Fundamentals of Motor and Perceptual skills
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Enumerates and describes the motor development of a child in each age and the milestones for each stage. It also presents the principles of motor development. Along with it, is Gesell's Theory of Maturation.
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Fundamentals of Motor and Perceptual skills
- 1. MOTOR DEVELOPMENT Lecturer: MICHAEL CAESAR C. TUBAL, M. Ed.
- 2. What is Motor Development? → Changes in children’s ability to control their body’s movements ► From infants’ first spontaneous waving and kicking movements ► To control of reaching, locomotion, and complex sports skills → Motor development influenced by: ► Environment ► Social Development ► Child’s Interest in Exploration
- 3. What is Motor Development? → Gradually gaining control over large and small muscles. ► Gross Motor Skills − sitting, crawling, walking, running and throwing ► Fine Motor Skills − holding, pinching, flexing fingers and toes ► Coordination − coordinate large and small muscles − use senses: sight, sound and touch
- 4. Motor Development: The First Five Years First Year Milestones ► Between birth and 4 months the child ☼ develops control from head down; holds her head up for 10 or more seconds while held on parent’s shoulder or lap ☼ reaches or swipes and grabs for toys ☼ sits steadily when held or seated supported by pillows or in a baby seat ☼ pushes up on arms while lying on her stomach, straightens her arms and lifts up her head and chest completely ☼ begins to hold a hand away from her body First Year Milestones
- 5. Motor Development: The First Five Years ► Between 5-8 months the child ☼ moves purposefully to things she wants; she may be a roller, tummy crawler, scooter or have another unique way of getting around ☼ begins to use her hands by passing things from one hand to the other without dropping them ☼ pulls self to standing by holding on to an adult's fingers, furniture or other object ☼ picks up small toys or food with fingertips First Year Milestones
- 6. Motor Development: The First Five Years ► Between 5-8 months the child ☼ uses the pads of her fingers and thumb, rather than her whole hand or palms ☼ makes walking motion when held; walks forward, bearing weight on alternating feel when held by the hand or under the arms First Year Milestones
- 7. Motor Development: The First Five Years ► Between 9-12 months the child ☼ creeps or crawls up two or more steps ☼ walks, holding on to furniture or cruising along furniture holding on for support and balance ☼ picks up and puts down small toys intentionally ☼ stands alone; intentionally lets go of support and stands for a few seconds unsupported ☼ sits down from standing position First Year Milestones
- 8. Motor Development: The First Five Years ► By 15 months the child can ☼ walk alone ☼ stoop down and stand back without help ☼ climb on furniture ☼ control his fingers better; can hold a crayon and scribble Second Year Milestones
- 9. Motor Development: The First Five Years ► By 2 years the child can ☼ jump in place ☼ jump from a low step with both feet together at the same time ☼ kick a ball and momentarily balance on one leg while swinging the other to kick an object ☼ run forward ☼ stand up easily from a sitting position ☼ throw a ball overhand Second Year Milestones
- 10. Motor Development: The First Five Years ► Between 25 and 30 months the child can ☼ walk up and down stairs alone. May use a handrail or wall for support, but walks up and down stairs without help, even if she puts both feet on a step at the same time ☼ jump in place 2 or more times with feet landing at the same time ☼ run or walk on tiptoe ☼ climb on a jungle gym ☼ walk backward l0 or more feet to pull toys, arrange things or to move out of the way Second Year Milestones
- 11. Motor Development: The First Five Years ► Between 3 and 4 the child can ☼ jump forward with both feet together ☼ stand on one foot unsupported for 2 or more seconds ☼ steer and pedal a tricycle ☼ throw a ball underhand ☼ walk upstairs one foot on each step Third Year Milestones
- 12. Motor Development: The First Five Years ☼ jump in place ☼ walk down stairs ☼ balance on one foot for ten seconds ☼ gallop ☼ jump over an object with both feet ☼ walk backward toe/heel ☼ climb stairs with one foot per step ☼ put simple parts together ☼ copy a circle ☼ build a tower ☼ build constructions using imagination ☼ improve in cutting with scissors and coloring within lines Four and Five Year Milestones
- 13. Typical Gross Motor Development Milestones ☼ Sits upright with prop ☼ Supports own head when in a sitting position ☼ Lifts head and supports self on arm when on stomach ☼ Raises arms and legs when placed on stomach ☼ Rolls over Birth to 6 Months ☼ Sits alone ☼ Crawls ☼ Pulls self from a sitting to standing position ☼ Stands without holding on to an object or person 6 months to 1 year
