Summary:
Development and education | Effects of physical development on human growth:
DEVELOPMENT AND EDUCATION:
Education and development are closely related. It will not be too much to say that the concept of education process is impossible without the knowledge of development. Education does not only mean that some information is given to students or imposed on their minds, but the purpose of education is to make children an important member of the society so that they can play a full part in building the society. To achieve this goal, knowledge of children's physical age, their emotional social needs and above all their mental development is necessary. Therefore, this is the reason why “Pestalozzi “ emphasizes that it is important to know the mental capacity of children before teaching them.
Physical growth refers to the growth of all body parts in a balanced manner according to age, including height, weight and body composition. According to “Aristotle”, there is a healthy mind in a healthy body, because a healthy person is interested in everything, be it curricular activities or co-curricular activities, on the contrary, a sick person shows lack of interest in everything. That’s why educators give great importance to the health of children because a healthy child is interested in learning. While an unhealthy child refuses to study, no matter how effective the teacher adopts a psychological teaching method. In order to keep children healthy and happy, subjects should be included in the curriculum which can help in maintaining the health of children e.g. Hygiene, science, etc., even if the method of teaching is psychological, co-curricular activities, including sports and organizing various events, etc. The purpose of inclusion in the curriculum is to develop a balanced personality of the children because without proper physical development of the child balanced development of personality cannot happen, that's why physical development is very important in education.
1- Development and Learning Ability in Children:
Greek scholars believe that education should be given according to the nature of children. The knowledge of children's nature can only be obtained from the study of whether the child is able to accept educational effects in physical and social terms. Pestalozzi first emphasized that the teacher should study the child's mind before teaching to see if he has the ability.
2- Development and Individual Differences:
Development knowledge explains the need for assessment of individual differences in teaching and learning. If the teacher does not know the mental level, needs, interests and tendencies of his students, then he cannot equip the students with proper education. A standard pedagogy that takes necessary steps to satisfy and correct the developmental and individual differences of children. Students are classified according to their mental abilities and then activities are adopted to make the teaching effective and comprehensive according to their needs, so that each child has the opportunity to bring out the hidden and dream potential according to his needs. The same standard of teaching is not adopted for all students, including above-average and dull-minded children. In this way, no child will be able to properly benefit from the teacher's knowledge. Therefore, it is important to pay special attention to the individual differences of students for better educational guidance of children.
3- Development and Method of Teaching:
No teaching activity can be effective unless the teacher knows the interests, tendencies, physical and mental development of the children. If lecture method is adopted in elementary classes, it will have negative effects on children's mental upbringing. In the same way teaching style of rote difficult subjects is also not beneficial, the more we keep in mind the tendencies and requirements of the students while teaching, the better it will be in favour of the students. For example, Montessori or drama method of teaching is preferred in elementary grades because it is teaching through play which is interesting for children and according to their mental development. If solid and abstract concepts are imposed on the minds of students at this age, it is likely to create a feeling of boredom or hatred in them.
4- Development and Curriculum Development:
Curriculum development must be in accordance with the mental development, needs and requirements of the children. Our schools still have such rigid and weak curriculums for classes that instead of unleashing the creativity of children, they damage their abilities. If a curriculum is non-standard, it is due to lack of study of mental development, so it is necessary to keep in mind the mental, emotional and social requirements of children of different ages while editing the curriculum. Adapting curriculum to improve teaching performance is a problem that requires our continuous observations, investigations and experiments.
5- Development and Personality Building:
The purpose of education is to bring out the balanced development of the child's personality and his potential abilities in a good way. According to psychological thinkers, the main purpose of education is to build personality and it is better to deprive children of such education that does not develop the personality of children, but personality is not something ready made and it does not depend only on good and beautiful Body or good looks, but a balanced personality is a personality in which there is organization and unity between the physical, mental, emotional, social and moral aspects. To achieve this goal, proper environment, education and training are necessary and it is not satisfied until the teacher is familiar with the different stages of development of children.
6- Development and Formation of Mental Tests:
Without knowledge of mental development, we cannot design mental tests for children of different ages according to their needs and requirements. With the help of mental tests, we know the knowledge of children's mental abilities and developmental level, based on which we group them so that different students can be given educational facilities according to their needs. Remember that teaching all students in the same way is not expedient, no child can benefit from it. Therefore, the important thing is to prepare mental tests for children in view of their intelligence and it is very important to take into account the mental development of children in the formation of mental tests for children. Mental tests should not be too high and not too low for children's mental level. Otherwise, the purpose of measuring their learning will not be fulfilled.
7- Physical Growth and Motor Development:
The rate of growth in puberty is different, sometimes this change is gradual and sometimes it is very fast, even sometimes a person who sleeps as a boy or a girl is already an adult when he wakes up in the morning. The following changes are seen at this age.
1- Skeletal Growth:
i-At this age, girls are two years ahead of boys.
ii-Skeletal growth is completed with sexual maturity.
iii-Face and body appear as adults.
2- Dentition:
i- Some people get their wisdom teeth at the end of this period.
ii- Continuing tooth formation is a basic need of children.
