Physical development is the growth of human body structure
happened since I was in the womb until he grows into an adult. Physical development is measured from the change process. The process of change is the change in the length (vertical growth) and changes into a thick / wide (horizontal growth) in a proportion of the body. Growth begins before birth since the conception (fertilization) between the egg with the sperm cells which later develop into an embryo. When the embryo reaches the age of one month the amount of about half a centimeter. At the age of two months of growing into an embryo the size of two and a half inches and then called a fetus. One month later reached the age of three months of pregnancy the fetus has been shaped to resemble a baby in a small size and according to Islam at the age of three months of this pregnancy, the child in the womb start breathed the spirit of life.
The period before birth is the growth and development of very complex because in those days was the formation of organs and tersusunnya neural network that forms a perfect system. During this development occurs in utero growth in brain tissue. Growth of brain tissue is to determine the quality of children's cognitive development.Birth basically a sign of maturity and biological neural networks have been able to function independently in terms of no longer depend on the supply and control of the umbilical cord in a mother's womb.
2.1.1 Physical Growth and Development in infancy
Physical growth after birth is a continuation of growth before birth. This process involves weight, increase the length and thickness of the body and lasted until today. Physical development of infants in the first two years of life is very extensive. At birth, infants have a very large head (compared with other body parts) which continuously moves to the left and right, and often can not be controlled, they also have a reflex that is dominated by the movements continue to grow. In the span of 12 months, babies can sit wherever he wanted, standing, bending, climbing and walking normally. During the second year, growth slowed, but the rapid growth in the activities of running and climbing. The sequence of physical development in infancy can be tested in detail, namely:
1. Reflex
Newborns are not organisms that fill an empty head and unable to understand anything. Babies have a reflex that a genetic basis is a defense mechanism of his life. For example, newborns are not afraid of the water, he will naturally be holding his breath and his throat contract to keep the water in order not to enter.
Regulate reflex movements newborn. The nature of this reflex is automatic and is beyond the control of a newborn baby is. It is a reflex reaction that is inherent (built in) to certain stimuli and provide little babies adjustment response to their environment before they have the opportunity to learn more.
- Reflex sucking (sucking reflex) occurs when a newborn baby sucking on it is automatically placed in their mouths. Sucking reflex allows newborns were getting food before they associate with food nipple. Reflex sucking reflex is an example of which appears at birth and then disappear with age infant.
- Reflex seek (rooting reflex) occurs when the baby's cheek rubbed / stroked or touched the side of his mouth. In response, the baby will turn his head circumstances touch a red object, in a clear effort to find something that can be smoked. Sucking reflex and the search for disappeared after the baby was about 3 to 4 month. Reflex was replaced by eating voluntarily.
- Reflex Moro (Moro reflex) is a sudden response in newborns is caused by sound or movement that surprising. When startled, the newborn was arching his back, threw his head backward, and spread his arms and legs. This reflex is mormal in all newborns, and tend to disappear at the age of 3 to 4 month. Soft touch on every part of your baby's body that will soothe your baby could be surprised.
- Reflex holding (grasping reflex) occurs when something touched the baby's feet. Babies respond by holding strong. At the end of the third month, hold down reflex and infants showed a more spontaneous grip, which is often produced by visual stimuli. For example, when the baby sees a rotating movement on his bed, he would reach out and try to grasp it. When the current motor development, the baby will grasp objects, use them carefully to observe these objects.
- Smoking is not nutritious (nonnutritive sucking) that is sucking behavior is not related to infant feeding.
2. Sequence Cephalocaudal and Proximodistal
- Pattern Cephalocaudal (Cephalocaudal pattern) is the sequence in which the growth of the largest growth always starts from the top - head - followed by the physical growth covers a large, heavy, and the development of other organs gradually from top to bottom (to the neck, shoulders, batabg body center, etc.). The same pattern also occurred in the upper head; the top of the head - the eyes and brain - to grow more pesatdibandingkan with the bottom - like jaws. A proportion of the total body extraordinary occupied by the head during the development of prenatal and early infant.
- Pattern Proximodistal (Proximodistal pattern) is the growth sequence in which the growth started in the middle of the body and then moves toward the feet and hands. Conntohnya is early maturing muscle control trunk and arms compared with hands and fingers.
3. Height and Weight
In the first few days of life, most newborns lose 5 to 7 percent of their body weight before they learn to adjust to eating activities that occurred after birth. After the baby is adjusting to how to suck, swallow, and digest, they grow rapidly and his weight will increase approximately 5 to 6 ounces a week during the first month. At the age of 4 months, their weight up two times and the weight they reach nearly three times their weight in the first day of birth. Babies grow nearly a one-half times the length of the first day of their birth.
