d. playing outside
e. *b and d
f. c and d
3. Watch the portions of the video where children are in yoga/dance class and playing
outside. Which of the following might be considered fundamental movement skills?
a. jumping off a ledge
b. balancing on two feet before jumping off a ledge
c. moving one arm up and down
d. moving the upper body and arms at the same time
e. *b and c
f. a and c
To encourage additional critical thinking following the Observing the Dynamic Child video,
ask students to watch the video again and find two additional examples of fundamental
movement skills and an action in which two or more fundamental movement skills are
coordinated. Share some examples with the class and discuss whether they were correctly
identified or not, and why.

1. Observational Activity: Gender Differences in Motor Skills (To be completed outside
of class)
Visit a local playground, park, or other area where children ages 2 to 5 congregate, such as
a restaurant with an indoor play space. Observe and make notes of the following behaviors:
running, hopping, skipping, climbing, throwing, catching, and kicking. Look for additional
actions that are identified as fine motor skills: drawing, writing, picking up a stick, collecting
rocks, playing with pebbles, playing with cups or shovels—things generally done using the
fingers and hands. Is there any difference in the incidences of these behaviors between
boys and girls? Explain. What specific gross motor activities do you observe? What specific
fine motor skills do you observe? Do you note any differences between a 2-year-old and a
5-year-old in how they approach the same activity? Explain.
2. Writing Exercise: “Hand It Over!” (Allow at least 10 minutes for activity and
discussion)
This exercise encourages students to think about the challenges left-handed children may
face in a right-hand-biased world.
Writing Activity Instructions for Students: Ask students to take out a piece of paper and
write their name, date (day/month/year), and the following sentence: “One fish, two fish,
149
red fish, blue fish” at the top right corner. Then, ask them to use their other hand and
rewrite the same information on the top left corner of the paper. Discuss how it felt to use
the nondominant hand. What challenges did students have performing the task using
their nondominant hand? Ask any left-handed students to describe specific challenges
they face in day-to-day existence that the right-handed majority may take for granted. If
the writing activity was already used as a lecture hook, make this activity about asking
left-handed students to discuss specific experiences and challenges they faced growing
up as a left-hander and functioning on a daily basis in the world as a left-hander. Are
there any students who switched hand dominance or learned a skill with the
nondominant hand after the sensitive period (first 5 years or so)? If so, how difficult was
it to acquire the skill? Good examples include sports skills such as swinging a bat or a
tennis racquet, or musical skills such as playing a stringed instrument or the piano.
The Dynamic Child in the Classroom: Motor Development in Early Childhood

motor_development_in_early_childhood
Overview
The Chapter 7 video (6:34) allows students to make direct comparisons between the gross and
fine motor skills of toddlers and preschoolers at a large Montessori center. Specifically, students
should compare fine motor coordination and the coordination of movement, as well as skills in
running, balancing, and walking. Onscreen questions help guide the students in observing the
children in the video.
Discussion Questions from the Video

1. What similarities and differences do you observe between the toddlers and the
preschoolers in terms of both gross motor and fine motor skills?
The toddlers tend to reach for bubbles with their whole hands. They are not as
secure at standing and walking. The preschoolers use the index finger or two fingers to
try to catch bubbles, and they are able to jump up in the air without losing their balance.
2. What similarities and differences do you notice between toddlers and preschoolers in
fine motor coordination as they eat?
The toddlers are able to use their thumb and one or more fingers to grasp food, and
can hold food in two hands, just as the preschoolers do. The preschoolers are able to
drink from open glasses (rather than sippy cups), though they use two hands to do so.
The preschoolers are also able to use utensils to eat from bowls rather than only eating
with their hands.
3. What differences do you notice in the movements of toddlers and preschoolers?
The toddlers’ movements are slower, less forceful, and do not extend over as great a
distance (as in moving the arms up and down or to the side). Most of them cannot
imitate the adult actions very accurately. They are also less flexible in terms of spreading
their legs and bending side to side, and have less developed balance in movements of
the arms and torso.
4. Do you notice any differences in balancing, walking, or running?
Toddlers use the bars to walk up and down a ramp in order to maintain balance.
They are able to walk and hold objects and to slide. One toddler is able to run in a
shuffling gait. Preschoolers run faster, picking up their knees and kicking their legs back.
Preschoolers are able to climb up and balance on a low wall and jump down without
falling. Preschoolers are able to hop two-legged.
Module 7.3 Children’s Health and Safety
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 Organizing theme: At what age do you first remember learning about healthy behaviors?
 Are children born with the innate ability to discern between healthy food choices and
unhealthy food choices? Do children know how to self-regulate their sleep time?
LO 7.8 Lecture Notes: Describe the factors associated with sleep disturbances.
 Toddlers ages 1 to 2 tend to sleep about 12 to 14 hours a day with one nap of 1 to 3 hours,
whereas 3- to 5-year-olds sleep less (Hoban, 2004; National Sleep Foundation, 2011).
 Sleep difficulties begin to appear between 2 and 5 years of age and as noted in Figure 7.9:
National Sleep Foundation Survey Results, the most common is stalling before bedtime.
 One way to address sleep disturbances is to adhere to a regular bedtime routine including
reading a story, listening to music, taking a soft toy to bed, or turning on a night-light.
 Nightmares and sleep terrors appear to have genetic and environmental origins.
 Children with frequent nightmares tend to show an anxious or fussy temperament at 17
months and had more conflict with parents during the day.
 In one longitudinal study, sleep terrors occurred in about 20 percent of children and seem to
have both a strong genetic component and level of daily stress influence.
Video Link: What Are Night Terrors? (2:12)

