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Glossary

  • Adolescence – is the period of time from childhood to adulthood where the young person develops through puberty.  This is typically described as within the teenage years.
  • Adrenal androgen – is a steroid hormone produced in the outer layer (cortex) of the adrenal gland.  It is the first hormone to be produced as puberty begins.  
  • Brain stem – is the region of the brain at the back of the brain directly connected to the spinal cord which contains a number of structures – medulla oblongata, pons and midbrain.  Together, these control the ability of vital organs to work, eg controlling breathing and heart rate
  • Centile (in the US, this is known as percentile) – Growth is measured and then recorded on a centile chart.  In the UK, the charts used are produced by the Royal College of Paediatrics and Child Health who periodically assess the changes in growth to ensure these charts remain current.  The different centiles identify the average growth of UK children at different ages.  Each centile line represents the percentage of the population at that specific age, who are a specific height or weight.  These charts are replicated for every UK child and are published in the Child Development book – often known as the Red book, although the colour can vary across the UK.
  • Cephalocaudal development (Top to bottom) – is the pattern in which organs, systems, and motor movements near the head tend to develop earlier than those near the feet. This means that the baby will show head control before they can sit, and sit before they can stand. They will walk before they have bladder or bowel control
  • Cerebellum – this is situated at the base od the back of the brain in humans and coordinates voluntary movements.  The development of motor movements in early childhood is controlled by this organ.  Recent research shows that cerebellum continues develops until the mid twenties.
  • Circadian rhythm – is often known as the ‘body clock’.  Over the 24 hour day, the circadian rhythm controls many of the body processes, eg sleeping.  It is triggered by numerous factors, eg. changes in light levels – sunlight and temperature.
  • Dexterity – is the development of small movements and increasing skill, eg using the hands to control a pencil, developing fine motor skills
  • Fine motor skills – are the small, intricate movements that a child develops, eg in learning to pick up small objects, in holding a pen to write and in learning to form sounds with the tongue.
  • Follicle Stimulating Hormone (FSH) – is produced by the anterior pituitary gland in response to gonadotropin releasing hormone (GnRH).  It stimulates the development of the egg (ovum) in girls and sperm in boys from puberty through adulthood.
  • Frontal lobe – is the part of the brain responsible for decision making, planning  and impulse control
  • Gonadotrophin releasing hormone (GnRH) – is produced by the brain as puberty starts and causes the release of the gonadotropin hormones from the anterior part of the Pituitary gland, eg Follicle Stimulating Hormone and Lutenising Hormone
  • Gross motor skills – are the large movements that develop, eg in the child developing their muscles to walk and run and in developing stamina.
  • Growth Plate (Epiphyses) – in children, there is an area at the end of the long bones called the eipiphyseal plate or growth plate.  This area contains bone cells that can multiple to create new bone making the bones longer and the child to grow.  The rate of growth is affected by a number of factors – eg. nutrition and stress, but also the amount of growth hormone and thyroxine produced.  The growth plate fuses at the end of puberty as the child reaches their final adult height.
  • Growth spurt – is the rapid increase in growth seen when puberty has started in both girls and boys
  • Hippocampus – is the part of the brain – specifically at the base of the lateral ventricles.  It is thought to be where the emotions and memory are centrally processed. 
  • Hormone – is a chemical messenger which instructs other organs to regulate or control the activity of cells and tissues, eg growth hormone produced by the pituitary gland tells the liver to produce IGF-1 and thyroid stimulating hormone also produced by the pituitary gland tells the thyroid gland to produce thyroxine.  These two hormones together act on the bone cells in long bones of the body to multiply and create new bone, so the child grows taller.
  • Hypothalamus – is the region of the brain that is involved in controlling and regulating the body processes, eg controlling the autonomic nervous system and regulating the production of many of the body’s hormones.  It regulates body temperature and supports the maintenance of homeostasis.
  • Limbic system – is part of the brain which is part of the emotional system, involved in long term memory, structural changes continue well into adolescence.
  • Lutenising Hormone (LH) – is the hormone produced in the anterior pituitary gland in response to gonadotropin releasing hormone.  It initiates the production of oestrogen and progesterone regulating the menstrual cycle in girls and it responsible for ovulation.  In boys, lutenising hormone stimulates the testes in boys to secrete androgens, eg testosterone.
  • Menarche – is the first production of an ovum (egg) in puberty in girls leading to their first menstruation or ‘period’
  • Menstrual cycle – is the regular cycle of girls releasing an ovum (ovulation) ready to potentially be fertilised.  At the same time, the lining of the uterus (endometrium) develops to receive the newly fertilised ovum.  If not fertilised, the cycle ends by discarding the lining and the egg within menstruation.  Typically, the cycle lasts around 28-35 days although there is wide variation in individual women.