4. Gross Motor Skills and Fine
- Gross motor skills (gross motor skills) includes the large muscles such as arms and walking. At birth, the baby does not have breasts or loss of coordination is good, but in the first months of a baby can lift his head from the prone position. At the age of 3 months, your baby can support her breast using her arm for support when she was on her stomach. At the age of 3 to 4 months, babies can roll over, and at the age of 4 to 5 months they can support some weight dewngan their feet. At the age of approximately 6 months, babies can sit without support, and at the age of 7 months they can crawl and stand without support. At the age of approximately 8 months, babies can prop their bodies up to a standing position, at the age of 10 to 11 months they can walk using a chair or table as a tool, and at age 12 to 13 months babies usually can walk without assistance. At the age of 13 to 18 months, children who are just learning to walk can pull a toy tied with rope or string, using both hands and feet to climb some stairs and riding four-wheeled toys. At the age of 18 to 24 months, children who are just learning to walk can walk fast or run with difficulty for a short distance, balancing their feet in a squatting position while playing with objects on the floor, walked back without losing balance, standing and kick the ball without falling, stood up and threw the ball and jumping in place.
- Fine Motor Skills
Babies having difficulty controlling fine motor skills at birth, although they have many important components that would be a movement of the arm, hand and fingers are well coordinated (Rosenblith, 1992). The development of behavior such as reaching and holding the better during the first 2 years of life. At first the baby only shows the movement of shoulder and elbow rough but then showed the wrist movement, rotation and hand coordination thumb and index finger, maturity hand-eye coordination during the first 2 years of life is reflected in the increase in fine motor skills.
5. Brain
At birth, the brain newborns approximately 25 percent of adult brain weight and on the second anniversary, the brain newborns approximately 75 percent of adult brain weight. When baby walking, talking, running, shaking a toy that can be read, smile and frown, the changes in the brain is in progress.
6. Infant state
To describe and understand the development of infants, development experts (developmentalist) has built a state classification infants (Berg & Berg, 1987; Brown, 1964; Colombo, Moss, & Horowitz, 1989). Here's one possible classification scheme, which describes the seven state baby (Brown, 1964):
- Sleep well (deep sleep). Baby lying motionless with eyes closed, breathing regularly, do not make noise and do not respond to external stimuli.
- Sleep regularly (regular sleep). Very little baby moving, breathing or raspy breathing sighs and include normal or move from normal to irregular.
- Sleep disturbed (disturbed sleep). There are a number of variable movements, the baby's eyelids closed but can be blinking, irregular breathing, and perhaps there are some complaints, sob and sigh
- Sleepy (drowsy), the baby's eyes closed or partially closed or glazed look, there is little movement (although the surprises and some free movement can occur), sounds more organized than sleeping shift terganggudan voice can occur.
- Activity vigilant (alert activity). This is the most common conditions seen by parents as a wake up. The baby's eyes open and shining. Babies do various movements free, fussy and kulitrnya red. There may be irregular breathing when the baby was tense.
- Watch and focused (alert and focused). Kind of attention is often seen in children older but less lazin the newborn. Child's eyes open and shining. A motor activity can occur tetapidiintegrasikan about special events. Alert and focused state is possible when focusing attention on the sound or visual stimuli.
- Focused in a rigid (inflexsibly focused). In these circumstances, the baby is awake but does not act to stimuli from the outside; two examples is to suck and cry loudly. During the loud cry, baby thrashing around but his eyes closed as she began to scream.
7. Nutrition
2.1.2. Physical development in early child
1. Height and weight
As preschoolers grow larger, the percentage of growth in height and weight decreased every year. During the pre-school, both boys and girls getting thin while their torso and longer. Although their heads are still rather large for his size, at the end of preschool age, most children seem to ttelah lose weight on them. Body fat also showed a delay, continued to decline during the preschool years, so that baby fat is often looked even thinner at the end of the beginning of the children. Girls have a lot of fat tissue than boys, and ank men have a lot of muscle tissue.
