GoalDocument and track population-based measures of health and well-being for early and middle childhood populations over time in the United States. Show
OverviewThere is increasing recognition in policy, research, and clinical practice communities that early and middle childhood provide the physical, cognitive, and social-emotional foundation for lifelong health, learning, and well-being. Early childhood, middle childhood, and adolescence represent the 3 stages of child development. Each stage is organized around the primary tasks of development for that period.
Healthy People 2010 addressed the earliest stages of childhood through goals for Maternal, Infant, and Child Health, but the early and middle childhood stages of development were not highlighted in this initiative. To address this gap, the Early and Middle Childhood topic area was included in Healthy People 2020. Why Is Early and Middle Childhood Important?Evidence shows that experiences in early and middle childhood are extremely important for a child’s healthy development and lifelong learning. How a child develops during this time affects future cognitive, social, emotional, language, and physical development, which in turn influences school readiness and later success in life.2,3,4 Research on a number of adult health and medical conditions points to pre-disease pathways that have their beginnings in early and middle childhood.3,5 During early childhood, the human brain grows to 90 percent of its adult size by age 3.6,7 Early childhood represents the period when young children reach developmental milestones that include:
All of these milestones can be significantly delayed when young children experience inadequate caregiving, environmental stressors, and other negative risk factors. These stressors and factors can affect the brain and may seriously compromise a child’s physical, social-emotional, and cognitive growth and development.8,9,10 More than any other developmental periods, early and middle childhood sets the stage for:
Back to Top Understanding Early and Middle ChildhoodAlthough in early and middle childhood, children are typically healthy, it is during this time that children are at risk for conditions such as:
While typically nonfatal, these conditions affect children, their education, their relationships with others, and the health and well-being of the adolescents and adults they will become. Emerging Issues in Early and Middle ChildhoodThe keys to understanding early and middle childhood health are recognizing the important roles these periods play in adult health and well-being and focusing on conditions and illnesses that can seriously limit children’s abilities to learn, grow, play, and become healthy adults. Prevention efforts in early and middle childhood can have lasting benefits.13,14 Emerging issues in early and middle childhood include implementing and evaluating multidisciplinary public health interventions that address social determinants of health by:
A stronger and more robust surveillance system is needed to provide the data to understand and plan for the health and well-being of children. References1Education Encyclopedia. Stages of growth in child development. Available from: http://education.stateuniversity.com/pages/1826/Child-Development-Stages-Growth.html#ixzz0j0jMHgRB 2Halfon N. Life course health development: A new approach for addressing upstream determinants of health and spending. Washington: Expert Voices, National Institute for Health Care Management Foundation: 2009. Available from: http://www.nihcm.org/pdf/ExpertVoices_Halfon_FINAL.pdf [PDF - 91 KB] 3Shonkoff JP, Boyce WT, McEwen BS. Neuroscience, molecular biology, and the childhood roots of health disparities: building a new framework for health promotion and disease prevention. JAMA 2009; 301(21), 2252-2259. http://jama.jamanetwork.com/article.aspx?articleid=184019 4Liew, J. Effortful control, executive functions, and education: Bringing self‐regulatory and social‐emotional competencies to the table. Child development perspectives. 2012;6(2), 105-111. http://onlinelibrary.wiley.com/doi/10.1111/j.1750-8606.2011.00196.x/abstract 5Schore AN. Affect regulation and the origin of the self: The neurobiology of emotional development. Florence KY: Psychology Press; 1999. 6Purves D. Neural activity and the growth of the brain. New York: Cambridge University Press; 1994. 7Brown TT, Jernigan TL. Brain development during the preschool years. Neuropsychol Rev. 2012;22(4), 313–333. doi:10.1007/s11065-012-9214-1 8Shonkoff JP, Phillips DA(Eds.). From neurons to neighborhood: The science of early childhood development. 2002. Washington, DC: National Academy Press. http://files.eric.ed.gov/fulltext/ED446866.pdf 9Luby J, Belden A, Botteron K, et al. The effects of poverty on childhood brain development: the mediating effect of caregiving and stressful life events. JAMA Pediatr. 2013;167(12), 1135-1142. http://archpedi.jamanetwork.com/article.aspx?articleID=1761544 10Duncan GJ, Ziol‐Guest KM, Kalil A. Early‐childhood poverty and adult attainment, behavior, and health. Child Dev. 2010;81(1):306-325. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2009.01396.x/abst... 11Duncan G, Dowsett C, Claessensa A. et al. School readiness and later achievement. Dev Psychol. 2007; 43(6):1428 –1446. http://psycnet.apa.org/record/2007-16709-012 12Eccles JS. The development of children ages 6 to 14. Future Child. 1999 Fall;9(2):30-44. https://www.ncbi.nlm.nih.gov/pubmed/10646256 13National Research Council and Institute of Medicine. Preventing Mental, Emotional, and Behavioral Disorders Among Young People: Progress and Possibilities. Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions. Mary Ellen O’Connell, Thomas Boat, and Kenneth E. Warner, Editors, 2009. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. 14Shonkoff J. Building a New biodevelopmental framework to guide the future of early childhood policy. Child Dev. 2010;81(1):357-367. http://steinhardt.nyu.edu/scmsAdmin/media/users/eez206/srb_conference/Bu... Back to Top Which description of development best describes a school age child quizlet?Which description of development best describes a school-age child? She is able to work on resolving conflicts, and she is able to use symbols for reading and writing. At which stage of development is a child's cognition believed to lie in the muscles and senses.
How does the physical growth of the school age child compare with that of the younger child?How does physical growth of the school age child compare with that of the younger child? What abilities emerge? School children's growth is slow and steady, with about 2 inches or more each year. Children run faster and exercise longer.
Which physical change noted during a growth and developmental assessment for a 7 year old client would necessitate further action?Which physical change noted by the nurse during a growth and developmental assessment for a 7-year-old client would necessitate further action? Pubescent changes are not anticipated for a 7-year-old school-age client; this finding would lead the nurse to assess in more depth.
Which is characteristic of the psychosocial development of school age children?What is a characteristic of the psychosocial development of school-age children? Feelings of inferiority or lack of worth can be derived from children themselves or from the environment.
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Which growth and development changes indicate increased maturity during the school age stage of development?
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