MODULE FOUR
LESSON 1: PHYSICAL DEVELOPMENT OF INFANTS AND TODDLERS
NAME: CALVO, GEORGE BOY B. TEACHER: MRS. NANCY GONZALES
DATE: SEPTEMBER 20 2021 SUBJECT: EDUC 111
ACTIVITY
Take a learning partner and together study the figures below. Look closely at the
changes in the sizes of the human body parts as person grows.
ANALYSIS
1. What do you notice about the size of the head in relation to the other parts of the
body as a person grows older? Technically, it gets smaller as you grow older
according to the principle. But say like other factors such as obesity, body
proportions, etc. can affect how big your head is. For obesity, the fat that the
individual doesn’t use gets stored up within their body, therefore, making their
face seem larger. The thing is, your head gets bigger (if it needs to) to become
more proportionate to the rest of your body. It’s not really that “our head
becomes bigger as we get older”. In fact, the reason why the head of a fetus is
bigger at 2 months is because the head is far ahead of the rest of the body
during the prenatal period. During the first year after birth, that’s when the
trunk (torso) grows the fastest, while the second year, the legs grow the
fastest.
2. Does physical development begin from the top or below? from the side to the
corner? Explain your answer. Babies generally develop from the top down. The
first thing to develop is head control and strengthening of the neck muscles.
Later, hand coordination develops, which allows a baby to pull themselves
forward before learning how to crawl.
APPLICATION
Observe one 1) 0-6-month infant; 2) 7-12 months infant; 3) 13-18 months infant
and 4) 19-24-month-old infant. Refer to “What Infants and Toddlers Can Do Physically”
based in the Philippines Early Learning and Development Standards (ELDS) formulated
by the Child and Welfare Council now merged with Early Childhood Care and
Development (ECCD).
Directions: Put a check on those items that you observed the infants/toddler
demonstrated.
A Summary of What Infants and Toddlers Can Do Physically Domain: Physical
Health, Well-Being and Motor Development
PHYSICAL HEALTH
Standard 1: The child demonstrates adequate growth (weight, height, head
circumference.
Standard 2: The child has adequate sensory systems to participate in daily activities.
0 – 6 months
Startles to loud sounds
Visually follows a moving object from side to side
Visually follows a moving object up and down
Reacts to pain by crying
Withdraws or cries when in contact with something hot
Withdraws or reacts with surprise when in contact with something cold
Reacts with pleasure/smiles or relaxed expression when he/she tastes
something delicious
Reacts by making a face/ frowns/grimace when he/she tastes something he/she
does not like
7 – 12 months
Reacts with pleasure when he/she smells something nice
Reacts by making a face when he/she smells something foul
Standard 3: The child has adequate stamina to participate in daily activities.
Pushes and/or pulls moderately heavy objects (e.g., chairs, large boxes)
Walks without tiring easily
13 – 18 months
Plays without tiring easily, able to keep pace with playmates
Participates actively in games, outdoor play and other exercises
19 – 24 months
Sustains physical activity (e.g., dancing, outdoor games, swimming) for least 3- 5
minutes
MOTOR SKILLS DEVELOPMENT (GROSS MOTOR SKILLS)
Standard 1: The child shows control and coordination of body movements involving
large muscle groups. Based on your experience, are these indicators generally observed
on and/or performed by a child on the specified age? Yes
0 – 6 months
Holds head steadily
Moves arms and legs equally to reach at dangling object
Rolls over
Bounces when held standing, briefly bearing weight on legs
Sits with support
Starting to crawl but not yet very good at this
7 – 12 months
Sits alone steadily without support
Creeps or crawls with ease as a primary means of moving around
Stands without support
Stands from a sitting position without any help
Squats from a standing position with ease
Stands from a standing position with ease
Bends over easily without falling
Stands from a bent position without falling
Walks sideways by holding onto the sides of crib or furniture (cruise)
Walks with one hand held
13 – 18 months
Walks without support
Walks backwards
Walks up the stairs with hand held, 2 feet on each step
Walks down the stairs with hand held, 2 feet on each step
Jumps in place
Climbs onto a steady elevated surface (e.g., bed, adult chair, etc.)
Kicks a ball but with little control of directions
Throws a ball but with little control of speed
Runs without tripping or falling
Maintaining balance (walking on a low, narrow ledge; between 2 lines) without
assistance
Moves with music when he hears it
Can move body to imitate familiar animals
Can move body to imitate another person/TV character
19 – 24 months
Walks up the stairs with alternating feet, without help
Walks down the stairs with alternating feet, without help
Kicks a ball with control of direction
Throws a ball with control of direction
Throws a ball with control of speed
MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS)
Standard 1: The child can control and coordinate hand finger movements. Based on
you experience, are these indicators generally observed on and/or performed by a child
on the specified age? Yes
0 – 6 months
Hands open most of the time
Brings both hands together towards dangling object/toy
Uses either hand interchangeably to grasp objects
Uses all 5 fingers in a raking motion to get food/toys placed on a flat surface
Grasps objects with the same hand most of the time (hand preference emerging)
7 – 12 months
Pulls toys by the string
Bangs 2 large blocks together
Picks up objects with thumb and index finger
Grasps and transfers objects from hand to hand
Grasps objects with the same hand all the time (definite hand preference
established)
13 – 18 months
Puts small objects in/out of container
Unscrews lids
Unwraps candy/food
Holds thick pencil or crayon with palmar grip (i.e., all 5 fingers wrapped
around pencil) Scribbles spontaneously
19 – 24 months
Colors with strokes going out of the lines
PERSONAL CARE AND HYGIENE (ACTIVITIES OF DAILY LIVING)
Standard 1: The child participates in basic personal care routines. Based on you
experience, are these indicators generally observed on and/or performed by a child on
the specified age?
0 – 6 months
Sucks and swallows milk from breast/bottle
Begins to take complementary or semi-solid foods by the end of 6 moths
Keeps reasonably still while being dressed, undress bathed and while
diaper is being changed
7 – 12 months
Holds a feeding bottle by himself
Helps hold cup for drinking
Chews solid foods well
Feeds self with finger foods
Scoops with a spoon with spillage
19 – 24 months
Feeds self with assistance
Feeds self using fingers to eat/viands with spillage
Feeds self using spoon with spillage
No longer drinks from feeding bottle
Drinks from cup unassisted
Participates when being dressed by lifting arms or raising legs
Pulls down gartered short pants/underpants or panties
Removes shoes/sandals
Informs caregiver of the need to move his bowels so he/she can be
brought to comfort room
Takes a bath with assistance
Brushes teeth after meals with assistance from adult
Washes and dries hands under adult supervision
Washes and dries face with the assistance of an adult
19 – 24 months
Drink for self unassisted
Removes loose sando
Removes socks
Informs caregiver of the need to urinate so he/she can be brought to the
comfort room
Goes to the designated place to urinate but sometimes wets his/her pants
Goes to the designated place to move his/her bowels but sometimes still
soils his/her pants
Goes to the designated place to move his/her bowels but needs help with
wiping and washing
Brushes teeth after meals with adult supervision
Washes and dries face under adult supervision