- 14. Typical Gross Motor Development Milestones ☼ Walks unassisted ☼ Climbs onto low furniture ☼ Climbs stairs with assistance ☼ Pulls or pushes toys with wheels ☼ Kicks ball holding on to support ☼ Catches rolling ball between legs while sitting Age 1 Year
- 15. Typical Gross Motor Development Milestones ☼ Runs very stiffly on toes ☼ Jumps using both feet simultaneously ☼ Walk upstairs holding the banister ☼ Walks on tiptoes ☼ Pedals a tricycle while adult pushes ☼ Kicks a ball forward without losing assistance ☼ Plays on a rocking horse ☼ Throws a ball overhanded five to seven feet ☼ Hangs from a bar Age 2 Years
- 16. Typical Gross Motor Development Milestones ☼ Throws a ball to adult standing five feet away ☼ Runs without falling ☼ Hops on alternating feet ☼ Stands on one foot ☼ Walks backward for several feet ☼ Moves a chair to reach for an object ☼ Rides tricycle using pedals, unassisted by an adult ☼ Walks backward easily ☼ Walks on balance beam with one foot on the floor and the other on the beam Age 3 Years
- 17. Typical Gross Motor Development Milestones ☼ Walk upstairs like an adult by alternating feet ☼ Runs smoothly with charges in speed ☼ Skips using alternate feet rather than galloping ☼ Bounces a ball ☼ Catches a ball with arms and body ☼ Jumps up and down on the floor several times ☼ Bounces playground ball ☼ Catches beanbags with hands Age 4 Years
- 18. Typical Gross Motor Development Milestones ☼ Hops on one foot ☼ Performs jumping jacks and toe touches ☼ Walks up and down the stairs while carrying objects ☼ Catches a ball with two hands ☼ Bounces a ball in place ☼ Skips rope Age 5 Years
- 19. Typical Gross Motor Development Milestones ☼ Jumps over objects ten inches high ☼ Does somersaults and cartwheels ☼ Performs headstand ☼ Rides a bicycle with training wheels ☼ Walks securely on balance beam ☼ Balances on roller skates ☼ Throws with accurate placement ☼ Dribbles ball ☼ Kicks rolling ball Age 6 Years
- 20. Typical Fine Motor Development Milestones ☼ Grasps and holds objects ☼ Holds one object while looking for another ☼ Pokes at objects with index finger ☼ Puts objects in mouth ☼ Feels and explores objects with mouth ☼ Holds bottle ☼ Squeezes and shakes toys ☼ Plays with own hands 6 to 9 months
- 21. Typical Fine Motor Development Milestones ☼ Feeds self by picking up food with fingers ☼ Uses thumb and index finger (pincer grasp) ☼ Transfers objects from one hand to another ☼ Holds two small objects in one hand 9 to 12 months
- 22. Typical Fine Motor Development Milestones ☼ Builds tower of two cubes ☼ Claps hands ☼ Waves “bye-bye” ☼ Scoops with spoon or shovel ☼ Bangs together two objects held in hands ☼ Puts small objects into containers ☼ Scribbles 12 to 18 months
- 23. Typical Fine Motor Development Milestones ☼ Puts rings on pegs ☼ Removes pegs from a pegboard ☼ Marks or scribbles with pencil or crayon ☼ Builds tower three to four blocks tall ☼ Opens loosely wrapped small objects (e.g., candies) 18 months to Age 2 Years
- 24. Typical Fine Motor Development Milestones ☼ Manipulates clay ☼ Turns door knobs ☼ Picks up small objects with pincer grasp ☼ Completes three-piece puzzle ☼ Scribbles ☼ Cuts paper with scissors ☼ Strings large beads ☼ Opens and closes large zippers ☼ Uses spoon effectively ☼ Nests objects (inserts one inside the other) graduated in size Age 2 Years
- 25. Typical Fine Motor Development Milestones ☼ Draws circle after being shown model ☼ Strings half-inch beads ☼ Cuts along a line ☼ Makes clay flat “cakes,” rolled “ropes,” and balls ☼ Sorts objects ☼ Fastens and unfastens large front buttons Age 3 Years
- 26. Typical Fine Motor Development Milestones ☼ Traces vertical and horizontal lines ☼ Cuts while moving paper ☼ Completes puzzles with four to five pieces ☼ Uses fork effectively ☼ Dresses and undresses unassisted ☼ Draws cross (+) when shown an example Age 4 Years
- 27. Typical Fine Motor Development Milestones ☼ Grasps pencil correctly ☼ Prints simple words ☼ Cuts circle ☼ Opens lock with key ☼ Makes recognizable objects with clay ☼ Draws diamond when shown an example Age 5 Years
- 28. Typical Fine Motor Development Milestones ☼ Copies first name ☼ Builds structure with small blocks ☼ Completes a puzzle with sixteen to twenty pieces ☼ Dials telephone ☼ Uses knife to cut soft foods ☼ Draws person with six or more parts ☼ Draws line with ruler Age 6 Years
- 29. Principles of Motor Development → Development proceeds from the head downward (cephalocaudal). This is called the cephalocaudle principle. This principle describes the direction of growth and development.
