Physical Characteristics Comprise Of Observable Traits And Features In An Individuals Body (Essay Sample)

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Observational Essay
Physical Characteristics
Physical characteristics comprise of observable traits and features in an individual's body.
Height: Height is the measurable length from the foot to the head of a person. In an ideal case, the percentile of a body's height extends to a maximum of 97%. The latter is also influenced by age group. In an example, a boy possess shorter height until they achieve an age of 8. At this age, they become taller than the reference values (Popovici et.al. 4).
Weight: Weight is the sum of the body's bulk. The average and healthy weight of a body should not exceed 120% of the ‘ideal.' In such a case, individuals are at a risk of getting obesity. Example: Girls show overweight across all age groups after turning at ages above 6.
Proportions: Body proportions consist of the ratio between the trunk, limb, and arm span. The trunk forms the upper segment and covers the distance between the pubis and head crown. Lower portion constitutes the distance between pubis and foot and comprises of limb's measure of the total height. Children at birth have a body proportion of 1:7:1. It is fascinating to note that arms grow faster than the trunk and between the ages of ten to maturity, the two exhibit similar size (Popovici et.al. 4).
Hearing: This is an auditory perception that reflects the ability to perceive sound through detection of vibrations and change in external stimuli. The human hearing range is at between 20 to 20,000 Hz when there are significant waves in the surrounding. A subject can clearly perceive sounds from teachers at a distance of 20 feet in an environment with low noise levels. This frequency range reduces with age, and women show less hearing degree loss than men.
Vision: Vision is the ability to comprehend and interpret any surrounding environment by use of light to provide a visible spectrum after reflection of objects. A student understands objects at a distance of 25 feet. Ability to have a good visual perception is influenced by the size of object and distance between an individual and the object.
Tactile sensitivity: Also referred to as hypersensitivity, tactile sensitivity defines an increase or decrease in the sense to touch and makes an individual noxious, feel peculiar or pain. The latter may range from mild to severe. A subject persists to experience a touch from the teacher in classroom.
Motor Development
Fine Motor Skills: These are also referred to as dexterity and dictates coordination of small muscles usually resulting from movements. These skills are essential in intellectual growth and tissue synchronization. Examples of fine motor skills in children include holding a pencil and cleaning of teeth. In adults, fine motor skills are applied in activities such as use of laptops, telephones, and screwdrivers.
Gross Motor Skills: Aptitudes acquired during infancy and early childhood development. In young children, these skills are evident in running, walking, playing, carrying school bags among children, skipping, etc.
Strength: The ability to apply force against resistance. Strength enables children to perform routine activities and accomplish both fine and gross motor skills. Some instances where strength is applied include moving loads, gyms, and pushing strollers.
Eye–hand coordination: It is a synchronized control in the movements of the eye and hand. The process is important in handwriting, sporting activities, reading, playing, and other life skills. A subject first looks at a ball then uses his hands to throw it to hit a target.
Cognitive Development
Memory: Memory is an aptitude of an individual's mind where information is stored and retrieved. Memory influences future actions and can preexist as either short term or long term. Short-term memory allows one to only recall events within seconds to few minutes without rehearsal. A subject is instructed to pick utensils from the table after meals and take them to kitchen for cleaning. Long term memory can store large volumes of information for more extended periods. An example of long-term memory is the ability to remember many digits such as telephone numbers for many years.
Problem-Solving: Problem-solving skills demonstrates how a child perceive, think, and comprehend his or her world. A student exercise problem solving by requesting the teacher to repeat directions.
Abstraction: Abstraction can either be temporal and provide thoughts that offer long-term goals or be relational by focusing on the connections between representations rather than stimulus characteristics. An adolescent presents abstraction by providing a solution to a test after being reminded of a formula. In adults, abstraction is employed when they make decisions on what to do and where to be later in the day.
Imagination: This plays a vital role during learning, and young children acquire information on historical events, cultures, and people's behaviors. A child picks a toy and pretends to be holding a rabbit.
Cognitive Strengths: These are the core skills an individual's brain applies in thinking, reading, learning, and paying attention. Cognitive strength determines a person's ability to process new information. In an example, a subject listened to a song and later sang it without errors.
Cognitive Weaknesses: This aspect is evident when a person dismisses important influences in one's behaviors, (Schlesinger and McMurray 339). A subject may tend to forget where she placed her bag after arriving from school.
Language Development
Receptive language: The ability to comprehend both words and language in gaining information and the real meaning of an occurrence. A mother holding her car keys may imply that she will soon get into her vehicle.
Expressive language: Expressive language involves the use of words, gestures, and writings to convey a message. A subject fails to note the difference between being in front or behind someone.
Vocabulary: Vocabulary appears as an important aspect of growth in children. Infants imitate movements and sounds as well as words that they hear. Later, they easily associate these words with actions.
Grammar and Syntax: The format of words in a sentence, clause, or phrase. Order of words is the primary tool that brings a relationship between words. Example: ‘Pick the ball.’ The sentence is a product of words joined to bring an expression of mind.
Articulation: Articulation characterizes a mechanism in which words are pronounced by movement of the lips, tongue, an...