Child Development

Physical Development is the development of the body and can be characterised by both quantitative and qualitative changes. (McDevitt & Ormrod, 2010) The following is an evaluation of the physical developments of middle school children aged six to ten years. This essay approaches considerations for physical development and how they can be accommodated in the learning environment. To understand physical development it is important to look into motor development and its influences. How we can accommodate and support the physical needs and development of students in the learning environment. Why physical activity is essential to good development and the health and wellbeing of children and the consequences of poor nutrition and inactivity in middle school children.

It is during middle childhood that children progress in their intellectual, social, emotional and physical development. Intellectually a child is fascinated by the world around them, and they can recall details about subjects that they like and are interested in. They begin to think in more mature and complex ways. Socially, they usually play with same sex mates and may have more disagreements with each other as they try to dominate each other, and during this period they will start forming attachments to people outside of their immediate families such as coaches and teachers. Emotionally they are now able to deal with frustration and anger without lashing out. They will also ask many questions regarding the world around them and they will develop their personality and sense of humour. Physically the children continue to grow in height and weight during this period. They start to lose their baby teeth and grow permanent ones and their eyes develop to maturity. As physical development progresses motor development is the result of numerous gradual advancements.

In middle childhood, children increase their physical capabilities. These gross motor skills are used for sitting, walking, climbing, catching, throwing, kicking a ball, running and dribbling. Gross motor skills once difficult are now performed in an organised manner. Movements become increasingly controlled, smoother and faster. Children become more complex in their combinations and sequences. These combinations provide the skills to participate in sports activities. "An example of this is seen when ball throwing skills are refined to bowling a cricket ball or when running and hopping are refined to gymnastics." (Watter, 1996, 'p.5') Fine Motor Skills involve the coordinating the smaller muscles of the hands and fingers and within the six to the ten-year age group you will see a great improvement in these fine motor skills, activities such as folding clothes, drawing, doing up buttons, using a knife and fork, hand writing, sewing, model building and arts and crafts are easily achieved. Many factors influence motor development, these include environmental and biological.

Environmental influences that can affect development of motor skills range from climatic zones, traditions and the availability of sports facilities. (Jurimae 2000 p.6) Family members also play a role in the physical activity of children as parents control access to environments and they influence children's participation in sport. (Jurimae 2000 p.8) Between the ages of six and ten years we can accommodate and support the physical needs and development of students in the learning environment.

Daily activities in school are an important part of educating a student and a way of positively enforcing lifelong health and wellbeing. The best possible education program will promote a long term commitment to physical activity as part of a healthy lifestyle. It is important to promote physical education in middle school aged children as this age group has a great amount of surplus energy and they require physical energy to use it up. In the educational setting there are numerous ways to implement physical education, provide regular opportunity for children to be involved in physical education, design physical activities so that all students including those with differing skill levels can participate (McDevitt & Ormrod, 2010. p.186), and incorporate physical activity into academic lessons. (McDevitt & Ormrod, 2010. p.186) Physical activity is essential to good development and the health and physical wellbeing of children.

Using an outdoor play environment at school, children aged six to eight would benefit from performing skills such as running, jumping, hopping and skipping as they continue to demonstrate improvement in coordination. As they are developing stronger hand-eye coordination and