EDP 101- Midterm

Professor: MARY GRACE M. OFQUERIA, LPT, Ph.D

PHYSICAL AND MOTOR DEVELOPMENT OF CHILDREN
AND ADOLESCENT

Patterns of Growth:
1. Cephalocaudal
2. Proximodistal
Types of Movement

1. Locomotor movement
2. Non-locomotor movement
3. Manipulative movement
Adolescence

Primary Sex Characteristics

 Ovaries
 Testes

Secondary Sex Characteristics

 Spermarche
 Menarche
 Neuron

Interrelated Processes of Growth

1. Cell Proliferation
2. Cell Pruning
Factors Affecting Development

1. Maternal Nutrition
2. Child Nutrition
3. Early Sensory Stimulation
Factors that Affect Growth

1.Genetic History
2.Nutrition
3.Medical Conditions
4.Exercise
5.Sleep
6.Emotional Well-being
Physical Disabilities

1. Pre-natal Factors
 Genetic or chromosomal aberrations
 Prematurity
 Infection
 Malnutrition
 Irradiation
 Metabolic disturbances
 Drug abuse
Perinatal Factors

1. Birth injuries
2. Difficult labor
3. Hemorrhage
Postnatal Factors

1. Infections
2. Tumor and abscess in the brain
3. Fractures and dislocations
4. Tuberculosis of the bones
5. Cerebrovascular injuries
6. Post-seizure or post-surgical complications
7. Arthritis, rheumatism
Sensory Impairments

1. Visual impairment
2. Blindness
Hearing Impairment

Classifications of deafness
1. Prelingual deafness
2. Postlingual
3. Sensory neural deafness
Learning Disabilities

Attention Deficit Hyperactivity Disorder (ADHD)

Symptoms:
 Inattention
 Hyperactivity
 Impulsivity
LESSON 3: LINGUISTIC AND LITERACY DEVELOPMENT OF
CHILDREN AND ADOLESCENT

 Natural History of Language Development

Noam Chomsky asserts that children have an innate Language Acquisition

Device (LAD) that enables them to learn a language early and quickly. He holds that
such an ability relies on inborn knowledge of the linguistic rules for sentence
formation.
 Modern theorists hold an interactionist view that recognizes children as
biologically prepared for language but requires extensive experience with spoken
language for adequate development. This view maintains the need for an active
role in acquiring language through formulating, testing, and evaluating language
rules.
 Jerome Bruner emphasizes the critical roles parents and other early caregivers
play in language development. Support may come in the use of infant-directed
or child directed speech or simplified language. This can be done by playing
nonverbal games with them, using the technique of expanding children’s
statements and recasting children’s incomplete sentences in grammatical form.
Bilingual Language Development

Two major patterns in bilingual language acquisition

1. Simultaneous bilingualism
2. Sequential bilingualism
Factors Affecting Development

1. Early Language Stimulation

2. Literate Communities and Environment
3. Story Reading
Exceptional Development

Aphasia
Aphasia is a communication disorder. It’s a result of damage or
injury to language parts of the brain. It’s more common in older
adults, particularly those who have had a stroke.
Aphasia gets in the way of a person’s ability to use or understand
words. It does not impair the person’s intelligence. People who have
aphasia may have difficulty speaking and finding the right words to
complete their thoughts. They may also have problems understanding
conversation, reading and comprehending written words, writing
words and using number.
Types of Aphasia

1. Expressive aphasia. A type of aphasia whom the person knows what to say yet has difficulty in
communicating to others.
2. Receptive aphasia. The person can hear a voice or read the print but may not understand the
meaning of the message. Oftentimes, someone with receptive aphasia takes figurative language
literally.
3. Anomic aphasia. The person has word finding difficulties. This is called anomia because of the
difficulties the person struggles with an inability to find the right words for speaking and writing.
4. Global aphasia. This is the most severe type of aphasia. It is often seen right after someone has
a stroke. With this type, the person has difficulty speaking and understanding words. In
addition, the person is unable to read and write.
5. Primary progressive aphasia. A person loses the ability to talk, read, write and comprehend
what they hear in conversation over a period of time.
Dyslexia
Dyslexia is a learning disability that makes it hard to read, write, spell and work with
numbers. It occurs because the brain jumbles or mixes up letters and words. Children with
dyslexia often have a poor memory of spoken or written words and problems of coordination
and self-organization but it does not mean that their ability to learn is below average. In
fact, many people with dyslexia are bright but can’t read well and many areas in learning
seem to be a problem.
It is estimated that 4 percent of the population are significantly affected by dyslexia
which means that one child in every classroom in every school needs help to overcome these
difficulties and progress through education. Many dyslexic people have compensating
strengths such as visual-spatial awareness which make them good engineers and architects.
 
Symptoms
1. Has problem reading single words such as word on flashcard
2. Has problem linking letters with sounds
3. Confuses with small words such as “at” and “to”
4. Reverses the shapes of written letters such as “d” or “b”, example, the child may
write “dat” instead of “bat”
5. Write words backward, such as “tip” for “pit”