https://www.youtube.com/watch?v=_GLVWTU3P-c
Dr. Haviva Veler, director of the Pediatric Sleep Center at Weill Cornell, discusses the
symptoms of night terrors, how parents can help their child with night terrors, and when to seek
help from an expert.
LO 7.9 Lecture Notes: Explain what factors influence children’s developing food preferences.
 Between 2 and 5 years of age, children exercise more choice over food options than in
infancy and prefer foods high in sugar, salt, protein, and fat. Is this environmentally inspired or
evolutionary in nature?
 About 9 percent of children ages 2 to 5 were obese in 2011–2012 (Ogden, Carroll, Kit, &
Flegal, 2014).
 How can parents teach children to make healthy food choices? Effective methods include
offering children the same food repeatedly. Children tend to prefer what they are exposed to
most often. Ask students if they have experienced this with an initially unfamiliar food within
the past few years.
 Another effective technique involves offering healthy foods in pleasant surroundings.
 Less than 1 percent of children in the United States are malnourished.
 Some children may experience food insecurity, irregular servings of nutritious food needed
to provide for normal activity and health, with the rate of food insecurity in the United States
estimated at 10 percent in 2013.
 Not getting consistent healthy foods is associated with poorer health and school achievement
and increased risk of obesity.
7.3a (5 minutes): How might the research on children’s food preferences influence your
approach to your virtual child’s meals? (This may be used as an in-class writing assignment or a
group discussion. For best results, prime students to have answers to these journal prompts
ready for class discussion.)
Video Activity: Thinking Like a Preschool Director: Healthy Eating (5 minutes)
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healthy_eating_2
Watch the video Thinking Like a Preschool Director: Healthy Eating (1:40). Recall the video
interview of the nutritionist in Chapter 2 of the PowerPoint presentation. Ask students if they can
identify any similarities between the preschool director’s approach at school and the
nutritionist’s advice for healthy eating at home.
LO 7.10 Lecture Notes: Describe the most common illnesses or diseases affecting children,
and note preventative measures.
 Health recommendations for young children include regular medical checkups, continued
immunizations, and beginning self-care with the teeth.
 Regular medical checkups require access to affordable medical care. Approximately 3
percent of children in the United States have no usual source of medical care (Martinez &
Cohen, 2015).
 Children experience an average of seven to 10 colds per year, with higher rates in children
attending child care centers or preschool. Middle ear infections result in more complications
and may create temporary problems with hearing.
 Although few children die of infectious diseases in the United States, worldwide the most
frequent killer of infants are preterm birth and asphyxia, while pneumonia and diarrhea kill
young children most often, followed by malaria and other infections.
Class Discussion: Raising Healthy Children (5–10 minutes)

Although access to medical care is important at all ages, why would it be especially important
for a society to make medical care accessible for young children? Note: Students may have
different political views of the Affordable Care Act given the many years of controversy over
“Obamacare.” There is more than one way for societies to provide near-universal care for young
children. Try to get them to think outside the box and take the point of view of a society wanting
to raise healthy children, or not to be encumbered with excessive numbers of sick individuals
when the disease or illness was preventable or more treatable early in development.
LO 7.11 Lecture Notes: Discuss how risks from the most common sources of injuries among
young children can be minimized.
 In the United States and other industrialized countries, accidents are the most common
source of injuries or death among children 11 years and younger, and occur more often in
children under age 5.
 Fatal injuries are rare and most commonly involve accidents followed by birth defects and
homicide at ages 1 to 4.
 Looking at Figure 7.10, students can review the most common Reasons for Emergency Room
Visits, 2009–2010, for children ages 1 to 4 and 5 to 14. What is the most common reason for
emergency room visits for children between 1 and 4 years of age?
 Boys are more likely than girls to be injured or killed (Safe Kids, 2008). Why?
 Young children may have underdeveloped ability to control attention and inhibit undesirable
actions.
 Children with ADD or hyperactivity are more likely to have physical accidents than other
children (Schwebel et al., 2004).
 Parental instruction in safety rules and parental oversight in the home help reduce rates of
injuries and accidental death.
 Low compliance with parental rules and lack of direct parental supervision are strong
predictors of injury rates in 4- to 6-year-olds (Morrongiello, Midgett, & Shields, 2001).
152
 Injury and fatality rates are highest among American Indian/Alaska Native and African
American children and lowest among Asian/Pacific Islanders, with white and Hispanic children
falling in between (Safe Kids, 2008).
7.3b (5 minutes): Based on the risk factors described above, is your virtual child at high,
medium, or low risk for a physical injury, and how does this change with age? (This may be
used as an in-class writing assignment or a group discussion. For best results, prime students
to have answers to these journal prompts ready for class discussion.)
Group Discussion: Children and the Media (10 minutes)

Break into groups of three or four students. Discuss the types of television programs, movies,
and video games frequently viewed by young children. Ask students to discuss whether those
media sources may influence risky behavior in young children. Is it possible for young children
to want to copy the actions of their favorite television or movie characters? In other words, does
exposure to images of risky behavior cause risky behavior? Why, or why not?
LO 7.12 Lecture Notes: Describe two environmental hazards that pose a risk to young
children.
 Children may be more vulnerable to the dangers of environmental hazards than adults
because they lack knowledge about how to identify and avoid such dangers.
 Estimates suggest 9 percent of young children are exposed to significant levels of
secondhand smoke (Federal Interagency Forum on Child and Family Statistics, 2013).
 Children exposed to secondhand smoke have increased incidence of infections in the lower
respiratory tract, bronchitis, pneumonia, middle ear disease, sudden infant death syndrome
(SIDS), and respiratory symptoms.
 Small amounts of lead in the bloodstream are associated in young children with nervous
system damage; deficits on IQ, memory, and problem-solving tests; and attentional and
behavioral difficulties that can persist into adulthood.
 Lead appears to cause permanent harm in the brain and is compounded by poverty and poor
diet.
 About 3 percent of American children as a whole and 6 percent of African American children
had dangerously high levels of lead in their blood in surveys conducted in 2007 and 2010
(Federal Interagency Forum on Child and Family Statistics, 2013).
Video Link: An American Disaster: The Crisis in Flint (7:47)

https://www.youtube.com/watch?v=Zm8Dh133wY8
NBC News’s Stephanie Gosk reports on how lead poisoning has taken a catastrophic toll on
Flint, Michigan’s children. Plus: Rachel Maddow and panel discuss the dearth of resources in
Flint for the city’s children, and how to solve that problem.
Video Link: Flint: It’s Not Just About the Water (4:30)
http://www.cnn.com/2016/03/06/us/flint-problems-unemployment-poverty-crime/index.html
CNN reports on the chronic, underlying factors contributing to the water crisis in Flint, Michigan.
Discuss how poverty, unemployment, and crime impact communities such as Flint.

