1.1. Identify stages of physical development of children from birth to 7 years.
Physical development in children from birth to seven years involves significant changes as they grow and mature. These stages can be categorised into key milestones, reflecting their improving ability to control movement, balance, and coordination.
Birth to 12 Months (Infancy)
During this stage, newborns develop essential motor skills. Reflexes such as grasping and sucking dominate at first, but over time infants begin gaining more voluntary movements. By around four months, babies start rolling over. By six months, many learn to sit without support. Towards the end of the first year, most infants can crawl or pull themselves up to stand and may even begin walking with help (Sheridan, 2014).
1–3 Years (Toddlerhood)
Between one and three years old, toddlers experience rapid growth in gross motor abilities like walking independently or climbing stairs with support. Fine motor skills also improve during this time—involving tasks such as stacking blocks or holding objects using a pincer grip. Coordination continues developing as toddlers practice running or throwing balls.
3–5 Years (Preschool Age)
At this stage, children demonstrate enhanced agility and balance (Allen & Marotz, 2020). They often master activities such as hopping on one foot or pedalling tricycles by age five. Fine motor improvements become evident with improved colouring inside lines or cutting shapes using scissors.
5–7 Years (Early School Age)
During early school years, physical development focuses on refining earlier skills while building strength and endurance for more complex activities like riding bicycles confidently or engaging in team sports (NHS Choices: Early Childhood Development Milestones).
Understanding these stages is essential for practitioners so they can provide opportunities that encourage appropriate growth through age-appropriate physical activity.
1.2. Describe the development of children’s physical skills.
The development of children’s physical skills is a gradual process that evolves as they grow. It encompasses both gross motor skills, such as running, jumping, and climbing, and fine motor skills, like holding pencils or buttoning clothes. This progression unfolds in stages, influenced by genetics, environment, and opportunities to practice.
During infancy, babies begin with basic movements such as grasping objects or rolling over. Gross motor skills develop first; for example, as infants grow into toddlers, they learn to crawl and take their first steps. Encouragingly engaging activities like tummy time can strengthen early muscle coordination (NHS Start4Life).
From ages three to five—commonly referred to as the preschool years—physical development becomes more refined. Gross motor skill achievements include balancing on one leg or pedalling a tricycle, while fine motor tasks involve cutting with safety scissors or drawing simple shapes (Sheridan & Sharma). At this stage, repetition combined with encouragement plays a vital role in building confidence.
By primary school age (five to seven), children’s physical control grows more advanced through structured play such as team sports or handwriting practice. Schools often incorporate physical education programs to help refine these abilities further (DfE PE Curriculum Guidelines). With proper support and opportunities for active play indoors and outdoors, children gain strength and dexterity steadily.
Fostering the development of physical skills requires age-appropriate activities combined with encouragement from caregivers and educators. These foundations contribute not only to overall growth but also enhance health and independence throughout life.
1.3. Describe the benefits to children’s holistic learning and development when promoting physical development.
Promoting physical development in young children offers numerous benefits to their holistic learning and overall development. Physical activities—whether running, climbing, or engaging in sensory play—directly influence not only motor skills but also cognitive, emotional, and social growth.
Firstly, physical activities enhance cognitive development. Movement helps create neural connections in the brain. For example, tasks that require coordination such as balancing on one foot promote concentration and spatial awareness (Whitebread & Basilio, 2019). These physical experiences build the groundwork for problem-solving and memory retention essential for academic success later on.
Secondly, fostering physical activity contributes significantly to emotional well-being. Activities like jumping or dancing enable self-expression while reducing stress levels. They also release endorphins—the body’s natural “feel-good” chemicals—which encourage positive emotions. This emotional stability strengthens a child’s ability to approach new situations with confidence.
In addition to emotional benefits, social skills grow through teamwork-based games. Physical play encourages turn-taking and communication which are critical for forming relationships (Public Health England [PHE], 2018). Simple group games not only improve interpersonal interactions but teach children patience and empathy.
Also, engaging regularly in movement builds muscle strength and fine-motor control necessary for practical abilities such as writing or buttoning clothes (Department of Education [DfE], 2021). As they refine these movements through practice during daily routines like crawling or drawing intricate shapes in sand trays, they gain independence over time.
By promoting frequent opportunities for active play indoors and outdoors alike—with adequate adult support—children achieve balanced growth that intertwines physical health with mental resilience.
