Praxis (5857) - Health & Physical Education > Deck 9 - Student Growth and Development > Flashcards

Deck 9 - Student Growth and Development Flashcards

This deck guides designing developmentally appropriate learning based on motor stages, individual needs, and student characteristics. It covers performance monitoring, safe instruction, refining motor skills, culturally responsive teaching, and using support services for diverse needs. (61 cards)

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1
Q

What are the commonly recognized stages of child development?

A
  • Early childhood (0-6 or 7 years)
  • Infancy (0-1 year)
  • Toddler (1-3 years)
  • Preschool Childhood (3-6 or 7 years)
  • Middle Childhood (6-12 years)
  • Adolescence (12-21 years)

The stages are not fixed, as development is a continuous process without clear boundaries.

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2
Q

What are the two main types of motor skills involved in physical development in early childhood?

A
  • Gross motor skills involve large movements using major muscle groups.
  • Fine motor skills involve small movements using the hands.

The other three key areas of development are language, cognitive, and social-emotional and behavioral.

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3
Q

Define:

Developmental Milestone

A

A skill or ability that most children achieve by a certain age, such as walking, talking, or problem-solving.

Milestones vary by child and provide a general guide for typical development.

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4
Q

Identify one physical development milestone for each of the following ages: 1 year, 2 years, 3 years, 4 years, and 5 years.

A
  • 1 year: Pulls up to stand; walks holding onto furniture.
  • 2 years: Kicks a ball; runs.
  • 3 years: Strings items together, like beads; uses a fork.
  • 4 years: Catches a large ball most of the time; unbuttons buttons.
  • 5 years: Hops on one foot; buttons some buttons.

If milestones are delayed, always consult a healthcare provider.

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5
Q

What is the leading cause of death in early childhood?

A

Accidents

Preventive measures, such as supervision and safety equipment, can reduce risks significantly.

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6
Q

What are the two common mistakes parents and educators make that can lead to accidents?

A
  1. Underestimating motor abilities: not realizing how skilled the child is at actions like climbing or balancing.
  2. Overestimating cognitive abilities: assume children think like adults, overlooking how differently children perceive and reason.

Recognizing a child’s true capabilities helps prevent accidents by setting appropriate safety measures.

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7
Q

Fill in the blank:

Thinking, reasoning, and decision making are all types of ________ abilities.

A

cognitive

Understanding cognitive abilities helps assess the children’s understanding of danger.

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8
Q

What are some ways to encourage physical development in early childhood?

A
  • Teach climbing or hanging on playground equipment.
  • Introduce bicycles, tricycles, or scooters.
  • Provide toys for building, stringing, or lacing.
  • Encourage unstructured play to explore physical limits safely.

Activities like self-dressing or using utensils also support fine motor skill development in young children.

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9
Q

What are some ways parents can support healthy development during middle childhood?

A
  • Spend quality time and show affection.
  • Encourage responsibility with household tasks.
  • Set clear rules and boundaries.
  • Promote healthy eating, sleeping, and exercise habits.

Discussing goals, friendships, and respect helps foster positive traits during this crucial phase.

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10
Q

What is the difference between adolescence and puberty?

A
  • Adolescence encompasses the broader social and emotional changes from childhood to adulthood.
  • Puberty specifically refers to biological and physical developments leading to sexual maturation.
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11
Q

What are the three stages of adolescence?

A
  • Early adolescence: (ages 11-14)
  • Mid adolescence: (ages 15-17)
  • Late adolescence: (ages 18-21)

Early adolescence (ages 11-14): Rapid growth and curiosity about sex begin.

Mid adolescence (ages 15-17): Peak growth, sexual experimentation, and exploration of sexual orientation.

Late adolescence (ages 18-21): Slowed growth with a coherent and understood sexual identity.

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12
Q

At what age does puberty typically begin for females and males?

A
  • Females: between ages 8 and 13
  • Males: between ages 9 and 14

The timing of puberty varies due to genetic, biological, and environmental factors.

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13
Q

What are the five characteristic changes during adolescence?

A
  • Physical changes
  • Social changes
  • Personal changes
  • Emotional changes
  • Cognitive changes

These changes are interconnected and influenced by individual and environmental factors.

Physical changes: Puberty brings muscle, brain, and skeletal development, typically earlier in girls.

Social changes: Peer group shifts, independence grows, and self-esteem evolves.

Personal changes: Adolescents form opinions and discover their role in the world.

Emotional changes: Intense mood swings and feelings of isolation may occur.

Cognitive changes: Abstract thinking and advanced communication skills develop.

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14
Q

Define:

Growth Spurt

A

Rapid physical growth typically occurs one to two years after the onset of puberty.

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15
Q

What factors influence the rate of growth during puberty?

A
  • Nutrition
  • Individual genetic history
  • Socioeconomic status
  • Exercise and physical activity
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16
Q

What main hormone-related changes occur in males and females during puberty?

A
  • Men: Enlargement of the penis, experience of ejaculation, and increased muscle mass
  • Female: Development of breast tissue, increase in body fat around hips and thigh, and hardening of bones.