1. Observational Activity: The Apple Does Not Fall Far from the Tree (To be completed
outside of class)
153
This activity is designed to help highlight the level of nutritional guidance provided by
parents. Children often indicate preferences by throwing a tantrum if they don’t get what
they want—and parents often give in. It can be challenging for parents to encourage
children to select healthy food. However, sometimes children follow the unhealthy choices
demonstrated by their parents.
Writing Activity Instructions for Students: Visit a local restaurant where you can observe
families of preschool-age children. You might wish to purchase a food item so that you
can comfortably sit near a family in order to observe more directly. (A mall food court is
an excellent environment in which to observe multiple families and a wide variety of food
choices.) Select at least three families. Note the approximate age and gender of the
family members. Make notations of the following as accurately as possible: What parent
is accompanying the child? Does the parent select the food for the child or is the child
allowed to select? If the child is given the option to select, is it from the whole menu or
does the parent provide a choice from a list of pre-determined options? Do the child and
parent or other family members appear to be within a normal weight range? (This may
be difficult to discern since weights may vary between children of the same age.)
Note any conflict you see between parent and child. Is the child eating all of the food
or is s/he picking only certain food items? Does the parent allow the child to get dessert
before finishing the entrée or does the child get dessert only if the entrée is finished?
What other details did you notice in your observations? Be as concrete and descriptive
as possible with your observations.
2. Interview Professionals About Feeding Children (To be completed outside of class)
Schools and child care facilities provide a great source of real-world information. Interview
the supervisor of cafeteria foods or the meal preparation specialist at your local school or
child care center. The focus of this interview is to identify and record the types of processes
that go into the planning, preparation, and service of snacks and meals for children during
the school and/or child care day. Who plans the menu? Is it monthly or weekly? What sorts
of regulations guide the menu items? How much fresh food is offered compared to prepared
foods such as pizza? What do food specialists do to encourage children to make healthy
choices?
Writing Activity Instructions for Students: Students will interview one school food
specialist and one child care specialist, both working primarily with children ages 2 to 5
years.
Students are required to write a four- to five-page paper summarizing their findings
and integrating course concepts that serve to highlight their findings.
Most professionals will agree to a brief interview (15 to 30 minutes), either on the
phone or in person. Be sure to arrange a suitable meeting time with your interviewee.
Instructors may need to inform the students on how to conduct an effective interview.
Students should be prepared with a basic list of questions, centered on the topic of
emotional competence, to guide the interview (prepare five to 10 questions in advance).
Students will need to decide on a recording mechanism, typically a written accounting of
questions and responses. However, if using a voice recorder, students should be
instructed to get permission from the interviewee before making a voice recording.
Students should be instructed to conclude the interviews by thanking the professionals
for their time and insightful expertise. Instructors should encourage students to send
written thank-you notes to the professionals after conducting the interviews.
Students will then write a four- to five-page paper summarizing the interview results,
including the questions asked, and elaborating on how the professional responses
corroborated or conflicted with concepts learned in class. Instructors should provide
expectations of paper formatting, font, cover page, and reference page.
154
Module 7.4 Child Maltreatment and Neglect
 Organizing theme: How do you interpret the following biblical proverb?: “Spare the rod, spoil
the child.”
 Students will learn the differences among four types of maltreatment: physical abuse,
emotional/psychological abuse, sexual abuse, and neglect.
LO 7.13 Lecture Notes: Discuss the risk factors for child maltreatment.
 Maltreatment consists of physical abuse, emotional/psychological abuse, sexual abuse, and
neglect that result in death, serious physical or emotional harm, or sexual abuse or
exploitation or create an imminent risk of serious harm (Cicchetti & Toth, 2015).
 Child Protective Services (CPS) data reported in 2011 showed that 10 per 1,000 children
under 18 years of age were maltreated (Federal Interagency Forum on Child and Family
Statistics, 2013).
 In the CPS data, parents were the source of maltreatment more than 80 percent of the time.
 Maltreatment was most common among African American, Native American, and multiracial
children and least common among Asian Americans.
 Maltreatment occurs equally often for boys and girls and is most common among children
under 4 years of age.
 Review Table 7.1 Types of Maltreatment and Relative Frequency in 2011 for definitions and
frequency of each type of maltreatment.
 Neglect was the most common category of maltreatment followed by physical abuse, sexual
abuse, and emotional abuse.
 Risk factors for physical abuse: living in conditions of poverty; single parenthood; a lack of
social support; social isolation; history of abuse; history of mental illness or substance abuse.
 Children with disabilities are twice as likely to be abused as children without disabilities
(Sedlak et al., 2010).
 Rising stress levels combined with lack of parenting skills present the fuel for abuse.
 Neglect is more likely to occur with high stress levels; drug and alcohol abuse is often
involved.
 Emotional abuse is more difficult to study.
 Sexual abuse is uncommon prior to age 3 but more common for older children and reaches a
peak between ages 12 and 15.
 Sexual abusers are socially isolated, have relationship problems, have low self-esteem, and
may have psychiatric disorders.
LO 7.14 Lecture Notes: Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
 The effects of abuse follow a developmental cascade, wherein negative events or behavior
at one age create negative behavior at a subsequent age. Refer to Figure 7.11: A
Developmental Cascade.
 Physical and emotional abuse may alter the course of early brain development by increasing
harmful levels of the stress hormone cortisol.
 MRI scans of maltreated children show evidence of reduced cerebral volume, larger
ventricles, and smaller corpus callosum.
 Children who have a history of physical abuse have deficits in language, IQ, and academic
achievement (Wekerle & Wolfe, 2003; Wekerle et al., 2014).
 Maltreated children develop atypical responses to emotional distress in other people.
155
 Maltreated children have a low threshold for detection of anger but may misinterpret a
person’s emotional state or overreact to perceived threats that are not there.
 Seventy to 95 percent of maltreated infants have been found to have insecure or disorganized
attachments and may have poor emotional regulation, may act aggressively, or may withdraw
from social interactions with peers (Bolger & Patterson, 2001; Cicchetti & Toth, 2005).
Video Link: The Impact of Early Adversity on Child Development (3:54)

https://youtu.be/chhQc0HShCo?list=PLuKMerO1zya_3krFpcOKgaeB2_2zQgYua
This video outlines basic concepts from the research on the biology of stress that show that
major adversity can weaken developing brain architecture and permanently set the body’s
stress response system on high alert. Science also shows that providing stable, responsive
environments for children in the earliest years of life can prevent or reverse these conditions,
with lifelong consequences for learning, behavior, and health.
Video Link: The Science of Neglect (5:58)

https://youtu.be/bF3j5UVCSCA
Extensive biological and developmental research shows significant neglect—the ongoing
disruption or significant absence of caregiver responsiveness—can cause more lasting harm to
a young child’s development than overt physical abuse, including subsequent cognitive delays,
impairments in executive functioning, and disruptions of the body’s stress response. This video
explains why significant deprivation is so harmful in the earliest years of life and why effective
interventions are likely to pay significant dividends in better long-term outcomes in learning,
health, and parenting of the next generation.
LO 7.15 Lecture Notes: Describe two strategies that may help prevent maltreatment.
 Two strategies to help prevent maltreatment include minimizing stress and improving mother–
child attachment relationships.
 Minimizing stress includes assisting at-risk families to manage their daily lives and child care.
 As illustrated in Figure 7.13: Results of Intervention Study, by Group, interventions that can
improve attachment relationships between mothers and maltreated children include
attachment building and psychoeducational interventions.
Shared Writing: Preventing Child Maltreatment

The following is the Shared Writing activity within REVEL. It can be assigned within REVEL,
with the guideline of writing a minimum of 140 characters, or as a longer in-class writing activity.
The two child maltreatment prevention studies discussed at the end of this chapter focused
on altering behavior within the family microsystem, but other ecological systems beyond the
family are relevant. Describe one strategy that social policy makers might follow to reduce
the number of potential child maltreatment victims. How would you know that the strategy
was working?