  • Myelination - the development of a fatty cover or sheath around the neuron (nerve) that allows the impulse (message) to jump from node to node more quickly as depolaristaion/repolarisation occurs only at the nodes instead of along the entire neuron.
  • Neuron (or neurone) – is another name for a nerve.  The terms neuron and neurone are used interchangeably in the literature and mean the same.  Neurons contain an axon, a Dendron and a cell body.  Neurons link to each other via synapses.  Impulses or messages are transported down nerves jumping between the nodes in the myelin sheath that develops through childhood.
  • Occipital Lobe – is the region of the brain (at the back of the brain) that is involved in assessing vision and relaying the signals from the eyes to the part of the brain that decodes and understands the signals received.
  • Oestrogen – is a hormone secreted by ovaries and if pregnant, also the placenta.  It is responsible for the intial development of the endometrium during the menstrual .   cycle and in maintaining this during pregnancy.  It also helps develop secondary sexual characteristics.
  • Parietal lobe – is the part of the brain (at the side of the brain) that is involved in decoding signals received by the senses
  • Pituitary gland – is a pea sized organ, looking like a cherry with a stalk, at the base of the brain that is involved in stimulating the production of hormones in the body in response to instructions by the hypothalamus.  It is often called the master gland as it controls some of the body systems.  It has two lobes – anterior and posterior.
  • Prefrontal cortex – is the area of the brain that develops in adolescence to help regulate thought processes, emotions and behaviour.
  • Primary sexual characteristics – refers to the development of organs directly involved in reproduction – ovaries, testes and reproductive tracts in both girls and boys.  Although all are present from the 8th week of gestational development, functionality of the organs doesn’t fully develvop until puberty.
  • Progesterone – is a hormone produced in the ovary, and in pregnancy also the placenta.  It helps the female body prepare for and maintain pregnancy, together with the hormone oestrogen.
  • Proximo-distal development – is the pattern in which systems of the body near the middle tend to develop earlier than those near the periphery. This means there is control over the arm before the hand, and the palmar grasp develops before the more precise pincer grip.
  • Puberty – is the developmental period during which a sequence of physical changes occur.  During this phase of development, the child’s reproductive system becomes functional and reproduction can start.  Typically it starts around the age of 8-10 years old and lasts until the child’s middle to late teenage years.
  • Secondary sexual characteristics – are the onging development of tissues and structures during puberty which are not directly involved in reproduction but which distinguish the sexes as adults, eg beard, breasts, underarm and pubic hair etc.
  • Semen – is the secretion of fluid from the testes and associated glands (seminal vescicles, bulbourethral glands and prostate gland) that contains sperm (spermatozoa).
  • Sex steroids – is the term given to the group of hormones typically but not exclusively produced by the reproductive organs, eg oestrogen, progesterone, testosterone and adrenal androgen. 
  • Spatial awareness – is the ability to locate and respond to objects in space and in understanding changes in the movement of objects relative to ones-self.
  • Spermatogenesis – is the production of mature sperm
  • Spermatozoa – is an alternative name for sperm
  • Steroids – is the name give to a group of chemicals in the body that contain cholesterol.  In terms of the sex steroid hormones, these include oestrogen, progesterone, adrenal androgen and testosterone.
  • Synaptic pruning - is the term used in the development of the brain.  Connections are made between parts of the brain using synapses as the brain grows.  So many are produced that the brain needs to prune the connections that aren't used to support the child's ability to develop.
  • Synaptogenesis – is the process whereby the brain develops connections or synapses, between neurons (nerves) in the brain.  This allows messages (impulses) to travel around the body.
  • Tanner stages – this is the scale used by doctors (endocrinologists) to assess the physical development of the child, adolescent or adult undergoing puberty.
  • Temporal Lobe – is the part of the brain which contains the mechanisms responsible for hearing, making sense of all the sounds we hear and translating these into understanding speech.
  • Testosterone – is a steroid hormone that is produced in response to Lutenising Hormone and which stimulates the production of sperm (spermatozoa) in the Leydig cells in the testes.
  • Thyroid hormones – are a group of hormones produced by the thyroid gland.  These influence different metabolic processes in the body, including the need to support bone growth.
  • Uterine wall – also called the endometrium, this is the lining of the uterus which develops within each menstrual cycle and is shed at the end of the cycle in menstruation if the ovum produced is not fertilised.
  • Uterus – is the name given to the womb, which is a hollow, pear shaped, muscular organ.  The uterus is the organ whereby a fertilised ovum will implant into the wall, form a placenta and grow into a new infant over the period of 9 months.