- 30. Principles of Motor Development → Development proceeds from the center of the body outward (Proximal-Distal). This is the principle of proximodistal development that also describes the direction of development.
- 31. Principles of Motor Development → Development depends on maturation and learning.
- 32. Principles of Motor Development → Development proceeds from the simple (concrete) to the more complex.
- 33. Principles of Motor Development → Growth and development is a continuous process.
- 34. Principles of Motor Development → Growth and development proceeds from the general to specific.
- 35. Principles of Motor Development → There are individual rates of growth and development.
- 36. Arnold L. Gesell’s Theory of Maturation → Gesell’s maturation theory emphasizes individual differences among children and stresses the importance of maturation. → Gesell believes because the infant and the child are subject to predictable growth forces, the behavior patterns that result are not whimsical or accidental by-products. → He describes four fields of behavior: motor, adaptive, language, and personal-social. → In his view, the organization of behavior begins well before birth and proceeds from head to foot.
- 37. Landmarks of Behavior Development (Gesell) → In the first quarter of the first year of life (birth to 16 weeks), the newborn gains control of muscles and nerves in the face (those involved in sight, hearing, taste, sucking, swallowing, and smell). → In the second quarter (16 to 28 weeks), the infant starts to develop command of muscles of the neck and head and moves her arms purposefully. The baby reaches out for objects.
- 38. Landmarks of Behavior Development (Gesell) → In the third quarter (28 to 40 weeks), the baby gains control of her trunk and her hands -- grasping objects, transferring them from hand to hand, and fondling them. → In the fourth quarter (40 to 52 weeks), control extends to the baby's legs and feet, and also to the index fingers and thumbs, to allow plucking of a tiny object. The baby begins to talk.
- 39. Landmarks of Behavior Development (Gesell) → In the second year, the toddler walks and runs, speaks some words and phrases clearly, acquires bladder and bowel control, and begins to develop a sense of personal identity. → In the third year, the child speaks in clear sentences, using words as tools of thinking. No longer an infant, she tries to manipulate the environment. She displays tantrums.
- 40. Landmarks of Behavior Development (Gesell) → In the fourth year, the child asks many questions and begins to form concepts and to generalize. She is nearly self-dependent in home routines. → By age five years, the child is very mature in motor control over large muscles; she actively skips, hops, and jumps. She talks without any infantile sounds and can tell a long story and a few simple jokes. She feels pride in accomplishment and is quite self-assured in the small world of home.
- 41. Fundamentals of Motor Skills → Locomotion – the ability to move from one point to another using any basic movement or combination of movements in a smooth, fluid manner without breaking the pattern of movement.
- 42. Fundamentals of Motor Skills → Non-Locomotion – no appreciable movement from place to place
- 43. Fundamentals of Motor Skills → Manipulation – using the body to skillfully control objects
- 45. Perceptual-Motor Development → Perceptual motor development is the specific process by which a person develops the system of nerve pathways that take in information through senses, organize it, interpret it, and then respond to it. → This system develops from birth through a child’s growing years.