1. Video Link: TED MED Talk: How Childhood Trauma Affects Health Across a Lifetime
(19:00)
https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_acr
oss_a_lifetime?language=en
This TED MED talk covers the Adverse Childhood Experiences Study (ACES) and research
on the developing brain. In the video, Dr. Burke Harris discusses the way that history of
trauma may be implicated in neurodevelopmental disorders, such as attention deficit
hyperactivity disorder (ADHD). Due to the length of this video, it should be assigned to be
156
viewed outside of class. This may be used as an in-class discussion starter or written
assignment.
2. Application Assignment: Investigate a Program that Targets Maltreated Children
Have students research a program that directly targets maltreated children. Possible
programs include Child Protective Services, Family Preservation Services, and other case
management services. You may also have local programs for students to research. Have
students compile their findings into a short (two- to three-page) paper or present findings to
the class through presentation or discussion.
3. Guest Speaker: Child Protective Services Worker
Invite a Child Protective Services worker to speak in your class. If your institution has a
social work program, you may also ask a social work faculty member to discuss work with
maltreated children and families. Ask the guest speaker to discuss the impact maltreatment
appears to have on the developing brain. Direct students to come prepared with at least two
questions for the speaker.
4. Application Assignment: Maltreatment and Brain Development
Have students read the following document:
https://www.childwelfare.gov/pubPDFs/brain_development.pdf. After reading the document,
have students summarize the impact of child maltreatment on the developing brain. Then,
direct students to come up with specific, research-supported recommendations to prevent
child maltreatment. Ask students to compile their program in a short (three- to four-page)
paper. You may also ask students to present their specific recommendations to the class.
5. Case Study: Child Maltreatment
An Internet search with the terms “child maltreatment case study” will return many results.
Ask students to choose one case study found online and link the experience of child
maltreatment with brain development. Have them compile their findings in a short (two- to
three-page) paper or ask them to present their findings to the class.
Thinking About the Whole Child:

My Virtual Child at Ages 3 to 5 Years (Group Activity)
Break up into small groups in class, meet with a classmate or two outside class, or engage in an
online discussion. The goal is to compare your virtual child experiences and reflect on the
variations in your children’s developmental pathways. The following questions are suggestions
to get you started in your discussion of your children.
1. How well is your child developing in terms of gross motor and fine motor development?
Compare your child’s development to that of others’ children. (The assessments given to
your child at the end of ages 3 and 4 will help you answer this question.)
2. What evidence can you find in the program of your child’s use of executive functions
(which include working memory, inhibition of responses or thoughts, and shifting
between mental states, rules, or tasks)? Look broadly at your child’s cognitive, social,
emotional, and behavioral development for examples.
3. How have people in your discussion group chosen activities that suited their children’s
developmental level but also challenged them to extend their gross and fine motor skills
as well as executive functioning?
INNOVATIVE IDEAS FOR CHAPTER 7

Application Activity: Bomb in the Brain: Death of Reason—Effects of Childhood
Abuse
This activity is designed to engage students in the application of course concepts. Ask students
to watch The Bomb in the Brain Part 4—The Death of Reason—The Effects of Child Abuse
(33:22) on the National Association of Adult Survivors of Child Abuse site,
157
http://www.naasca.org/2012-Articles/031212-BombInTheBrain.htm. Ask students to research
two of the organizations listed under the Recovery tab created to help in the treatment and
recovery of child abuse victimization.
Video Activity: What Would You Do? Kids on Leashes (20 minutes; video 3:21)
A mother uses harnesses to control her children’s behaviors. When she ties her child to a
parking meter outside a store while she goes in, trouble ensues. In a second scenario, the
caretaker is a nanny with four children in harnesses. Will onlookers intervene? View the episode
of What Would You Do? at https://www.youtube.com/watch?v=nVDzRPZbHTk. Instruct
students to write a one-page response paper explaining what they would do as both an
observer of this situation and as a parent in a similar situation. What might a child psychologist
say about the resulting outcomes of a child kept in control using a leash? Explain your answer.
Lead-Laced Water in Flint: A Step-by-Step Look at the Makings of a Crisis

Part I: Review the following article on the evolution of the Flint, Michigan, water crisis:
http://www.npr.org/sections/thetwo-way/2016/04/20/465545378/lead-laced-water-in-flint-a-step-
by-step-look-at-the-makings-of-a-crisis. Ask students to write a two-page executive summary
outlining the most salient points presented in the article.
Part II: Review the results of an eight-month investigation, led by Michigan’s state Attorney
General Bill Schuette, in a video (1:40) and article at http://www.cnn.com/2016/07/29/us/flint-
water-crisis-charges/.
Ask students to add to their summary the findings of the investigation and their response to
those findings. Were they surprised to hear of the alleged cover-up by state officials? What
might explain the motivation for the cover-up—why would state officials hide critical documents
and mislead the public about the water crisis? How might these types of egregious actions be
prevented in the future?
InBrief: The Impact of Early Adversity on Children’s Development (Harvard

University’s Center on the Developing Child)
Review the following video (3:53): http://developingchild.harvard.edu/resources/inbrief-the-
impact-of-early-adversity-on-childrens-development-video/ or ask students to refer to the
following pdf: http://developingchild.harvard.edu/wp-content/uploads/2015/05/inbrief-adversity-
1.pdf.
Instruct students to answer the following questions:
1. How does early childhood stress impact the developing brain?
2. How does chronic stress influence the stress response, and what are some of the long-
term health risks?
3. What are some effective ways to reduce, prevent, or reverse the impact of adverse
stressors on children?
Your Questions Answered: How To Make Sure Your Tap Water Is Safe
Have students review the following transcript from The Diane Rehm Show:
http://thedianerehmshow.org/2016/02/22/your-questions-answered-how-to-make-sure-your-tap-
water-is-safe. After reading the article, have them outline where they would go to research their
own tap water safety report.
Thinking about the Whole Child:

Observing Preschoolers’ Physical Development
158
A fun and valuable way to pull together the information in this chapter is to visit a preschool or
child care center that has children of multiple ages between 2 ½ and 5. If possible, observe
during their free play periods, both indoors and outdoors.
Although you can’t observe it directly, you know that continuing maturation of the brain
underlies all of the behavior you observe. You can look for a few behavioral signs that are
particularly characteristic of neurological maturation in early childhood, such as increases with
age in lateralization of hand and arm preferences, improvements in attention span, and
increases in the ability to follow directions, plan and enact elaborate sociodramatic play scenes,
and to tell stories. You may also notice individual differences within the same age group in the
extent of hand preference, attention span, or other behaviors.
What changes in motor skills should you look for? Outdoors you may notice that children
engage in a great deal of gross motor play, including jumping, riding tricycles, running, climbing,
etc. You should particularly look for the fundamental motor skills that make up more complex
actions. You may notice that younger children have some but not all elements of the complete
skill, or they execute them slowly and not very smoothly. Indoors you may notice more frequent
use of fine motor skills, such as drawing, finger painting, working with clay, building with blocks,
and printing letters. In keeping with dynamic systems theory, find examples of how changes in
bodily growth and strength, movement, coordination, visual perception, motivation, or practice
contribute to advances in either gross or fine motor skills.
Issues with children’s health were also highlighted in this chapter. If you are able to observe
during mealtime, you might notice that preschools generally offer familiar foods that children
enjoy. Are all of the food groups represented? Do the teachers exert any pressure on children to
eat particular foods, or to finish the food on their plates? How do the teachers and children act
with regard to any new or special foods present in the meal? You can also look for evidence that
the children have begun to internalize healthy habits, such as washing their hands, using
tissues to wipe their noses, and not coughing on their playmates. Finally, you should look for
signs that children have begun to follow safety rules, such as not throwing sand or other objects
that might hit people, and what preschool teachers do to remind children of the rules.
What differences among children might you notice? You might observe that the older
children have more distinct personalities, which reflects their growing awareness of themselves
as individuals and their greater confidence and skill in social interactions. Some children are
friendlier and more exuberant than others, and some are shyer, more inhibited, or even negative
in their reactions to novel peers and situations. You may also observe differences in emotional
regulation and effortful control; some children are better able to manage their emotions and
behavior, leading to more successful interactions with peers. You might try to classify children
as undercontrolled, overcontrolled, or resilient, although this is difficult to do in a short
observation. If they are willing, teachers might be of some help in identifying children who
exemplify each personality type.
You may notice gender differences in play styles and increasing gender segregation across
the years. Boys are generally more physically active and aggressive and play in larger groups,
and girls are more likely to play cooperatively and to communicate verbally in smaller groups or
pairs, although you may also notice that there is overlap between boys and girls on these
dimensions.
Although you can’t observe anything like parenting style or parenting techniques in the
center setting, you will probably notice that teachers and caregivers adopt a variety of the
parenting techniques we discussed (e.g., explanations of rules, inductive reasoning, and time-
outs). In addition, teachers vary along the same dimensions of warmth and control that parents
do, although they generally fall within the authoritative range.
Innovative Ideas References
159
Another random document with
no related content on Scribd:
"Sir George said I could borrow it. Do you mind?"
He laughed.
"Of course I don't, if you take care of it. We're going to

take our lunch out to-morrow, we're walking out to the
keeper's cottage the other side of our coverts. It's at the
top of Hobbs Hill, it's A1 there. Like to come? Can you do
three miles there and three back?"
"Oh, I could easy! Oh, how I should like to come, but

we do lessons! And we aren't having holidays like you."
Charity's face fell.
"Take a day off! Play truant! Here's somebody! I'm off!"
He scampered back as Aunt Alice came to the gate. She

was so concerned at Charity's wet state that she could not
listen to her account of her misfortune. She popped her in
bed and gave her a hot drink, and then Hope and Faith
came upstairs to hear all about it.
Charity did not like staying in bed and protested loudly;

then Aunt Alice scolded her, and said she deserved a
punishment for being so careless, and Charity pursed up
her mouth in a naughty way, and said:
"Then I shall do it to-morrow."
Hope asked her what she should do, but she would not
say.
The next morning they settled down to lessons as usual.

From nine to ten they worked steadily, and then Miss Vale
took Hope to her music lesson. There was a small piano in
the corner of the room. Charity and Faith were working at
their arithmetic whilst the music was going on.
Presently Charity slipped out of the room. Nobody

noticed her absence or thought it strange till Faith happened
to hear the click of the garden gate, and looking out, saw
Charity in her coat and hat running away from the cottage
as fast as she could. She stared out as if she could not
believe her eyes. What was Charity doing? Then she tried to
bring her attention back to her sum, but it was quite
impossible.
When Miss Vale left the piano and came back, she
scolded her sharply for her idleness.
"You have only done one tiny sum this whole half-hour!
For shame, Faith!"
Faith hung her head.
"I couldn't seem to think it out," she said.
"Where is Charity? I did not hear her leave the room."
Faith made no reply. After waiting a little, Miss Vale

went to the door and called. There was no answer. Aunt
Alice came out of the kitchen, and said she had not seen
her. Hope was sent upstairs to look for her, and came back
to say she was nowhere in the house. Faith's cheeks were
burning, and there was such a troubled look in her eyes
that Miss Vale noticed it.
"You know where she is, Faith. Tell me."
Faith wriggled in her seat. It was a point of honour with

the sisters never to tell tales of each other.
"I don't know where she is now, Miss Vale, I really
don't," Faith murmured at last.
"Tell me what you know about her."
Faith shook her head.
"She couldn't tell tales, Miss Vale," said Hope, "'specially

if Charity's doing something she oughtn't. It's quite
exciting! I do wonder where she is?"
"I'm afraid, Faith, you must tell me what you know,"

said Miss Vale.
And then Faith began to cry.
"I don't know anything," she sobbed; "I only saw her
from the window going out at the gate."
She felt she had betrayed her sister most meanly, but
Miss Vale had such a determined way with her, that she was
compelled to tell the truth.
It all seemed strange and perplexing.
Then Miss Vale said lessons must continue, and for the
rest of the morning she had two pupils with very wandering
thoughts and divided attention.
When lessons hours were over, Charity was still absent.

Miss Vale went home, and the children had their dinner.
Granny was anxious, and Aunt Alice cross.
"I can't conceive how she dared behave so," Aunt Alice
said. "She has never before gone off like this."
Then Hope suddenly guessed.

"I believe Fairfax Melville asked her to go out with him
to-day," she said. "He pulled her out of the water, you
know. Charity told him she couldn't go because of lessons. I
shouldn't wonder if she has done it."
"It she has, she will have to be severely punished," said

Aunt Alice.
But she and Granny seemed relieved by this possibility.
Faith and Hope played with their dolls in the orchard in

the afternoon, but they talked a great deal about Charity.
"Isn't she daring?" said Hope. "I wish children could do

those kind of things without getting punished. It's the
afterwards that's so dreadful!"
But she spoke in admiring tones, and could not

understand why Faith was so distressed about it.
"She has only played truant like children do in books,

only it's easier to manage if you go to school."
"But think, when she walks in and has to meet Granny

and Aunt Alice," said Faith. "Why, I should be ready to die,
if I had to do it."
"Oh, Charity isn't so soft as you. Perhaps she'll get Sir

George to bring her back, and then Granny won't be so
angry."
"Granny is only sorry, not angry," said Faith; "but Aunt

Alice is very angry indeed. She said to Granny that she
deserved a whipping."
Hope and Faith looked at each other with awed eyes.

