DEVELOPMENT PROFILE

Early childhood through middle childhood is generally categorized as

the period between 0 years to the age of 12 years. Physical development
which involves the progression of biological changes is evident in the
neonatal period (first 4 weeks) when infants weigh between 6 to 10 pounds,
and measure 17 and 23 inches in length (Mooney, 2000). At this stage, male
neonates are normally heavier and longer than females albeit by a slight
margin. The physical growth rate increases within 0 to 2 years evidenced by
tripling of the birth weight, an 8 to 14 inches increase in height, and a
decrease in the head proportion from a third to a quarter of the body size.
By the time a child is 3 years old, the average measurements are is 34
pounds in body weight and 38 inches in height (Mooney, 2000).
Development is however contingent on heredity factors, child activities,
parental attention, nourishment and health. Heredity influences gene
expression resulting in variations in physical development between children.
Parental attention results in a higher rate physical development through
learning gross motor skills while nourishment provides the required nutrients
essential for the development of muscles and bones. Healthy children are
also to utilize all their physical abilities resulting in improved growth and
development (Mooney, 2000).
From 3 to 6 years, the child will add an average of 5 pounds in weight
and 3 inches in height each year. At the age 6, the average body weight is
approximately 46 pounds and the average height is 48 inches. Middle
childhood begins at the age of 6 years and physical development is

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exemplified by an annual average gain of 7 pounds in weight and 3 inches in

height (Berk, 2009). There is also a gradual loss in body fat, with body shape
and proportions remaining similar in both genders. Physical development is
also seen in the enlargement of skeletal bones and muscles as well as the
loss of the deciduous teeth. Girls at this stage of development generally have
smaller body sizes and muscle mass when compared to boys although in
late middle childhood at the age of 11-12, some girls may exhibit girls
secondary sexual characteristics such as enlargement of breasts as well as a
marked increase in weight and height, surpassing boys (Berk, 2009).

Myelination, synaptogenesis and pruning are the processes responsible

for rapid brain development in early and middle childhood. In early
childhood, a neonate's brain has developed subcortical and cortical brain
areas which normally occurs prenatally and shortly after birth. There is rapid
production of synapses in the brain during early childhood due to myelination
and synaptogenesis which increases the child's brain size from an average
mass of 1.3 pounds in early infancy to 3 pounds by the age of 4 (Berk, 2009).
Pruning is responsible for developing synaptic connections resulting from
experience and therefore frequently used connections are amplified resulting
in object permanence and representational thought (Kail, 2006). A 9 month
infant will therefore clap her hands if it triggers a positive response from the
parents, while a 24 month old infant will use the word mama to refer to her
mother. Lateralization which is the localization of brain functions, to either

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the left or right cerebral hemispheres also occurs in early child hood. The left
hemisphere responsible for language, logic, and mathematical skills develops
early childhood between the age of 2 to 6 allowing the child to develop
language skills and identify objects such as ice-cream as good and fire as
bad. The right hemisphere responsible for creativity, music skills,
visualization and imagination develops more rapidly in middle childhood
between the ages of 6 and 12 (Kail, 2006). Children at this age are capable of
drawing from imagination and singing along to their favorite song.
Lateralization and the development of the left hemisphere is generally more
advanced in male infants than in female infants (Kail, 2006).
Further development of the central nervous system and the brain
occurs in middle childhood, resulting in an increase in brain mass to
approximately 4.1 pounds by the age of 9. Girls are predisposed to increased
development of the brain at this stage, resulting in an average brain mass
that is 0.4 higher than boys. Brain development in middle childhood largely
occurs in the frontal lobes which are responsible for reasoning, judgment,
and planning (Mercer, 2009). Children at this stage are able to complete
increasingly complex cognitive tasks, such as completing simple jig-saw
puzzles (Kail, 2006). Lateralization also extends into middle childhood,
resulting in development of corpus callosum, which is a collection of neural
fibers that unite the two cerebral hemispheres. The increase in neural
connections in the brain also alters the perspective of the child relative to

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their environment from an egocentric viewpoint to logical thought by the age

of 12 (Kail, 2006).
The major milestones in social and emotional development that occur
early and middle childhood are predicated on the sense of self, sense of
others and emotional maturity. The relationship with the primary care giver is
a fundamental milestone in emotional and social development, since it
determines the nature of all future relationships the child will have. A close
relationship allows the child to easily form relationships with others while a
distant relationship will generally result in introversion as the child grows
(Mercer, 2009). At the age of 4 most boys will start exploring their
environment and searching for new relationships while girls will continue to
strengthen relationships at home. As the child continues into middle
childhood, the desire to meet personal needs increases, which leads to
further exploration away from the family unit (Mercer, 2009).
Moral reasoning typically occurs in early childhood where a child learns
the difference between right and wrong. At the age of 4, children are able to
distinguish between good and bad, and this is bolstered by the subsequent
development of the sense of perception at the age of 7. Moral reasoning
strengthens a childs confidence and self esteem, allowing him to make
decisions based on rational thought rather than social influences facilitating
emotional regulation(Kail, 2006). Boys generally develop moral reasoning
slower than girls, with girls showing the capacity to identify fairness by the
average age of 4 (Mercer, 2009). Self awareness relates to the childs

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understanding of his body and mind. This involves the knowledge of self or
self-concept and usually begins from the age of 1. A child with self-awareness
is capable of identifying himself in a photo or mirror and as the milestone
improves, the child is able to perform basic independent tasks such as take a
bath and dress (Kail, 2006). There is an increase in self awareness in middle
childhood resulting in demands to be more independent such as selecting
the fashionable clothes to wear. Peer relationships are also a significant
milestone that entails relationships outside of the family unit. Boys generally
develop peer relationships earlier than girls, initiating relationships by the
age of 4 through play (Mercer, 2009). By the age of 8, the child is able to
develop an emotional connection with peers.

References
Berk, E. (2009). Child Development (8th ed). New Jersey: Pearson Education,
Inc.
Kail R., E. (2006). Children and Their Development (4 ed.). New Jersey:
Prentice Hall.
Mercer, J. (2009). Child Development: Myths and Misunderstandings. London:
Sage.

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Mooney, C., G. (2000). Theories of Childhood: an Introduction to Dewey,

Montessori, Erikson, Piaget & Vygotsky. Georgia: Redleaf Press.