Section D, Analysis
Physical Development
Physical Development is defined by the textbook “Development of Children and Adolescents” as “change that is systematic, organized, and successive in character that pertains to the body” (Hauser-Cram, Nugent, Thies, &Travers, 2014). In my observations of Anna Jean, I was able to see many of the milestones associated with children of her age. According to the text, a child should learn to “Sit upright with support, sit up unsupported, crawl, stand, walk, and climb” (Hauser-Cram, Nugent, Thies, &Travers, 2014), and should do so in this order in almost all cases. I have seen this to be true not only in Anna Jean, but in all other children I have had interaction with. Walking is noted by the textbook
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The instincts that are inborn in infants and newborns must be tuned and developed to help them thrive and survive (Hauser-Cram, Nugent, Thies, &Travers, 2014). This is done in different way, but in Anna Jean, her parents are instrumental in this process. Her parents are always playing with her and helping her develop gross motor skills such as learning to walk, as well as fine motor skills such as zipping up zippers, buttoning buttons, and even tying shoes. She is advanced physically for her age, displaying milestone more commonly associated with toddlers. From my observations, I concluded that this is because of the amount of time that her parents spend coaching her. Milestones associated with sensory and perceptual development are also evident in Anna Jean’s development. She is fascinated with the sense of touch. Any time she feels a different texture or temperature, she gets an excited look on her face and she exclaims, “Touch!”. When she touched her mother’s cactus plant, she said, “Ouch, no!”. She also has learned to associate certain sounds with words and ideas. She knows when she hears her dog barking that her dog is close by and she associated the dog’s name with the