Physical development is studied horizontally and longitudinally. Horizon studies give us data regarding growth patterns of children at specific stage of development.

Such studies do not give us information about individual growth patterns. Longitudinal studies are progressive studies of an individual and can be used to compare him with himself at various stages.

Different stages that a child passes through from birth to 16 years of age the infancy (on the average, from birth to 5 or 6 years of age, during the sensory channels begin to function and the child learns to creep, to wed and speak), the childhood (on the average from 5 to 12 years during whim permanent teeth appear, and the child learns to read, write and care for himself the adolescence on the average from 12 years to 18 (in some cases to 20 or during which the development of sex organs bring about the appearance! physical sex characteristics.

The specific growth changes from birth to adolescence occur with regard! Height and weight, body proportions and growth of internal organs. During infancy a normal child tends to follow certain definite patterns! Growth. Height and weight increase tremendously.

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The infant boy grows 9 the average 7 by the age of 9 months and the infant girl grows to 6 3/4’/by the age in height. Weight is doubled during the first 6 months. During childhood and adolescence the height goes on increasing. Hereditary background air environmental factors combined determine height-weight ratio for a particular child.

For example, children of short and stocky parents are generally she« and stocky; those of the tall and slender are tall and slender. Different component parts of the skeleton do not grow at a regular rate. When the child is born, the size of bones of arms and legs is smaller than that of the skull.

As he grows, the head and torso become proportionally shorter the before and arms and legs become longer. At birth there are no teeth. But as the child grows he gets baby teeth and then a second set of teeth which serve hoi all his life.

From birth to adolescence all the body systems have different rates of growth. At birth the nervous system is developed sufficiently well. The circulatory system has a balanced functioning too. But with growing years, the heart grows in size and volume.

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The lymphatic system becomes active at birth and increases rapidly after 12 years of age. The genital system develops slowly during the childhood but grows rapidly from 11 to 12 years of age onwards. Environment plays a significant role in physical growth and development.

Favourable environmental conditions, planned recreation and rest, proper diet, well-ventilated living quarters, freedom from care and anxiety are beneficial for proper physical growth. Better nutrition, better shelter, more adequate life necessities are conducive to better health.

Behaviour problems in our children spring up because of malnutrition, unhealthy home environment, lack of rest and recreation anxiety and trouble at home.

The individual is first and foremost a physical being. Therefore, any programme of his education revolves round his physical growth and development. The primary aim of education would then be the development of excellent body, good health, and active neuromuscular system.

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The knowledge of characteristics of physical growth and development is very essential to the teacher. He should not only be conversant with subject he teaches but he should also study the growth characteristics. The learning equipment, the curriculum, the techniques of teaching has to be geared to the proper growth of the child.

He has to be careful of the normal physical growth of the child as he has to be careful of his normal intellectual growth. The child who seems to be growing beyond his years as well as the child, who seems to be growing shortly, need his special attention.

Even a slight physical abnormality during the childhood creates trouble to the individual. Attitudes, interests and emotional behaviour grow out of physical status. Above-normal height or weight or uneven physical growth rate, produce emotional strain and stress in the child. The teacher has to help such a child in solving emotional difficulties and problems.

Many children come from poor homes. Their parents are illiterate and do not know how to take care of them. Children are either mal-or undernourished. They lack adequate shelter. Living conditions are far from satisfactory in villages and in some urban areas too.

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Proper attention has to be given to the nutrition of the average school child. A midday meal or some other programme with state or public aid may be launched and the problem of malnutrition can be solved.

Every school has a responsibility for preparing able-bodied youths to serve the nation. Sanitary conditions of school premises, a provision of well-ventilate school rooms, sufficient and well-planned programme of sports and games, periodical medical examination and dental care, are a must for a good school.