This document discusses human physical development from conception through adolescence. It describes the major periods of development and notes that physical growth occurs in spurts and plateaus. Brain development is also discussed, including the important brain growth spurt that occurs from the seventh prenatal month to age 2. Both nature and nurture influence development, as the brain changes in response to experiences and activities. Adequate nutrition, sleep, movement, sensory stimulation and stress management are identified as important supports for physical and cognitive development in children.

1. Maria Kambouri
University of Reading
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2. By the end of this session students should be able to:
Describe natural human physical development and relate
to experiences
Discuss how physical development links to learning &/or
teaching
Evaluate how EYs setting and schools support physical
development
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3.  You already know many things about human
physical development from your own observations
and experiences.
 Make a list of 10 of these things & share them with
your group.
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4.  Periods of development:
◦ Prenatal period: from conception to
birth
◦ Infancy and toddlerhood: birth to 2
years
◦ Early childhood: 2-6 years old
◦ Middle childhood: 6-12 years old
◦ Adolescence: 12-19 years old

5.  Senses become more refined
 Sensorimotor integration occurs
 Brain “wiring” becomes more complex,
paralleling an increase in thinking &
communication skills
 Height & weight increase
 Muscle strength and refinement of
movements increases, first in gross
motor then fine motor skill areas
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6.  Body size, body
proportions, appearance,
brain development, motor
development, physical
health
 Proceeds in an orderly,
universal sequence
 Occurs in “spurts” (periods
of rapid growth) interspersed
with “plateaus” (periods of
slower growth)
(Ormrod, 2009)

7. Brain Development
Brain Growth Spurt– Period between the
seventh prenatal month and 2 years of age
when more than half of the child’s eventual
brain weight is added.
Brain
Growth
Spurt
Begins
Here

8. 8
(Zull, 2002, p. xiii)

9. Nature
OR Nurture
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10. “Give me a dozen healthy infants, well formed, and
my own specified world to bring them up in and I’ll
guarantee to take any one at random and train
him to become any type of specialist I might select
– doctor, lawyer, artist – regardless of his talents,
penchants, tendencies, abilities, vocations and
race of his ancestors. I am going beyond my facts
and I admit it, but so have the advocates of the
contrary and they have been doing so for many
thousands of years.” (Watson, 1930, p104).
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11. We enter the world asWe enter the world as
a blank slatea blank slate
((tabula rasatabula rasa))
with a few mental
capabilities
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12. What do YOU think ?
Is intelligence fixed at birth?
Do you have a “fixed” or “growth”
mindset ?
How does the type of mindset
that children have affect
development?
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13. 13

14.  The structure and functioning of the brain is NOT fixed
 The brain changes in response to various activities (including
learning)
 In some cases, when damaged, the brain may reorganize itself so
that another part of the brain takes over the previous functions of
the damaged portion, and sometimes replaces brain cells that have
died
 Unlike other cells in the body (replaced regularly), neurons tend to
exist for the life of an individual.
 New nerve cells are not produced after the nervous system has
been formed.
(Doidge, 2007; Kempermann, 2002)
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15.  During the 1st
18 weeks of life, neurogenesis
(production of neurons, i.e. nerve cells) occurs at
an average rate
> 500,000/minute.
 Using glial cells to guide them, these neurons
migrate to their genetically preordained place in
the brain.
(Eliot, 1999)
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16. The result is a human
containing
100 billion neurons and
1 trillion glia, cells that
support the neurons.
(Diamond & Hopson, 1999) 16

