Child Growth and Development CGDR
DCF. 71 Q&A. Questions and Correct
Answers, 100% Correct, 2024/5.
Growth
refers to specific body changes and increases in the child's size, such as a child's height, weight, head
circumference, and body mass index. These size changes can usually be easily measured.
Development
typically refers to an increase in complexity, a change from relatively simple to more complicated.
Development usually involves a progression along a continuous pathway on which the child acquires
more refined knowledge, behaviors, and skills. The sequence is basically the same for all children,
however, the rate varies.
Similarities in growth:
>Growth proceeds from the head downward and from the center of the body outward.
>Children gain control of the head and neck first, then the arms, and finally, the legs.
>At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
>As children grow, the arm and leg muscles develop, followed by the finger and toe muscles.
Differences in growth:
>Some children are taller, some shorter. Some children are smaller, while others are larger.
>These differences are completely typical. Typical growth is supported by good nutrition, adequate
sleep, and regular exercise.
>Children do not grow at perfectly steady rates throughout childhood.
>Children will experience weeks or months of slightly slower growth, followed by growth spurts.
>Differences in the amount of growth can be a source of self-consciousness for some children.
*are typical
If you detect that a child is self-conscious about his/her size, how would you help him/her work on
increasing his/her self-acceptance?
Either individually or with a group of children, talk about how things are different but equally important
and valuable. You could use the example of a litter of puppies or kittens that are different colors and
sizes, both larger and smaller. While they are different, they are all special and will grow into wonderful
dogs or cats. You could also use different fruits, kinds of ice cream—and finally differences in people—to
help the child or children understand that differences are not bad, but rather make each person special.
, If you have some concern about a growth-related issue involving a child, how would you approach this
issue with the parent(s)?
Share information about typical growth patterns with the parent(s). You may wish to share it with all
your parents. After going over this information with the parent(s), you could ask them if they have any
questions or concerns and if they have had any discussions with the child's doctor. If you detect the
parent(s) have not had much interaction with a doctor and do not connect the growth information with
their child, gently explain your concerns and have available local resources for medical care if the family
needs that assistance. Make sure all discussions occur in a calm and confidential manner.
Principle 1 - Developmental Sequence is Similar for All
>Children develop in relatively the same ways.
>There is a typical sequence of development that occurs as a child grows.
>While the sequence is similar, and the behaviors or skills emerge in the same order, children can take
more or less time with each behavior or skill.
>They can move forward, regress for a short time, then move forward again.
>Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific
>Development progresses from a beginning point moving in a forward direction.
>Just as growth of an infant proceeds from the top down and from the center of the body to the limbs,
development of behaviors and skills moves from general to specific.
>As children mature, their bodily changes occur in a sequential order and give children new abilities.
>As the brain and nervous system develop, a child's thinking (cognitive) skills and motor skills improve.
>In the Physical Development Domain, an infant's large muscles develop first and result in the ability to
wave the arms and kick the legs.
>Development continues in the smaller muscles in the fingers and toes, and results in the ability of the
fingers to grasp objects and the toes to help with balance when standing and walking.
Principle 3 - Development is Continuous
>In children who develop typically, behaviors and skills they have already acquired become the basis for
new behaviors and skills.
>There is continuity from one phase of development to the next.
>Children continue to add new behaviors and skills as they perfect their abilities to walk, to write or
draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering,
then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral
and written.
>In order for children to write or draw, they must have developed the control of their hands and fingers
to hold a crayon and pencil. Holding a pencil develops into writing and drawing.
>The continuation of development can easily be seen in children as they mature from age two to age
twelve.
Principle 4 - Development Proceeds at Different Rates
DCF. 71 Q&A. Questions and Correct
Answers, 100% Correct, 2024/5.
Growth
refers to specific body changes and increases in the child's size, such as a child's height, weight, head
circumference, and body mass index. These size changes can usually be easily measured.
Development
typically refers to an increase in complexity, a change from relatively simple to more complicated.
Development usually involves a progression along a continuous pathway on which the child acquires
more refined knowledge, behaviors, and skills. The sequence is basically the same for all children,
however, the rate varies.
Similarities in growth:
>Growth proceeds from the head downward and from the center of the body outward.
>Children gain control of the head and neck first, then the arms, and finally, the legs.
>At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
>As children grow, the arm and leg muscles develop, followed by the finger and toe muscles.
Differences in growth:
>Some children are taller, some shorter. Some children are smaller, while others are larger.
>These differences are completely typical. Typical growth is supported by good nutrition, adequate
sleep, and regular exercise.
>Children do not grow at perfectly steady rates throughout childhood.
>Children will experience weeks or months of slightly slower growth, followed by growth spurts.
>Differences in the amount of growth can be a source of self-consciousness for some children.
*are typical
If you detect that a child is self-conscious about his/her size, how would you help him/her work on
increasing his/her self-acceptance?
Either individually or with a group of children, talk about how things are different but equally important
and valuable. You could use the example of a litter of puppies or kittens that are different colors and
sizes, both larger and smaller. While they are different, they are all special and will grow into wonderful
dogs or cats. You could also use different fruits, kinds of ice cream—and finally differences in people—to
help the child or children understand that differences are not bad, but rather make each person special.
, If you have some concern about a growth-related issue involving a child, how would you approach this
issue with the parent(s)?
Share information about typical growth patterns with the parent(s). You may wish to share it with all
your parents. After going over this information with the parent(s), you could ask them if they have any
questions or concerns and if they have had any discussions with the child's doctor. If you detect the
parent(s) have not had much interaction with a doctor and do not connect the growth information with
their child, gently explain your concerns and have available local resources for medical care if the family
needs that assistance. Make sure all discussions occur in a calm and confidential manner.
Principle 1 - Developmental Sequence is Similar for All
>Children develop in relatively the same ways.
>There is a typical sequence of development that occurs as a child grows.
>While the sequence is similar, and the behaviors or skills emerge in the same order, children can take
more or less time with each behavior or skill.
>They can move forward, regress for a short time, then move forward again.
>Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific
>Development progresses from a beginning point moving in a forward direction.
>Just as growth of an infant proceeds from the top down and from the center of the body to the limbs,
development of behaviors and skills moves from general to specific.
>As children mature, their bodily changes occur in a sequential order and give children new abilities.
>As the brain and nervous system develop, a child's thinking (cognitive) skills and motor skills improve.
>In the Physical Development Domain, an infant's large muscles develop first and result in the ability to
wave the arms and kick the legs.
>Development continues in the smaller muscles in the fingers and toes, and results in the ability of the
fingers to grasp objects and the toes to help with balance when standing and walking.
Principle 3 - Development is Continuous
>In children who develop typically, behaviors and skills they have already acquired become the basis for
new behaviors and skills.
>There is continuity from one phase of development to the next.
>Children continue to add new behaviors and skills as they perfect their abilities to walk, to write or
draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering,
then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral
and written.
>In order for children to write or draw, they must have developed the control of their hands and fingers
to hold a crayon and pencil. Holding a pencil develops into writing and drawing.
>The continuation of development can easily be seen in children as they mature from age two to age
twelve.
Principle 4 - Development Proceeds at Different Rates