Online resources

Title/link Description
Royal College of Paediatrics and Child Health UK WHO growth charts and resources

Books
Bee, H and Boyd, D. (2004) The Developing Child 10th ed.. Pearson.
Blakemore, SJ and Frith, U. (2005) The Learning Brain: lessons for education. Oxford: Blackwell.

Physical development from five years to adult - Print summary

Between the ages of 5-8 physical growth continues at a steady rate as the body is maturing. On average a child in this age group grows around 5-7cm a year in height and puts on weight at around 2-3½ kg a year. The internal organs are also increasing in size and muscle mass develops allowing the child to ‘tone’ the muscles and develop their strength and dexterity. Body proportions and composition continue to take on a more adult pattern too.

However, from the age of 8 years old the hormonal changes associated with puberty begin and the changing levels of sex steroids drive the body towards sexual maturity, together with the growth of secondary sexual characteristics during the teenage years. These changes also fuel growth spurts in boys and girls at differing times and eventually also lead to the cessation of growth in the late teens or early twenties.

Learning outcomes

By completing this resource you will be able to:

  • Outline the growth and physical development of children and young people aged between 5 to 18 years of age.
  • Discuss the major events of puberty and the effects that this process has on growth and body function.

Learning outcomes

By completing this resource you will be able to:

  • Outline the growth and physical development of children and young people aged between 5 to 18 years of age.
  • Discuss the major events of puberty and the effects that this process has on growth and body function.

This resource was developed by:

Name: Mary Y Brown

Role in Project: Content Author

Qualifications: MMSci Ed, PGCertPT, BSc (Hons), RNCB, RNT.

Previous experience: Mary is an Assistant Professor with the School of Health Sciences teaching communication skills, innovation and recognising culture and diversity through experiential learning. She is a Registered Nurse Child Branch with a specialty in Paediatric Oncology and supporting children with complex needs and their families.


Name: Louise Clarke

Role in Project: Content Author

Qualifications: PGCHE, BSc (Hons) Psychology and Sociology, Diploma in Nursing, RN Child, FHEA.

Previous experience: Louise's clinical career involved a variety of medical and surgical settings and a specialisation in paediatric plastics and cleft lip and palate care. She is currently employed as a Child Health Lecturer at the University of Nottingham involved in teaching communication, interpersonal and leadership skills alongside facilitating the development of clinical practical skills in undergraduate children's nurses.


Name: Carol Hall

Role in Project: Content Author

Qualifications: PhD, RSCN, RGN, RNT, PFHEA.

Previous experience: Carol is an experienced nurse teacher and children's nurse, who worked across a range of children's acute healthcare settings before becoming a ward manager on a teenage care ward for young people with both physical and mental health concerns. Carol is currently an Associate Professor and Director of Undergraduate Education within the School of Health Sciences at the University of Nottingham.


Name: Liz Hilton

Role in Project: Technical Developer

Qualifications: BA (Hons) Graphic Design, BSc (Hons) Biology,

Previous experience: Liz has a wide background in design and E-learning in a wide range of sectors, including industry, the NHS and academic.


Name: Laura Holliday

Role in Project: Content Author

Qualifications: MNursSci, RN Child.

Previous experience: Laura's clinical experience includes children's cardiology, medicine and respiratory. She has previously led a hospital wide preceptorship programme, working within a practice development team. She is currently employed as a Teaching Associate in Child Health at the University of Nottingham.


Name: Lydia Jones

Role in Project: Technical Support and audio manager

Qualifications: BA (Hons) Media Production.

Previous experience: Lydia has worked in the HELM team at the University of Nottingham for 7 years and is currently the e-learning and project development officer. She has many years' experience in project management and audio and video production.


Name: Gill Langmack

Role in Project: Lead Content Author

Qualifications: MSc, PGCHE, BSc (Hons) Nursing, RSCN, RGN, FHEA.

Previous experience: As an experienced Children's Nurse and educator, Gill has extensive experience of nursing children and their families in both acute and critical care areas. Gill is currently lecturing as an Assistant Professor within the University of Nottingham, School of Health Sciences.


Name: Helen Laverty

Role in Project: Principal Content Reviewer

Qualifications: MSc. (Human Development), Cert Ed (FE), RNLD, SFHEA

Previous experience: Helen is an Assistant Professor with the School of Health Sciences & Professional Lead for learning Disability Nursing. Her teaching specialities relate to the concept of ordinariness, human development, and person centred philosophies. She has extensive experience in the development of RLOs. She is a Registered Nurse Learning Disabilities specialising in promoting an ordinary life for children and young people and leadership.