17. Nature
OR Nurture?
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18. NOT Nature OR Nurture,
Nature AND Nurture:
Initial brain development unfolds
via genetic instructions. (Nature)
Most dendrite growth (up to about
83%) happens AFTER a baby is
born. (Nurture)
(Eliot, 1999)
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19.  Jean Piaget:: Developmental stages of cognitive
and moral development are consistent with
development of the central nervous system.
Example: the prefrontal cortex (problem-solving,
decision-making, judgment) continues to develop
into early adulthood.
 Lev VygotskyLev Vygotsky:: Zone of Proximal Development
(ZPD): With help from adults or more capable
peers, children can “grow their brains” through
experience and accomplish more than they could
do on their own.
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20. • Integration of primitive reflexesIntegration of primitive reflexes
• Integrity of senses & neurological systemIntegrity of senses & neurological system
• Movement and exerciseMovement and exercise
• Nutrition including adequate hydrationNutrition including adequate hydration
• Sufficient sleep and restSufficient sleep and rest
• Oxygen, fresh air, and natural lightOxygen, fresh air, and natural light
• Stress levelStress level
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21.  Automatic, stereotyped movements, directed from the brain
stem and executed without cortical involvement.
 Designed to insure immediate response to this [the infant’s]
new environment and to his changing needs.
 Designed to become inactive and integrated into the child’s
physiological system according to a natural developmental
sequence. Example: Rooting Reflex, Spinal Galant, ATNR
 Failure to integrate at the proper time can interfere with the
appearance of other reflexes and negatively impact ability to
function and learn.
Goddard (2005)
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22.  Discuss in your groups: What do know about the
importance the following and how they can affect
learning (each group 1 aspect)
◦ Movement
◦ Vision
◦ Sleep
◦ Nutrition and Water
◦ Sound and Audition
◦ Stress
◦ Natural light and fresh air
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23.  Is important developmentally as the body’s motor
and sensory apparatus become integrated and the
child learns to crawl, walk, run, etc.
 Serves a number of important functions
throughout life, such as toning the muscles and
increasing oxygen intake.
 Supervised ‘tummy time’ when babies are
awake is essential
(Arrendell, & Irvin, 2005)
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24. At least 60 minutes each day of vigorous exercise for
all with an additional 60 minutes of free activity
Vigorous exercise
◦ Increases pulmonary functioning
◦ Supports bone growth and strength
◦ Play with peers increases opportunity for social,
language, and cognitive development
◦ Can support family cohesion (biking, hiking,
swimming)
◦ Reduce sedentary time (e.g. computer, TV)
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25.  Continues to develop for several years after
birth
 Is shaped by our experiences with our
environment
 Mostly occurs in the brain, which interprets
visual inputs – about 50% of the cerebral
cortex (more than 24 areas) as well as parts of
“lower” brain regions are involved with the
process of vision.
(Eliot, 1999; Arrendell, & Irvin, 2005)
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26. 26
Signs of visual problems that interfere withSigns of visual problems that interfere with
learning:learning:
Reverses letters,
numbers or words
Eye turns in or out
Dislikes tasks requiring sustained
concentration
Holds head too close when reading or
writing (within 7-8 inches)
Squints, closes, or covers one eye
Red or watery eyes
Headaches following intense
reading/computer work
Unusual blinking or eye rubbing

27.  Encourage far point visual activities such as
outdoor play
 Alternate close up activities, e.g. computer
work and reading with those requiring far point
vision; take short, frequent breaks when using
a computer
 Limit the time spent in “screen time” activities
such as TV and video games
 Teach stress reduction techniques in order to
prevent tension which has a detrimental effect
on eyesight
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28. Humans typically can hear vibrations with a
frequency between 20 and 20,000 Hz
Sound, especially at higher frequencies, functions
as a nutrient for the brain & promotes cognitive
development. (Tomatis in Thompson & Andrews, 2000)
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29. Sound can also have detrimental effects:
TV speech may affect children’s language
development because they need to hear
slower pronunciation of words
Environmental noise can create stress,
affect student achievement, and at higher
levels, cause hearing loss
Very low frequencies can be harmful to
the body and may cause physical symptoms
such as headaches
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(Leeds, 2001; Khalsa & Stauth, 1997; Bronfenbrenner, 1977;
Jensen, 2003; Bear, Connors & Paradiso,1996)

30.  Problems of Under nutrition
 Catch-up growth
 Marasmus (insufficient protein & calories)
 Kwashiorkor (insufficient protein, but sufficient calories)
 Vitamin & mineral deficiencies
 Iron deficiency anemia
 Problems of OVER nutrition:
 Obesity
 Diabetes type 2, high blood pressure, heart, liver &
kidney disease
 Social impact
(Reed, 1982)
Nutrition