2.1. Describe theoretical perspectives in relation to physical development.
Understanding physical development in early childhood is essential for supporting children’s growth effectively. Several key theoretical perspectives provide insights into how and why this process occurs. These theories guide practitioners in creating environments that nurture children’s motor skills, health, and physical capabilities.
Maturational Theory
Arnold Gesell’s maturational theory emphasises biological readiness as the main driver of physical development. He argued that children progress through predictable stages at their own pace, regardless of external factors (Gesell, 1946). For example, a baby learns to walk when their muscles and nervous system are sufficiently developed. This perspective highlights the importance of observing natural timelines while avoiding unnecessary pressure on young learners.
Social Learning Theory
Albert Bandura’s social learning theory focuses on how interaction with others shapes development (Bandura & Walters, 1963). In terms of physical growth, children learn movement patterns by imitating caregivers or peers. A child trying to kick a ball like an older sibling illustrates this process. Adults can support such learning by modelling movements and offering positive encouragement.
Dynamic Systems Theory
Esther Thelen’s dynamic systems theory takes a more holistic approach, suggesting that development depends on interactions among multiple systems—like cognitive skills and motivation (Thelen & Smith, 1994). For instance, a toddler climbing stairs involves coordination between brain development and environmental exploration opportunities.
By applying these theories practically in early years settings, educators can focus both on observing individual needs and promoting active engagement through play or structured activities.
2.2. Analyse how theoretical perspectives in relation to physical development inform current frameworks.
Theoretical perspectives on physical development have significantly shaped modern early years frameworks in the UK. These theories help educators understand how children grow and develop, guiding practices to ensure their needs are met effectively.
Jean Piaget’s theory of cognitive development, for example, highlights the connection between physical activity and intellectual growth. Piaget (1952) argued that movement is fundamental for learning, particularly in early stages when children rely heavily on sensory-motor experiences. In current frameworks like the Early Years Foundation Stage (EYFS), this perspective is reflected through activities promoting active play—such as climbing, jumping, or manipulating objects—to support not just physical coordination but thinking skills too.
Similarly, Arnold Gesell’s maturational theory focuses on how development unfolds naturally with biological readiness at its core (Gesell & Ilg, 1943). His work suggests that while environments can provide stimulation, children progress as their bodies mature at individual rates. This aligns with EYFS principles emphasising personalised approaches to each child’s pace without undue pressure to meet arbitrary targets.
In addition, Lev Vygotsky’s socio-cultural theory introduces the importance of interaction in fostering motor skill development. He emphasised the role of guided learning or “scaffolding” adults provide during play-based tasks (Vygotsky, 1978). Frameworks today integrate his insights by encouraging practitioners to model actions or engage alongside children in physically challenging activities like building blocks or navigating obstacle courses.
By adopting ideas from these theorists—emphasising play-based learning, considering unique trajectories of growth, and encouraging active engagement—modern educational frameworks help practitioners strike a balance between structured guidance and natural exploration.
Reference
- Department of Health & Social Care [DHSC]. (2019). Childhood obesity: A plan for action. GOV.UK. Retrieved from https://www.gov.uk/government/publications/childhood-obesity-a-plan-for-action
- Pica, R. (2010). Children’s active play: Where do fitness & fun become a focus? National Association for the Education of Young Children (NAEYC).
- Department of Education [DfE]. (2021). Statutory framework for the early years foundation stage. Retrieved from https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2
- Public Health England [PHE]. (2018). Physical activity guidelines: Children under 5 years old.
- Whitebread, D., & Basilio, M. (2019). Play as a foundation for future learning: The importance of children’s collaborative creativity. In Oers B., et al (Eds.) The Routledge International Handbook of Early Childhood Play (pp.129–140). London: Routledge
- Gesell A., & Ilg F.L. (1943). Infant and Child in the Culture of Today. New York: Harper & Brothers.
- Piaget J., & Inhelder B. (1969). The Psychology of the Child. New York: Basic Books.
- Vygotsky L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
- Bandura, A., & Walters, R.H. (1963). Social learning and personality development. Holt Rinehart Winston.
- Piaget J. (1952). The origin of intelligence in children. International Universities Press Inc.
- Vygotsky L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
- NHS Start4Life: Physical activity guidelines for children under 5
- Sheridan MD & Sharma A.: From Birth To Five Years: Children’s Developmental Progression, Routledge Publishing
- Department for Education: National Curriculum Standards: Physical Education