The afternoon seemed long to them. Tea-time came and
passed, still no Charity. At last, at half-past seven, just as
Faith was being sent to bed, the truant arrived. She walked
up to the door with firm step and head lifted high, but there
was a nervous look in her eyes, and she was pale and was
biting her lips, a trick which was her custom when
perturbed.
Aunt Alice met her in the passage.
"Well, Charity, what is the meaning of this?"
"I only missed two hours' lessons," said Charity, trying

to speak grandly; "and I thought I'd make them up to-
morrow. I knew it was no good asking, but I've been
spending the day out with Lionel and Fairfax, and—" here
she paused, then rushed the words breathlessly and
defiantly—"I've had a glorious time!"
This was no repentant sinner.
Aunt Alice marched her upstairs to her own bedroom,

and she was closeted there with her a good half-hour.
Faith and Hope were both in bed when Charity came

into the room. She had been crying. Her sisters felt sorry
for her, but intensely curious. They had hardly ever seen
her cry, and they felt that they would not shame her by
showing her that they saw it, so they pretended to be
asleep and covered their heads over with the bedclothes,
leaving a little hole to peep out of, and watch her secretly.
Charity soon discovered this. She faced them boldly.
"You needn't peep at me like that! I'm not going to

speak to you or tell you anything at all, so you can just go
to sleep."
Then Hope threw back the bedclothes.
"We're so sorry for you, Charity."
"I hate your sorriness!"
Charity's tone was furious, and Hope dared say no

more. Very soon she and Faith were fast asleep, but Charity
lay awake, and sobbed her heart out. Some time later, the
door of the children's room opened very softly. It was
Granny. She came to Charity's bed, shielding her lighted
candle with her hand, so that the rays should not disturb
the sleeping children.
Charity lay very still and quiet, with closed eyes,

feigning sleep, but Granny saw the swollen, reddened
eyelids.
"Poor little soul!" she murmured, and then she knelt

down by the bedside and bowed her head in prayer. Her
whispered words were heard distinctly by Charity.
"Oh, Loving Father, pity and forgive, and save this dear
child from the evils of self-will and waywardness. May her
strong character be for good and not for evil, and teach us
how to train her for her Saviour's sake. Amen."
Then there was a convulsive movement in the small

bed, and Charity's arms were round Granny's neck.
"I'm awake, and I'm sorry and miserable, Granny, and I

never will behave so wickedly again. Don't leave off loving
me. Aunt Alice has. She's simply furious!"
"No, no, my darling, your Aunt is vexed. She has a right

to be, but she has forgiven you already."
"But I'm to be punished to-morrow."
"To stamp it upon your memory," said Granny; then she

kissed Charity very lovingly:
"Tell God what you have told me, my child, and go to

sleep. You have a fresh day to begin to-morrow, and wake
up good."
Then Granny went away. She never said much to the

children, but she knew that Aunt Alice's words to her niece
had been many and severe, and she did not wish to add to
them.
It was a very subdued Charity who came to lessons

next morning. She apologised to Miss Vale for what she had
done, and for the whole of that afternoon Charity sat in the
schoolroom writing an imposition for her aunt. It was only
one sentence she had to write over and over again, many
hundreds of times.
"Self-will and independence, unless under authority,

always lead to disaster. Charity Blair."
Her back ached, her fingers ached, and her head ached
before she had finished, but Charity had learned her lesson,
and she never played truant again.
She told Faith and Hope afterwards about her day, and
though she joined the boys, and actually caught a fish with
a rod which they lent her, and though she had talked and
laughed with them and was as jolly as she could be,
underneath all was the miserable feeling of having done
wrong.
"It doesn't really pay," she said.

Later on the three little girls spent an afternoon at the
Hall with some other boys and girls. Charlie was well
enough to be out again, and he was there.
Faith felt sorry for him when he could not join the boys
in a game of hockey, but his spirits were good, and Sir
George took him and Faith to see a small museum of
curiosities, which interested them greatly.
He gave them each a small Roman coin with a hole

pierced through, and told them that it was used in the time
when our Lord was in the Holy Land.
"Do you think," said Faith, "that it could possibly be that

Jesus Christ had this in His own Hand. Could He, do you
think?"
"I shouldn't like to say," said Sir George.
When Faith got home, she put her coin in a little box
which she kept carefully locked, and every night she would
open it and finger it lovingly.
Charity warned her against making an idol of it.
Faith asked how a piece of money could be an idol.
"Anything is an idol if you worship it, or love it better

than God," said Charity, with her superior air.
"But I don't worship it, and I only love it because it

might have belonged to Jesus."
"I think that's very irreverent," said Charity.
"If you don't love it more than you ought to do, will you
give it to me?"
"Never, never! It's my very own."
Faith shut up her box hastily and pocketed the key.

After that she only took it out and looked at it when she
was quite alone.
Lionel and Fairfax soon went back to school, and Charlie

began his lessons again.
Then one Saturday afternoon, just before three o'clock,

the Pirate's high dogcart appeared in charge of a groom. A
note was sent in, which demanded an answer, and it was
addressed to "Little Miss Moth."
Faith's fingers trembled as she opened the envelope.
"Will little Miss Moth keep a lonely old man

company this afternoon? If so, she must return
in the trap.
"W.
CARDWELL."
A very short note, but it sent the colour flying into

Faith's cheeks and the light into her eyes.
"Oh, Granny, Aunt Alice, may I go?"
Permission was given. Charity and Hope were very

disappointed that they were not asked too. They went out
and talked to the groom whilst Faith was getting ready to
go, and Hope stroked the bay mare's nose and talked
affectionately to her. They were not quite so disappointed
when they heard that the Pirate was in London.
"It wouldn't be much fun to sit and talk to an old man
the whole time," said Hope.
"No," said Charity; "Faith is so funny; she likes talking

to Timothy. So dull, I think."
Faith drove off with a radiant face, and she entered the
invalid's room with the same expression.
"Ah!" said the old man. "You're glad to come, then? You
don't look so perturbed as when you saw me first."
"I love coming," said Faith.
She settled herself down in a chair which was put in

readiness for her by the old man's side, and she and he
talked away about all kinds of things. Then very
mysteriously Faith brought out of her pocket her precious
little box.
"I want to show you something wonderful," she said, "I

thought you might like to see it."
CHAPTER IX
FAITH'S OLD FRIEND
OLD Mr. Cardwell admired the coin, but was not quite so
much impressed as Faith considered he ought to be. He
rang the bell for his servant, and told him to bring a small
cabinet. Then he asked for his bunch of keys, and he made
Faith unlock it, and take out some old coins that he had
collected.
"These are all B.C.," he said. "Hundreds of years

before."
Faith looked at them, asked what "B.C." meant, and in

her turn was not much impressed.
"I shouldn't care for them so much," she said. "It's only
because this might—it might, you know—have lain in the
Hand of Jesus."
"Oh, you little piece of superstition!" said the old man.

"You ought to have been born an R.C. Then you would have
believed anything."
"But I might be right," said Faith. "Nobody could make

sure I'm not, and I like to think it, very, very much."
"Why are you so religious? Is it the way in your family?

Children aren't as a rule. What makes you such a little
sober-sides?"
Faith shook her curls.
"I can't tell you," she said, "but I don't feel sober when
I come to see you. I feel I could dance for joy, and I don't
think I'm religious—we're pretty naughty, as a rule."
Then she put her coin back carefully in its box.
"I think the children who lived in the Bible time when
Jesus Christ went about their villages were the most
fortunate children in the world."
There was a pause in their conversation.