2. Motor development
- Gross Motor Skills
Preschoolers do not need to do an effort just to simply stand up and move around. When the kids move their feet with more confidence and bring themselves into more specific objectives, the process of moving around in the environment becomes more automatic (Poest & Others, 1990). At the age of 3 years, children still like to be a simple gesture like prancing, jumping and running to and fro, just for the sake of the activity itself. At the age of 4 years, children still love the same kind of movement but they are more willing to take risks. Although they are able to climb stairs with one foot on each rung pole for a while, they had just started to fall in the same way. They still went back to serngkali time at each step. At the age of 5 years, the children even more daring to take risks than when they are 4 years old. Upshot: they are very active. The researchers suggested that children aged 3 years and has the highest activity of all human life.
- Fine motor skills
At the age of 3 years, they have been able to hold objects smaller between your thumb and forefinger, but they are still a bit awkward. 3-year-olds may be surprising to build high towers made of blocks, each block composed with great care though often not on a line perfectly straight. During his 4 years of age, fine motor coordination of children has increased and become more precise. Sometimes children aged 4 years is difficult to build with blocks menaratinggi because they want to put each block in perfect, they may not be satisfied on the blocks that have been prepared. At the age of 5 years, fine motor coordination of children is increasing. Hands, arms and body move together under better command of the eye. A tower is no longer just attract attention of children aged 5 years.
3. Nutrition
2.1.3. Physical development during the mid and late child
Period of the mid and late children include slow growth and consistent. This period is a period of calm before the rapid growth of late adolescence. Among the important aspects of the body changes in the development period is
1. System-system framework and muscle
In Usi 11 years old, average height girls and 147 cm tall boy 146 cm. Children's feet become longer and thinner body. During the years of the mid and late childhood, children's weight increased an average of 2.3 to 3.2 kg per year. Weight increased primarily due to increased order size and muscle system and the size of several organs. Mass and muscle strength gradually increased at the same time "baby fat" reduced. Movements and flexible knee early in the children improve muscle strength. Increased strength due to factor descendants auto and sports. Because of the size of muscle cells them, boys are generally stronger than girls.
2. Motor skills
During the mid and late children, motor development children become more refined and more coordinated than in the early days of children. At the age of 10 or 11 years, most children can learn to play sports. Running, climbing, jumping rope, swimming, cycling and gliding are just a few of the many physical skills can be mastered by children of primary school. And if controlled, physical skills are a source of pleasure and a great achievement for the children. In skills including gross motor activity of muscles, men more nimble than girls.
2.2. Psychomotor development
Measurement of motor development is focused on its product, is the child's ability to do a motor task. Was the formation of behavior that produce these products become less important in this determination. Motor testing instruments are divided into 3 groups. All three groups are:
1. Neonatal group
For this group the attention directed at two aspects of development, is a neurologic examination and behavior. Neurologically different behavior is observed infant calm, response is symmetrical, the distribution of movement, muscular response and teerhadap pull early reflexes. Reflex is considered good enough reflexes Moro reflex mouth, crossed reflex, reflex reaching, reflexes to touch, reflexes and reflex fototropisme Galant. These reflexes appeared since birth and will stay until several months after birth and be used to determine and meramalperkembangan general motors, or more specific motor khususpada dimensions. One well-known test is the Apgar uju consisting of 5 grains of observation / examination. 8-10 shows the value of a good condition, 3-7 score indicates the situation is, is the value of 0-2 indicates a state berbahayadengan highest risk of death.
2. Infants until the age group 2-3 years
Known reflex 5 groups of infants
1. reflex of weak mechanism of stimuli, such as holding reflex, reflex, and reflex placing himself nailing
2. reflex to pressure, such as reflex declined, transverse extension, step, supports the arms and legs
3. reflexes to kinesthetic stimuli, such as tendon reflex, Moro, symmetrical and asymmetrical leheer and reflex head-body guidance
4. reflex to visual stimuli and auditoris, between started blinking reflex, and reflex orientation toward the sound
5. reflex to reflex stimulation leads labyrinth is a maze and labyrinth reflexes tonis
Besides the known variety of tests to see the psychomotor development of infants, among other DDST (Denver Development Screening Test), Bayley and Gessel.
3. Groups of children until their teens
The various tests developed to measure the motor development of children up to teens, including Lincoln-scale development Oseretsky, Stott test of motor weakness and motor dexterity tests Bruininks-Oseretsky. On a scale of Lincoln include the examination of the arm-hand speed, agility and rhythm co-ordination, balance and leap. Slott On examination includes testing static control and balance, control and coordination of members, the speed and precision and smooth movements and simultaneous. Bruininsk agility test includes agility and kecepan run, balance, bilateral coordination, strength, coordination member of the above, visual motor control and agility.
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