1. Height and weight
The average child grows 2 inches in height and weight increased between 5 to 7 pounds a year during the early period of children. Ketia preschoolers grow larger, the percentage of growth in height and weight decreased every year.
Growth patterns differ individually. Most of the difference was caused by heredity, but environmental experiences also affect to some extent. A study of height and weight of children of ethnic and GISI (Meredith, 1978). City kids, middle class, and the first-born is higher than the village children, lower class, and children born later. The children of mothers who smoked during pregnancy ½ inches shorter than in children whose mothers did not smoke during pregnancy. In the United States, young black children is higher than in young white children.
Why are some children very approach beyond the normal limits (midget)? The reason could be due to congenital factors (genetic problems or prenatal), physical problems that developed in childhood, or because of emotional difficulties. In many cases, children who have congenital growth problems can be treated with hormones. This treatment is usually directed at the brain, the parent tmbuh gland, located at the base of the brain. Gland which emits a hormone associated with growth. About physical problems that developed sekama childhood, malnutrition and chronic infections can interfere with growth, even if the problem was overcome with good, normal growth can usually be achieved. Dipriration dwarfism is a type of growth retardation due to loss of emotional touch (emotional deprivation), the children lose the affection that cause stress and alter the release of hormones by the gland of the brain. Some children who do not have kecebolan (dwarfs) may also show the effect of an environment that is less emotional touch, although most parents of children said they were small and weak because of its structure or poor body condition
2. Brain
One of the physical development of the most important during the early period is that children's brain development and ongoing system requirements. Although the brain continues to grow in the early days of children, but the brain growth in infancy sepesat. Ketia the children reached 3 years of age, brain size is ¾ the adult brain. At the age of 5 years, the brain reaches about 9 / 10 the adult brain.
Brain and head grow more rapidly than at any other body part. The top, namely the head, eyes and brain to grow more rapidly than at the bottom, like the jaw. Growth for the head and the brain develops more rapidly than the growth curve for height and west. At the age of 5 years, when the brain has reached almost 90 percent of the adult brain weight, total weight of the child's age 5 years is only about 1 / 3 of its weight at the time the child reaches adulthood.
Some of the increase in brain volume caused by the number and size of the order of conditions which resulted in within and between brain regions. The ends of the nerves that continue to grow until at least adolescence. Some brain size increase is also caused by the increase menyelination, a process in which cells are closed and the nerves divided by a layer of fat cells. This process has the effect to increase the speed of information travel through the nerves system
Some adherents believe that developmentalism menyelination important in the maturation of children's abilities. For example menyelination brain regions associated with keordinasi hand, the eye is not complete until around the age of 4 years. Nyelination brain areas associated with concentration is not complete. Until the end of the mid and late childhood (Tanner, 1978)
Increased his brain, combined with the opportunities to experience a wider world, connect to the birth of children's cognitive abilities. Consider a child who is learning to read and were asked by the teacher to read aloud to class. Input from the eyes of the child is transmitted to the brain and then through many brain systems, which translates (process) patterns of black and white to the letter codes, words and associations. Output occurs in the form of messages to the child's lips and tongue. Talent talk is because the child may be organized brain systems enable dedemikian language processing.
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