Then her little face brightened.
"But I suppose we're fortunate, too, for we have the

Comforter going about with us in the world now."
"Ah!" said old Mr. Cardwell, "I thought you would start
that hare again. How's the old shepherd? Seen him lately?"
"Yes, one day last week. I met him in the road, taking
his sheep to another field, and Sandy was with him.
Timothy knows you. I asked him if he did. And he feels very
sorry for our Pirate, because he wanted to go to the war,
didn't he? And they wouldn't have him, because he had a
bad heart?"
"That was the way of it. Bad luck has been in this house
for twenty years—ever since I lost my wife."
"Did she die?" Faith asked with interest.
"Yes, caught a cold—and died after three days' illness.

Everything went wrong after that."
"You must have felt just like the disciples did," said
Faith thoughtfully.
The old man did not reply. A shadow had come across
his face, but there was a softer look in his eyes as he
thought about the wife he had adored.
"Me and Timothy sat down in a field together under a

tree," went on Faith, "while he ate his dinner. He had some
cold bacon and bread. It was very nice, I tasted it. And then
he told me the story of the disciples. You see, it was simply
awful for them when Jesus went away from them like your
wife did! Shall I tell you what Timothy told me?"
"Oh, yes, tell me anything you like."
"You see, they thought all along Jesus wouldn't die.

They wouldn't and couldn't believe it when He told them He
was going away from them. And they hoped to the last He
wouldn't die, and then He did. It was awful black and dark,
and no good to live any more, they thought. Timothy said
they'd always told Jesus all their troubles, and He had
understood, and they'd loved Him so, and they'd followed
and lived with Him, and when He was silent and dead their
hearts nearly broke. Timothy says they felt what we feel
when one we love best dies—you felt like that about your
wife, didn't you? I almost wished when Timothy was talking
that I had somebody I loved very much who died. But I did
know a little girl at our school in London who died, and we
cried a good deal, because she was in my class, and she
came to tea once, and I was sorry after that I didn't let her
have one of my dolls' hats. She asked for it, I remember!"
Faith paused for breath; her thoughts had flown away

on another track. The invalid looked at her with some
amusement in his eyes.
Then she returned to the subject of Timothy's

conversation.
"Well, just before their hearts quite broke, Jesus rose

out of his grave on Easter Sunday, and then they were most
joyful again. And He often came and talked to them, but
then came another dreadful disappointment. He went away
from them for good and all, and never came back again.
And He hasn't come yet, though He will one day."
Faith paused.
"Of course you know all this don't you? Because it's in
the Bible, but Timothy makes it quite real when he tells it.
Shall I go on—the best part is just coming—"
"Go on. I'm listening."
"Well, they were told by angels when Jesus went up to

Heaven that the Comforter was coming to them, and they
must just pray and wait for Him. And then one wonderful
day they were all together, and there was a rushing mighty
wind, and the Comforter came."
Faith's eyes were big now with delight and awe. She
waved her small hands in the air in her excitement:
"He came right on them and into them, and they dried
their tears and never cried again; and they found they could
do anything they wanted now, and weren't afraid of the
wicked Jews or of death, or any of the fearful things that
come into the world to make us unhappy and sad. And then
they began to see that what Jesus said was quite, quite
true. The Comforter went about with them everywhere and
kept them good and happy, and made them remember
every single word Jesus had ever said to them. And they
lived happy ever after till they died, and then the Comforter
carried them up to heaven, and they've been there ever
since. Isn't that a beautiful ending?"
Old Mr. Cardwell gazed at the child's shining face and

was speechless for a minute, then he said:
"But you don't think that the same thing happens to

us?"
"Timothy says it does, really it does. And everybody

who feels when they've got their dear soldiers dying and
leaving them that they can never be happy again, are
making a little mistake. Because the Comforter is only too
glad to come and make it up to them, and dry their tears
and make them quite happy again. I asked Timothy if we all
heard the wind when the Comforter came. He says He
comes very gently now. But yesterday, all day, there was
such a rushing wind round our cottage and in the orchard,
that I wondered if the Comforter was coming to a whole lot
of unhappy people all at once, like He did to the disciples.
What do you think? Did He come to you when your wife
died in a very soft way, or in a loud way?"
"He's never come near me at all," said the old man with
a bitter smile.
A RED AND BROWN BUTTERFLY FLEW IN.
Faith looked at him in a perplexed fashion.
"Well, then, I suppose He is waiting to be asked, like

with me. I never asked Him to come to me before Timothy
told me about Him. I really didn't understand. But I asked
Him as soon as I could. And Timothy says He is with me. I
s'pose—"
Faith stopped, and a slow, dreamy smile came upon her

lips: "I s'pose whatever happens to me when I grow up and
when I get quite old—if a earthquake shakes me, or Granny
and Aunt Alice and Charity and Hope are all taken to
Heaven first, and me left behind quite alone, and if the
most awful things you can imagine would happen—I shall
never, never be unhappy, because the Comforter will be
drying my tears as fast as they come, and holding me in His
Arms and loving me."
There was dead silence. A little breeze blew in at the

open window, and then a red and brown butterfly flew in
and alighted on the rug that covered the invalid's legs.
Childlike, Faith jumped up to look at it. Her grave talk

was forgotten.
"I suppose a moth isn't as pretty as a butterfly is it? You

will always call me Miss Moth, won't you? I do love it."
"Well, little Miss Moth, I'm much obliged for your dear
little sermon. We'll have the rest of it another day."
The butterfly flew away, and Faith watched it alight on a

rhododendron outside. Then she turned:
"Oh, dear, everybody tells me I give sermons! I don't
mean to. And I'm not partickly fond of sermons myself,
they're so long and dry. But I do love talking about the
Comforter. Charity and Hope won't listen; they say they
don't want any comfort at all. I s'pose if you're never
unhappy you don't. But they do get miserable sometimes."
She stopped. Tea was being brought in, and she had the
supreme joy of handling the silver teapot, and pouring out
cups of tea for herself and the old man. She chattered away
now of the Cottage, and of the village, and of all that she
and her sisters meant to do in the summer holidays; and
when the time came for her to go, she parted from her old
friend with real regret.
But she was made happy by the invitation to come and

spend every Saturday afternoon with him. And when she
got home her tongue went fast. Charity told her that she
would get sick and tired of the old invalid before long.
"It's only because he's new. After two or three weeks

you'll feel quite dull, and won't want to go any more."
"I shall always want to go," said Faith emphatically; "he

talks nearly as nice as Timothy, only different, but they both
talk to me in a understanding way."
Charity laughed.
"It isn't very hard to understand you," she said.
Faith coloured and crept away with her feelings a little

hurt. Hope came after her.
"Never mind, Faith. Let's come and put Rose and Violet
to bed. They're up in the apple tree. Charity is always
saying nasty things, but she doesn't mean them. But she
says you're trying to get religious like the children in books.
And that's priggy, you know!"
"I'm sure I don't mean to be," said Faith disconsolately.
But she cheered up when they were out in the sunny