Both sexes experience growth in height, weight, pubic and underarm hair, and may lead to acne and body odor.

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17
Q

Identify some activities that can help adolescents become fit.

A
  • Running
  • Walking
  • Lifting weights
  • Dancing
  • Aerobics
  • Yoga
  • Participating in sports
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18
Q

Why is nutrition important during adolescence?

A
  • Proper nutrition supports physical changes and healthy growth.
  • A well-balanced diet helps combat obesity and boosts energy.
  • Healthy eating is linked to improved academic performance and cognitive abilities.

Adolescents should avoid extremes, such as overeating or under-eating, as these can lead to obesity or eating disorders.

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19
Q

What are James Marcia’s four identity stages for self-sense in adolescence?

A
  • Diffusion
  • Foreclosure
  • Moratorium
  • Achievement

These stages offer one framework for understanding self-sense in adolescence, but the process is highly individual.

Diffusion: Undecided; lacks strong opinions or direction.

Foreclosure: A done deal; adopts parental values without questioning them.

Moratorium: Audition; explores different beliefs and identities without commitment.

Achievement: Declaration; commits to a chosen identity and relinquishes outdated childhood values.

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20
Q

What does scaffolding refer to in the context of motor skill development?

A
  • Teaching strategies that provide support as children progress in skills.
  • Encourages gradual mastery of tasks with feedback and guidance.

Scaffolding helps children feel secure and motivated as they learn.

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21
Q

What environmental factors influence the development and progression of motor skills?

A
  • Opportunities for practice: Safe spaces to run, play, or explore.
  • Supportive environments: Access to resources like playgrounds or sports equipment.
  • Physical impairments: Challenges like motor disorders may impact development.

Environmental and social factors can either support or hinder a child’s ability to progress in motor skills.

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22
Q

How do children progress in developing motor skills?

A
  • Begin with basic actions (e.g., jumping or kicking).
  • Progress through stages with instruction and a lot of practice.
  • Individual characteristics and environment influence development.

Repetition and feedback are key in helping children master each stage of motor skills.

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23
Q

What is the importance of monitoring individual performance in the psychomotor domain?

A

It is crucial for assessing students’ physical skills and abilities.

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24
Q

What strategies can be used to ensure instruction is safe for all students, considering their developmental needs?