3- Muscular Development:
i- Improves coordination between muscles.
ii- Girls' muscles remain soft while boys' muscles become hard.
iii– A beauty in manners can be seen.
4- Organic Development:
i- Heart volume increases
ii- Most people complete puberty at this age.
5- Growth in Height and Weight:
During the study of child rearing, most of the investigations for the height, weight and other measurements of children included in a large group have been carried out using cross sectional method. This method is used for the measurements of children in larger group. Through this data, a representative chart of the child's growth under the influence of various developmental factors can be created, with the help of this data we get the average height and weight and the average increase in height and weight. These averages show normality in quantity, making comparisons easier.
A well-known psychologist writes about the puberty of a girl that the changes that a young girl takes to make herself appear older is a natural process, for example, at this age girls dress like adults, their High-pitched voice, artificial and sarcastic laughter, emotional imbalance, mood swings, rebelliousness regardless of age and experience, boldness, brashness, excessive self-confidence are typical of this age. Parents who try to forcefully stop girls from such activities, and resort to forceful methods to impose their will only show their own incompetence.
An individual's period from childhood to adulthood comprises one-third of a person's life, and genetic studies of child development provides valuable information about the nature of physical growth and motor development. A child’s physical growth and motor development can be measured objectively.
Motor Development:
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Motor development refers to children's strength and coordination of arms, legs, and other muscles in the body and control of muscle movement. These functions play a very important role in the overall development of the child. The experiments that the child does to explore his curiosity are the result of his motor functions. In this way, motor behaviors are the means of the child's relationships and connections with other members of the society. It also has an effect on a child’s psychological behaviour. Generally, a child's strength, speed, coordination and skill are evaluated by his success or failure in performing an activity.
1- Development in the General Control of the Body:
When a child begins to hold things with his hands, stands or begin to walk, these all indicate different stages of development, just acquiring the ability to walk is a major part of a child's motor development. over time, based on practice and experience, the child's balance improves and begins to walk more smoothly, followed by running. Similarly, actions like climbing, descending from a sloped surface, jumping, jumping rope are performed with more practice and maturity. A study of 2,000 children between the ages of 2 and 7 found that half of all children had achieved the ability to climb stairs and low planks by the age of three, with a steady increase after that age. No difference can be seen there when all acquire this skill. Most of the children learn jumping with one foot and skipping rope before school, they just need to be given the opportunity to practice these skills.
2- Development of Motor Skills:
As the body develops, new motor training becomes necessary. As the size and weight increases, boys and girls have to adjust themselves in a new way to maintain balance, usually the growth process in the body and balance cannot keep up with the pace of physical development, which is why When a 12 year old girl's legs and arms reach their desired length, she is not immediately able to gain full control over them, so there are cases of vessel breakage, which is usually referred to as carelessness, but Actually it's a girl training phase to gain complete control over her limbs. It has been observed that the general motor abilities are gained with maturity, while some special motor skills are those that cannot be acquired without practice.
3- Physical Growth and Motor Performance:
A first-grade teacher usually pays special attention to a child's gross motor function, knowledge of gross motor development along with physical development is useful for guiding children in the early years of school.
Seals report describes the relationship between physical development and maturity of primary school children and evaluated children's performance in total outdoor activities. Both boys and girls improved in physical activity at every grade level. However, the relationship between total motor performance and age, height and weight was found to be low. However, a positive relationship was seen in the quality of overall mobility and maturity.
Lachtaw also examined the motor activities of fourth-, fifth-, and sixth-grade children by selecting specific skills, including running, jumping, throwing, catching, hitting, and stumbling. The test prepared for testing was presented to 67 boys and girls, the results obtained from this research also confirmed the theory of Seals. However, in these tests, the relationship between age, weight, height and performance quality was found to be moderate, the effect of weight and height is less than age in relation to performance.
4- Maturity vs Practice:
Evidence suggests that simple skills are usually the result of maturation and general practice, while complex skills require training to learn, when Mattson compared trained and untrained groups in a maze. When compared, there was little difference between the two groups in the simple maze, while the difference was significant in the most difficult maze. The performance of the trained group was found to be significantly better.
5- Interrelationship of Motor Growth Factors:
Various factors or abilities are involved behind success in motor functions from childhood to maturity, these factors include size, strength, speed, physical and mutual motor support, some factors are also those that cannot be directly observed but They have a very important role in the functioning of the individual in the human activities. These factors include the interest of the individual, self-confidence, taking the first step, fearlessness and courage etc.
The student of child development is often faced with the problem of whether a child's ability is general or specific in nature. Research shows that children are sometimes completely proficient at one motor activity but perform significantly worse at another motor activity.
6- Differences Between Early and Late Learners:
While teaching motor skills, the question arises as to whether there is a physical quality that makes some people learn the same motor skills faster than others. To get the answer Jean Smith conducted a research on 100 boys and girls who are 6 to 9 years of age. All practiced to teach motor skills without individual guidance. Every child was evaluated who has the potential of learning motor skills Strength, balance, speed, pitch, power, etc. Finally, it was found out that there were certain physical and motor standards, on the basis of which some learned motor skills faster than others. Boys benefited from being stronger and could use the balance beam better than girls.
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