- 46. Perceptual-Motor Development In the beginning a child learns about his environment through movement, using his dominant sense of touch.
- 47. Categories of Perceptual-Motor Development → Balance i. Static Balance ii. Dynamic Balance
- 48. Categories of Perceptual-Motor Development → Spatial Awareness - a sense of body awareness and the body’s relationship to space, as well as a knowledge of what the body parts can do.
- 49. Categories of Perceptual-Motor Development → Sensory Awareness - use of the senses and is another way the body gives the mind information. . Visual awareness Auditory awareness
- 50. Categories of Perceptual-Motor Development → Temporal Awareness - the child’s inner clock, a time structure that lets the child coordinate body parts. - children have an inner sense of time that parallels their knowledge of the daily schedule.
- 51. Categories of Perceptual-Motor Development → Body and Directional Awareness - Body awareness is a part of the conventional social information about the names and functions of the various body parts. - Directional awareness is a combination of the understanding of concepts such as up and down and front and back and the application of that information in a physical activity.
Editor's Notes
- According to this principle, the child gains control of the head first, then the arms, and then the legs. Infants develop control of the head and face movements within the first two months after birth. In the next few months, they are able to lift themselves up by using their arms. By 6 to 12 months of age, infants start to gain leg control and may be able to crawl, stand, or walk. Coordination of arms always precedes coordination of legs.
- This means that the spinal cord develops before outer parts of the body. The child's arms develop before the hands and the hands and feet develop before the fingers and toes. Finger and toe muscles (used in fine motor dexterity) are the last to develop in physical development.
- Maturation refers to the sequential characteristic of biological growth and development. The biological changes occur in sequential order and give children new abilities. Changes in the brain and nervous system account largely for maturation. These changes in the brain and nervous system help children to improve in thinking (cognitive) and motor (physical) skills. Also, children must mature to a certain point before they can progress to new skills (Readiness).
- Children use their cognitive and language skills to reason and solve problems.
- As a child develops, he or she adds to the skills already acquired and the new skills become the basis for further achievement and mastery of skills. Most children follow a similar pattern. Also, one stage of development lays the foundation for the next stage of development.
- In motor development, the infant will be able to grasp an object with the whole hand before using only the thumb and forefinger. The infant's first motor movements are very generalized, undirected, and reflexive, waving arms or kicking before being able to reach or creep toward an object. Growth occurs from large muscle movements to more refined (smaller) muscle movements.
- Each child is different and the rates at which individual children grow is different. Although the patterns and sequences for growth and development are usually the same for all children, the rates at which individual children reach developmental stages will be different. Understanding this fact of individual differences in rates of development should cause us to be careful about using and relying on age and stage characteristics to describe or label children.
- Locomotor Skills: walking hopping jumping running leaping galloping sliding rolling creeping climbing skipping dodging
- Non-Locomotor Skills: bend stretch twist turn curl hang spin lift
- Manipulative Skills: throwing kicking striking bouncing rolling dribbling catching collecting
- By moving (the motor part), an infant or child adds meaning to the senses of touch, sight, and hearing (the perceptual part). Motor and perception must develop together to make the learning process complete. When they do not, information is processed inefficiently, resulting in learning difficulties.
- Static Balance – ability to maintain a posture while holding still (Ex. standing on one foot) Dynamic Balance – ability to remain in a desired posture while moving ( Ex. walking a balance beam, running and hopping on one foot)
- (Ex. putting a toy animal in a box, describing a location using landmarks, knowing a specific route to school and home, distinguishing left from right, up from down, front from behind, over from under and understanding distance)
- . - Vision is the dominant sense for young children - Visual awareness is the ability to mimic demonstrated movements and to discriminate faces, emotions, sizes, shapes, and colors. - Auditory awareness includes the ability to understand and carry out verbal directions and to discriminate among a variety of sounds. - Auditory skills help children process information about language. - Sensory awareness further develops through touch.
- (Ex. dancing to a rhythmic beat, speeding up and slowing down, clapping hands in pattern, estimating speed and predicting time)
- Body awareness: - For most children, the naming of the external body parts is primarily complete during the preschool years. (Naming, pointing, identifying, moving, and performing tasks using body parts.) Directional awareness: (Moving, stationing, pointing, identifying, and imitating using body parts, objects, and apparatuses.)