orchard; and the putting of the dolls to bed was a serious
business, and occupied her time and thoughts. Faith had
been going to the Towers for two or three weeks, when one
Saturday afternoon she arrived home in a state of the
greatest excitement, bearing a covered basket in her arms.
"Oh, Aunt Alice," she cried, as she met her Aunt at the
door, "I have the loveliest, darlingest little black and white
puppy, and he's all my own. Mr. Cardwell gave him to me.
We were looking out of the window at his mother rolling him
over and over, and there were three more, one yellow and
brown, and the other all black and—"
"Stop, stop! Not quite so fast," said Aunt Alice. "I don't
want to disappoint you, but we cannot keep dogs here, and
you should not have brought him before asking leave first."
"But Mr. Cardwell gave him to me, he really did."
"Yes, very kind of him, but I can't let you have a dog.
There are many reasons against it."
Aunt Alice walked down to the gate and asked the

groom to wait. He had as usual brought Faith back in the
dogcart.
Faith stood hugging her basket with scarlet cheeks and

excited eyes. Charity and Hope besought her to open the
basket. She did so.
"Oh, I must keep him!" she cried. "I must, I must. Aunt
Alice wouldn't be so cruel! He's such a darling! He licked my
face and fingers with his dear little pink tongue!"
The puppy looked at the three little faces anxiously

bending over him, and gave a feeble squeak of approval.
Aunt Alice came hurriedly into the Cottage and sat down at
her desk to write a note. The children looking at her felt the
puppy's fate was sealed, and Faith burst into a flood of
tears.
"It's a shame!" she sobbed. "I've been planning all the

way home about him, and where he will live. There's an old
tub in the yard, and I will go without some of my breakfast
and dinner so as to give him some!"
"Yes, we all will," said Charity eagerly. "I'm sure Granny

would let us keep him. I'll run and ask her."
But Granny was out, and Aunt Alice was quite

determined. Faith actually had a tiny struggle with her aunt
before the basket could be taken out of her arms; but it was
no good; the puppy was delivered back to the groom with
the note for Mr. Cardwell, and Aunt Alice turned to confront
three very miserable and rather sullen little nieces.
"Don't be foolish, unreasonable children!" she said.

"And, Faith, stop crying at once. We are not well enough off
to start keeping a dog in these war times. The licence would
be expensive to begin with, and we want every crumb of
food ourselves. I have to keep a cat because of the mice,
and I can't have another animal to feed as well. It was very
kind of Mr. Cardwell, but I have explained to him that we
never have kept dogs, and cannot begin it now. Granny
would be quite of the same opinion as myself. It was only
the other day she refused the offer of a spaniel from Sir
George."
Faith rushed away out into the orchard, sobbing her

heart out. There was a thick hedge at the bottom of it, and
here behind as old apple tree out of sight of the house she
cried most bitterly. It was a grievous disappointment to her.
She could not follow her Aunt's reasons, and thought she
was cross and unkind to act so.
"Aunt Alice might understand—she doesn't care a bit,

she's always being cross now. Oh, my darling puppy! It's
cruel to take you away!"
As the tears fell fast, recollection came to her. Was

there any need to go on crying so? Was not the Comforter
close by?
"I don't want to stop crying!" she sobbed to herself.

"I've a right to cry. Aunt Alice has made me cry, and she
doesn't care a bit. She's horrid and unkind. No, I really
don't want the Comforter at all. I want to cry."
And so with more anger than sorrow in her little heart,

she sobbed on.
When supper time came, Charity came to hunt for her,

and brought her indoors with a tear-stained face.
Aunt Alice took no notice of her unhappiness, but talked

very cheerfully about taking them all out on an expedition
in a few days' time.
"I have heard of a place where some wild strawberries

grow, and we will take our dinner with us and bring home
as many as we can carry. I have told Miss Vale that she
must give you a whole holiday."

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INNOVATIVE IDEAS FOR CHAPTER 7

 Bomb in the Brain: Death of Reason—Effects of Childhood Abuse Application Activity

CHAPTER OUTLINE WITH LEARNING OBJECTIVES

Video Link: The Science of Early Childhood Development (3:57)

Video Link: Brain Development of Young Children (4:00)

Video Link: Experiences Build Brain Architecture (1:57)

Pair and Share: Childhood Recollections (10 minutes total)

Links to Additional Activities, Demonstrations, and Exercises for this Module

Observing the Dynamic Child 7.1: Executive Functions in Preschool

Module 7.2 Motor Development

Video Link: Early Childhood Gross Motor Development (1:39)

Video Link: Early Childhood Fine Motor Development (1:36)

Video Link: Occupational Therapy for Kids (4:31)

Video Link: Handedness in Preschoolers (2:01)

Observing the Dynamic Child 7.2: Motor Skills

Links to Additional Activities, Demonstrations, and Exercises for this Module

The Dynamic Child in the Classroom: Motor Development in Early Childhood

Discussion Questions from the Video

Module 7.3 Children’s Health and Safety

Video Link: What Are Night Terrors? (2:12)

Video Activity: Thinking Like a Preschool Director: Healthy Eating (5 minutes)

Class Discussion: Raising Healthy Children (5–10 minutes)

Group Discussion: Children and the Media (10 minutes)

Video Link: An American Disaster: The Crisis in Flint (7:47)

Links to Additional Activities, Demonstrations, and Exercises for this Module

Video Link: The Impact of Early Adversity on Child Development (3:54)

Video Link: The Science of Neglect (5:58)

Shared Writing: Preventing Child Maltreatment

Links to Additional Activities, Demonstrations, and Exercises for this Module

Thinking About the Whole Child:

INNOVATIVE IDEAS FOR CHAPTER 7

Lead-Laced Water in Flint: A Step-by-Step Look at the Makings of a Crisis

InBrief: The Impact of Early Adversity on Children’s Development (Harvard

Thinking about the Whole Child:

Innovative Ideas References

"Of course I don't, if you take care of it. We're going to

"Oh, I could easy! Oh, how I should like to come, but

Charity's face fell.

"Take a day off! Play truant! Here's somebody! I'm off!"

He scampered back as Aunt Alice came to the gate. She

Charity did not like staying in bed and protested loudly;

"Then I shall do it to-morrow."

The next morning they settled down to lessons as usual.

Presently Charity slipped out of the room. Nobody

Faith hung her head.

"I couldn't seem to think it out," she said.

"Where is Charity? I did not hear her leave the room."

Faith made no reply. After waiting a little, Miss Vale

"You know where she is, Faith. Tell me."

Faith wriggled in her seat. It was a point of honour with

"Tell me what you know about her."

Faith shook her head.

"She couldn't tell tales, Miss Vale," said Hope, "'specially

"I'm afraid, Faith, you must tell me what you know,"

And then Faith began to cry.