24. These are rough ages Children who are not given the stimulation or opportunity develop slower Advise: let the child nap on the floor, do not carry child all the time, avoid using the popular yaoyao sarong
25. Motor skill Mean age achieved 90% infant attain Holds head upright, steady 6 weeks 3wks – 4mths Lift self by arms when prone 2 months 3wks – 4mths Rolls from side to back 2 months 3wks – 5mths Grasps cube 3mths 3 weeks 2-7 months Rolls from back to side 4 ½ months 2-7 months Sits alone 7 months 5-9 months Crawls 7 months 5-11 months Pulls to stand 8 months 5-12 months Plays pat-a-cake 9mths 3 weeks 7-15 months Stands alone 11 months 9-16 months Walks alone 11mths 3 weeks 9-17 months Builds tower out of 2 cubes 11mths 3 weeks 10-19 months Scribbles vigorously 14 months 10-21 months Walks up stairs with help 16 months 12-13 months Jumps in place 23mths 2 weeks 17-30 months Walks on tiptoe 25 months 16-30 months
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Editor's Notes
Two areas that show most growth are the frontal lobe and the left temporal lobe – more planning, organising, thinking. Language skills also increase at an amazing pace during the ages of 3 – 6yrs old
Synapses- connective spaces between the cells Neurons- nerve cells that receive and transmit neural impulses
Synaptogenesis- formation of synaptic connections among neurons
Cerebral Cortex- the outer layer of the brain’s cerebrum that is involved in voluntary body movements, perception, and higher intellectual functions such as learning, thinking, and speaking
Hand preference is evident in 10 percent of 1-year-olds. By age 5, 90 percent of children clearly prefer one hand over the other. The dominant cerebral hemisphere is the hemisphere responsible for skilled motor action. The left hemisphere is dominant in right-handed individuals. In left-handed individuals, motor and language skills are often shared between the hemispheres. The brains of left-handers tend to be less strongly lateralized than those of right-handers. Many left-handers are ambidextrous . One genetic theory proposes that most children inherit a gene that biases them for right-handedness and left-hemispheric localization of language.
The two hemispheres of the cortex develop at different rates. The left hemisphere shows dramatic activity between 3 and 6 years and then levels off. Activity in the right hemisphere increases slowly throughout early and middle childhood, showing a slight spurt between ages 8 and 10. Differences in rate of development of the two hemispheres suggest that they are continuing to lateralize (specialize in functions).
Bayley’s scales – often used by psychologists to evaluate children
At 3 months of ages and older, babies display voluntary reaching as they extend their arms and make in-flight corrections, gradually improving in accuracy until they can reliably grasp their objectives.
Self-Help Skills During early childhood, children gradually become self-sufficient at dressing and feeding. Preschoolers get great satisfaction from managing their own bodies. Shoe tying, mastered around age 6, requires a longer attention span, memory for an intricate series of hand movements, and the dexterity to perform them.
Scribbles —Western children begin to draw during the second year. At first, action, rather than the scribble itself, contains the intended message. First Representational Forms —By age 3, scribbles start to become pictures. Use of lines to represent object boundaries permits children to draw their first pictures of a person by age 3 or 4. More Realistic Drawings —More conventional figures, in which the body is differentiated from the arms and legs, appear by age 6. However, drawings at this age still contain perceptual distortions, such as a missing third dimension. Greater realism occurs gradually. As young children experiment with lines and shapes, notice print in picture books, and observe people writing, they try to print letters and, later on, words. Often the first word printed is the child’s name. In addition to gains in fine motor control, advances in perception contribute to the ability to form letters and words.
Except for throwing, there is no evidence that preschoolers exposed to formal lessons are ahead in motor development. Preschools, child care centers, and playgrounds need to accommodate a wide range of physical abilities by offering a variety of pieces of equipment that differ in size or that can be adjusted to fit the needs of individual children. Criticism of a child’s motor performance, pushing specific motor skills, and promoting a competitive attitude may undermine young children’s motor progress.
