Child Growth and Development CGDR
DCF Exam Questions Marking Scheme
New Update
Growth - Answers -refers to specific body changes and increases in the child's size,
such as a child's height, weight, head circumference, and body mass index. These size
changes can usually be easily measured.
Development - Answers -typically refers to an increase in complexity, a change from
relatively simple to more complicated. Development usually involves a progression
along a continuous pathway on which the child acquires more refined knowledge,
behaviors, and skills. The sequence is basically the same for all children, however, the
rate varies.
Similarities in growth: - Answers ->Growth proceeds from the head downward and from
the center of the body outward.
>Children gain control of the head and neck first, then the arms, and finally, the legs.
>At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
>As children grow, the arm and leg muscles develop, followed by the finger and toe
muscles.
Differences in growth: - Answers ->Some children are taller, some shorter. Some
children are smaller, while others are larger.
>These differences are completely typical. Typical growth is supported by good
nutrition, adequate sleep, and regular exercise.
>Children do not grow at perfectly steady rates throughout childhood.
>Children will experience weeks or months of slightly slower growth, followed by growth
spurts.
>Differences in the amount of growth can be a source of self-consciousness for some
children.
*are typical
If you detect that a child is self-conscious about his/her size, how would you help
him/her work on increasing his/her self-acceptance? - Answers -Either individually or
with a group of children, talk about how things are different but equally important and
valuable. You could use the example of a litter of puppies or kittens that are different
colors and sizes, both larger and smaller. While they are different, they are all special
and will grow into wonderful dogs or cats. You could also use different fruits, kinds of ice
cream—and finally differences in people—to help the child or children understand that
differences are not bad, but rather make each person special.
, If you have some concern about a growth-related issue involving a child, how would you
approach this issue with the parent(s)? - Answers -Share information about typical
growth patterns with the parent(s). You may wish to share it with all your parents. After
going over this information with the parent(s), you could ask them if they have any
questions or concerns and if they have had any discussions with the child's doctor. If
you detect the parent(s) have not had much interaction with a doctor and do not connect
the growth information with their child, gently explain your concerns and have available
local resources for medical care if the family needs that assistance. Make sure all
discussions occur in a calm and confidential manner.
Principle 1 - Developmental Sequence is Similar for All - Answers ->Children develop in
relatively the same ways.
>There is a typical sequence of development that occurs as a child grows.
>While the sequence is similar, and the behaviors or skills emerge in the same order,
children can take more or less time with each behavior or skill.
>They can move forward, regress for a short time, then move forward again.
>Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific - Answers ->Development
progresses from a beginning point moving in a forward direction.
>Just as growth of an infant proceeds from the top down and from the center of the
body to the limbs, development of behaviors and skills moves from general to specific.
>As children mature, their bodily changes occur in a sequential order and give children
new abilities.
>As the brain and nervous system develop, a child's thinking (cognitive) skills and motor
skills improve.
>In the Physical Development Domain, an infant's large muscles develop first and result
in the ability to wave the arms and kick the legs.
>Development continues in the smaller muscles in the fingers and toes, and results in
the ability of the fingers to grasp objects and the toes to help with balance when
standing and walking.
Principle 3 - Development is Continuous - Answers ->In children who develop typically,
behaviors and skills they have already acquired become the basis for new behaviors
and skills.
>There is continuity from one phase of development to the next.
>Children continue to add new behaviors and skills as they perfect their abilities to walk,
to write or draw, and to speak. For example, speech development proceeds from
gurgles and coos to chattering, then to words, then phrases, and finally, sentences.
Sentences become paragraphs and stories, both oral and written.
>In order for children to write or draw, they must have developed the control of their
hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing
and drawing.
>The continuation of development can easily be seen in children as they mature from
age two to age twelve.
DCF Exam Questions Marking Scheme
New Update
Growth - Answers -refers to specific body changes and increases in the child's size,
such as a child's height, weight, head circumference, and body mass index. These size
changes can usually be easily measured.
Development - Answers -typically refers to an increase in complexity, a change from
relatively simple to more complicated. Development usually involves a progression
along a continuous pathway on which the child acquires more refined knowledge,
behaviors, and skills. The sequence is basically the same for all children, however, the
rate varies.
Similarities in growth: - Answers ->Growth proceeds from the head downward and from
the center of the body outward.
>Children gain control of the head and neck first, then the arms, and finally, the legs.
>At birth, the brain, heart, and spinal cord are fully functioning to support the infant.
>As children grow, the arm and leg muscles develop, followed by the finger and toe
muscles.
Differences in growth: - Answers ->Some children are taller, some shorter. Some
children are smaller, while others are larger.
>These differences are completely typical. Typical growth is supported by good
nutrition, adequate sleep, and regular exercise.
>Children do not grow at perfectly steady rates throughout childhood.
>Children will experience weeks or months of slightly slower growth, followed by growth
spurts.
>Differences in the amount of growth can be a source of self-consciousness for some
children.
*are typical
If you detect that a child is self-conscious about his/her size, how would you help
him/her work on increasing his/her self-acceptance? - Answers -Either individually or
with a group of children, talk about how things are different but equally important and
valuable. You could use the example of a litter of puppies or kittens that are different
colors and sizes, both larger and smaller. While they are different, they are all special
and will grow into wonderful dogs or cats. You could also use different fruits, kinds of ice
cream—and finally differences in people—to help the child or children understand that
differences are not bad, but rather make each person special.
, If you have some concern about a growth-related issue involving a child, how would you
approach this issue with the parent(s)? - Answers -Share information about typical
growth patterns with the parent(s). You may wish to share it with all your parents. After
going over this information with the parent(s), you could ask them if they have any
questions or concerns and if they have had any discussions with the child's doctor. If
you detect the parent(s) have not had much interaction with a doctor and do not connect
the growth information with their child, gently explain your concerns and have available
local resources for medical care if the family needs that assistance. Make sure all
discussions occur in a calm and confidential manner.
Principle 1 - Developmental Sequence is Similar for All - Answers ->Children develop in
relatively the same ways.
>There is a typical sequence of development that occurs as a child grows.
>While the sequence is similar, and the behaviors or skills emerge in the same order,
children can take more or less time with each behavior or skill.
>They can move forward, regress for a short time, then move forward again.
>Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific - Answers ->Development
progresses from a beginning point moving in a forward direction.
>Just as growth of an infant proceeds from the top down and from the center of the
body to the limbs, development of behaviors and skills moves from general to specific.
>As children mature, their bodily changes occur in a sequential order and give children
new abilities.
>As the brain and nervous system develop, a child's thinking (cognitive) skills and motor
skills improve.
>In the Physical Development Domain, an infant's large muscles develop first and result
in the ability to wave the arms and kick the legs.
>Development continues in the smaller muscles in the fingers and toes, and results in
the ability of the fingers to grasp objects and the toes to help with balance when
standing and walking.
Principle 3 - Development is Continuous - Answers ->In children who develop typically,
behaviors and skills they have already acquired become the basis for new behaviors
and skills.
>There is continuity from one phase of development to the next.
>Children continue to add new behaviors and skills as they perfect their abilities to walk,
to write or draw, and to speak. For example, speech development proceeds from
gurgles and coos to chattering, then to words, then phrases, and finally, sentences.
Sentences become paragraphs and stories, both oral and written.
>In order for children to write or draw, they must have developed the control of their
hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing
and drawing.
>The continuation of development can easily be seen in children as they mature from
age two to age twelve.