A
  • Conducting risk assessments.
  • Differentiating activities based on skill levels.
  • Providing clear instructions.
  • Demonstrations.
  • Continuously monitoring the environment.
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25
What role does **cognitive assessment** play in designing instruction that meets students’ needs?
It plays a key role in understanding students' knowledge, thinking processes, and problem-solving abilities.
26
How can teachers assess students' **affective development** in the classroom?
By observing their attitudes, values, and emotional responses during activities.
27
Why is it important to address all **three domains** (psychomotor, cognitive, and affective) in educational instruction?
Because it promotes holistic development. ## Footnote **Psychomotor** domain enhances physical abilities. **Cognitive** domain fosters intellectual growth. **Affective** domain supports emotional and social well-being. Integrating these domains into instruction ensures that students receive a well-rounded education that prepares them for various aspects of life.
28
How can **group performance** be effectively monitored in a classroom setting?
Through **observation**, **peer assessments**, and **group projects**.
29
What are the two general **types of movements** used during basic movement patterns?
* Grinds * Ballistics ## Footnote **Grinds**: Slower, controlled movements (e.g. weightlifting) **Ballistics**: Quick, high-repetition movements (e.g. grymnastics spins) Understanding the speed and control required reduces injury risk.
30
# Define: Basic Movement Patterns
Exercises grouped by the biomechanical demands of the human body. ## Footnote These patterns are foundational for developing strength, coordination, and overall physical fitness.
31
What are **lunges**, and how are they different from **squats**?
* *Lunges*: **One leg forward, bent, with the other leg trailing**; common in yoga and weightlifting. * *Squats*: **Both legs together**, thighs and glutes engaged; used for tasks like picking up objects.
32
What are the *seven* **basic movement patterns** in physical activity?
1. Squat 2. Hinge 3. Lunge 4. Push 5. Pull 6. Twist or Rotate 7. Gait or Walk
33
What activities are included in **gait** exercises?
Walking and running. ## Footnote Good form is essential for developing these natural movement skills.
34
How do **rotations** and **twists** *differ* as basic movement patterns?
* *Rotations*: **Circular movements**, often clockwise or counterclockwise (e.g., figure skating, gymnastics). * *Twists*: Related to rotations but often involve **controlled turning of the torso** (e.g., discus throw).
35
What are the three types of **fundamental body movements**?
* Locomotor movements * Non-locomotor movements * Manipulative movements ## Footnote These are foundational skills for more complex physical activities. **Locomotor movements**: Traveling from one place to another. **Non-locomotor movements**: Anchored movements around the body’s axis. **Manipulative movements**: Using body parts to move or manipulate objects.
36
Why are **fundamental body movements** important?
They build the foundation for **complex physical activities**, enhance motor skills, and support daily life tasks like self-care and recreational activities. ## Footnote Mastery of these movements early in life predicts lifelong physical activity.
37
Identify at least five examples of **locomotor** movements.
* **Even rhythm**: Walking, running, hopping, jumping. * **Uneven rhythm**: Skipping, galloping, sliding, crawling.
38
Identify at least three examples of **non-locomotor** movements.
* Bending * Stretching * Twisting * Turning * Swaying ## Footnote Movements occur in place and focus on balance and flexibility.
39
What *skills* do **non-locomotor** movements help develop?
* Balance * Flexibility * Body control * Spatial awareness ## Footnote These are essential for maintaining posture and developing body control in sports and dance.
40
What *skills* are developed by **manipulative** movements?
* Hand-eye coordination. * Dexterity for tasks like writing and dressing. * Precision in sports activities, like hitting or kicking. ## Footnote Manipulative skills also enhance fine motor control for self-care and recreational activities.
41
Identify at least three examples of **manipulative** movements.
* **Gross motor skills**: Kicking a ball, punting, hitting in tennis or baseball. * **Fine motor skills**: Writing, brushing teeth, assembling puzzles.
42
What *skills* are developed by **locomotor** movements?
* Gross motor skills. * Cardiovascular health. * Balance and coordination. * Independence in daily activities.
43
What is **Culturally Relevant Teaching**? | (CRT)
A pedagogy that modifies instructional strategies to account for students’ **diverse cultural backgrounds**. ## Footnote CRT helps students connect their cultural experiences to classroom learning.
44
What are the main *strategies* used in **culturally relevant teaching**?
* **Reciprocal teaching**: Students lead class discussions, expressing material through their cultural perspectives. * **Cooperative learning**: Collaborative group work emphasizing shared responsibility and cultural appreciation. ## Footnote These strategies foster cultural respect and deeper learning
45
What defines **culture shock**, and what impact can it have on students?
* **Feeling disoriented in a new cultural environment** due to unfamiliar social cues. * It can cause **anxiety** and impact a student’s ability to adapt and engage in the classroom. ## Footnote Teachers can help students navigate culture shock by promoting socialization and inclusion.
46
What defines **socialization** in the classroom?
The continuous process of acquiring norms, values, and behaviors. ## Footnote In the classroom, it helps students learn what behaviors are acceptable and how to interact in a diverse environment.
47
How can teachers *apply* **culturally responsive teaching** (CRT) in practice?
* Learn about students’ cultural backgrounds. * Adapt lessons to include diverse perspectives. * Encourage students to share their viewpoints and experiences. * Use culturally relevant examples in instruction. ## Footnote Effective CRT builds connections between students’ lives and classroom content.
48
# Define: Systems Advocacy | in education
Helping families navigate various social service systems related to unmet needs. ## Footnote Schools use it to connect families with community resources like housing, medical care, or transportation assistance.
49
Why is it important for schools to help address students’ **non-educational needs**?
* Unmet needs like food, housing, or medical care can hinder students’ ability to focus and learn effectively. * Supporting these needs ensures a stable learning environment, promotes equity, and improves overall student well-being.
50
How can schools *support* students facing **food insecurity**?
* Offer free or reduced lunch programs. * Provide after-school or summer meals. * Connect families with SNAP or local food banks. * Host community suppers to involve families. ## Footnote Addressing food insecurity helps students focus on their education without the distraction of hunger.
51
How can schools *help* students with **housing instability**?
* Provide contacts for low-income housing and public housing. * Share apartment listings and local shelter options. * Collaborate with community organizations addressing homelessness.
52
What **mental health services** can schools facilitate for students?
* Access to counseling and group therapy. * Referrals for case management and psychiatry. * Partnerships with sliding-scale mental health providers. * Crisis hotline information (e.g., **1-800-273-TALK**). ## Footnote Early intervention in mental health can prevent long-term academic and social challenges.
53
How can schools assist families with **medical care needs**?
* Offer on-site vision, hearing, and dental screenings. * Provide information about Medicaid and income-based medical services. * Help families navigate the Affordable Care Act application process.
54
How can schools address **transportation challenges** for students?
* Share information on public transit and ride-share options. * Assist with carpooling or alternative solutions for families without vehicles.
55
How can schools address **communication barriers** for students and families?
* Offer resource lists in multiple languages. * Provide English as a Second Language (ESL) programs for students and families. * Facilitate communication between families and community services. ## Footnote Schools should provide resource lists in multiple languages to assist families.
56
How does **visual perception** influence motor development in children?
Visual perception is crucial for motor development as it helps children understand and interact with their environment.
57
What is the role of **kinesthetic perception** in motor development?
Also known as the awareness of **body position** and **movement**, it plays a vital role in motor development. ## Footnote It allows children to control their movements, maintain balance, and develop coordination.
58
How does **auditory perception** impact motor skills?
By helping children **process sounds** that can guide their movements.
59
Why is **tactile perception** important for motor development?
Also known as the sense of touch, it is important for motor development because it helps children **explore** and **interact** with their surroundings.
60
What role does **proprioception play** in motor development?
Also known as the **sense of body position** and **movement without visual cues**, it is essential for motor development.
61
How can educators support the **development of perceptual-motor skills** in children?
By providing a variety of activities that **engage multiple senses**.
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