31. ‘Water, the solvent of the body,
regulates all functions, including the
activity of the solutes it dissolves and
circulates’.
(Batmanghelidj, 1997, p.19)
Why is water so essential to
life and learning?
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32. Besides dissolving and transporting various substances in
the body, water:
Is important in maintaining the architecture & polarity of cells
Plays a role in chemical reactions & aids digestion
Plays a role in message transmission in the brain
Contributes to efficiency of protein and enzyme functions
Generates energy
Supports the weight of the upper body
Provides moisture on the surface of the lungs’ air sacs needed for
oxygen transmission into the bloodstream
(David, 2005; Reed, 1982; Batmanghelidj, 1997)
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33. Discuss:
 Is sleep important? Why?
 How much sleep do people need?
 What happens when you don’t get enough
sleep:
◦ How do you feel?
◦ What effect does inadequate sleep
have on your ability to function?
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(Carlson, 2001; Sternberg, 2003)

34. What is stress and how
does it impact learning?
“The way we choose to perceive and process our experiences
determines whether we handle them calmly or allow them to
trigger the stress response….We can choose to see any
situation as a learning opportunity or as a threat. It truly is our
choice and our children will follow our lead.”
Hannaford (2005, p. 186)
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35.  Eyes look superficially (peripherally)Eyes look superficially (peripherally)
 Decrease in dopamine levelsDecrease in dopamine levels
 Decrease in receptiveness of thalamus to incoming sensoryDecrease in receptiveness of thalamus to incoming sensory
informationinformation
 May cause tension in neck and shoulders, reducing blood flow toMay cause tension in neck and shoulders, reducing blood flow to
the eyes, resulting in a decrease in visual functioningthe eyes, resulting in a decrease in visual functioning
 Decrease in blood flow to digestive system and cerebral cortex of
brain, especially non-dominant hemisphere and frontal lobes
(Hannaford, 2005)
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36.  Sixty-beat/minute music
 Slow, rhythmic breathing
 Visualization exercises
 Self-talk
 Positive mental attitude, affirmation
 Environmental changes
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37.  The hormonal reaction to light is what causes
and promotes the diverse actions of the body
and health.
 Light triggers our brain and body to start working.
 The blue range of light helps our bodies become
aroused, alert, attentive and focused.
 The red/orange range of lights helps our bodies
to begin the process of slowing and ultimately
sleeping.
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38.  Stronger bones and lower cancer risk
 Trimmer and more healthy kids
 Improved eyesight
 Less depression and hyperactivity:
 Longer attention spans
 Better at making friends
 More creative
 Less “acting out” at home and school
 Measurably better grades in school
 A longer lifespan and healthier adult life
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Coyle, 2010

39. Problems with:
 Eye-hand coordination, cursive writing, reading,Eye-hand coordination, cursive writing, reading,
telling time by using the hands of a clock,telling time by using the hands of a clock,
speech/articulation, sitting stillspeech/articulation, sitting still
 Ignoring non-relevant auditory & visual stimuliIgnoring non-relevant auditory & visual stimuli
 Performance in physical activitiesPerformance in physical activities
 Sense of time & balanceSense of time & balance
 Inconsistency between oral and written workInconsistency between oral and written work
(Goddard, 2005)
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40. Arrendell, A. & Irvin, B.B. (2005). Brain gym for educators.
Batmanghelidj, F. (1997). Your body’s many cries for water. Falls Church, VA: Global
Health Solutions.
Bear, M.F., Connors, B.W., & Paradiso, M.A. (1996). Neuroscience: Exploring the brain.
Baltimore: Williams & Wilkins.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development.
American Psychologist, 32, 513-531.
Carlson, N. R. (2001). Physiology of behavior. Needham Heights, MA: Allyn and Bacon.
Coyle, K. (2010). Parents: 10 Reasons Kids Need Fresh Air. Available at:
http://blog.nwf.org/2010/01/parents-10-reasons-kids-need-fresh-air/
David, M. (2005). The slow down diet: Eating for pleasure, energy, & weight loss.
Rochester, VT: Healing Arts Press.
Diamond, M. & Hopson, J. (1999). Magic trees of the mind: How to nurture your child’s
intelligence, creativity, and healthy emotions from birth through adolescence. New York:
Penguin Group.
Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the
frontiers of brain science. New York: Penguin Group.
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