Name: Andrew Lee

Role in Project: Technical Developer

Qualifications: BSc (Hons) Economics.

Previous experience: Andrew has 5 years web development experience working with small businesses, consultancy and app. creation. Twelve years game design experience as senior designer and design lead with oversight of design scripting, level design, scheduling and game mechanics.


Name: Liz Maslen

Role in Project: Project Lead (NCC)

Qualifications: BSc (Hons) Psychology, CMI PGDip.

Previous experience: Liz currently works as the Children's Workforce Development Manager at Nottinghamshire County Council. She has 17 years' experience within the childcare sector, and during this time has worked within voluntary, statutory and private organisations. She has also been involved with the management and delivery of regional and national training programmes aimed at multi-agency frontline practitioners and parent groups.


Name: Roz McCormick

Role in Project: Content Initiator

Qualifications: BA (Hons)

Previous experience: Roz is a qualified probation officer. She has worked in education, criminal justice and training since 1995, and has initiated, developed and delivered a variety of developmental projects with the intention of enabling professionals to work in partnership with service users. She initiated contact with University of Nottingham in pursuit of a rock solid knowledge base upon which to create a robust child development learning platform.


Name: Sally Melling

Role in Project: Content Author

Qualifications: EdD, MPhil, BA (Hons) Nursing, RN (Adult), RN Child, RNT

Previous experience: Sally is an Associate Professor at the University of Nottingham. She has over 30 years' experience as a children's nurse and educator. She is currently the Professional Lead for children's nursing.


Name: Elisabeth O'Brien

Role in Project: Lead Content Author

Qualifications: MEd, PGCHE, BSc (Hons), RGN, RHV, Obs Cert, FHEA.

Previous experience: Elisabeth worked in neonatal intensive care and a Bone Marrow Transplant unit . After working as Health Visitor in the U.K and abroad she joined the Child Health Team at the University of Nottingham.


Name: Cherry Poussa

Role in Project: Technical team manager

Qualifications: MSc, BSc.

Previous experience: Cherry is Head of Digital Learning Support Services in the School of Health Sciences, University of Nottingham with responsibility for IT systems, e-learning and online services and managing the integration of technical platforms to support the processes within these areas. She plays a key part in implementing the HELM strategy and supporting the technical and budgetary aspects of e-learning and digital media research projects.


Name: Mike Taylor

Role in Project: Technical Lead

Qualifications: MSc in Information Technology, PGC in Multi-Media design, BA (Hons) Media and cultural studies.

Previous experience: Mike has worked as a learning technologist for over 10 years at the University of Nottingham. He is currently the Project Development Lead for the HELM team and is working on the development of reusable learning objects (RLOs) both for the school of health sciences and for external projects.


Name: Richard Warr

Role in Project: Technical Implementer

Qualifications: MCIPD.

Previous experience: Originally an Optician, Richard moved into training, initially clinical support and then as a professional examiner. Over the next 25 years he became CIPD qualified and a member of the British Psychological Society. He has supported learners in: personal development, leadership and management, psychometric profiling, customer service and bespoke systems training amongst others. Over the last 4 years Richard has focussed on eLearning design and learning systems management within Nottinghamshire County Council.


Name: Richard Windle

Role in Project: Project Lead and Instructional Designer

Qualifications: PhD, PGCAP, BSc (Hon), PFHEA

Previous experience: Richard is an Associate Professor at the University of Nottingham. He is currently co-academic lead for the HELM team. As well as leading online curriculum development, his research and development interests include open multimedia learning content pedagogy and reuse, stakeholder involvement in content development and student generated content.


With thanks to the following who reviewed the content of the resources:


University of Nottingham Nursing students (Child field):

Ryan Clarke, Clare Cribdon, Aoife Fehilly, Rosanna Jones, Ruth Jones, Kelly Parker, Simone Portman and Molly Wright


University of Nottingham Lecturers in Health Sciences:

Paula Dawson, Damion McCormick, Alexandra Lewandowska-Smith and Heather Wharrad


Nottingham County Council Family Workers:

Helen Bingley, Susan Bird, Debbie Jesson, Meena Sharma, Dina Vitelli and Sharon Warman


With Thanks to:

The young people their families and colleagues who have provided audio and visual resources.

James Henderson, Thomas Stackpoole and Stathis Konstantinidis who provided additional audio narration for these resources.

Kirstie Coolin, Simon Riley and Nicholas Whiting for additional technical support.

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