Final ch. 12 Flashcards
fine motor movements
movements that are predominantly produced by the small muscles or muscle groups in the body
Manipulation
the use of the hands
-involves intrinsic and extrinsic movments
intrinsic movements (Manipulation)
coordinated movements of the individual digits used to manage an object in the hand
extrinsic movements (manipulation)
displace the hand and the in-hand object via upper limb movement
simple synergies (categories of manipulation)
involves all hand movements in which the action of all the digits is similar
- squeezing a rubber ball
- pinching
- dynamic tripod (ex. pencil holding)
Reciprocal synergies (categories of manipulation)
combinations of movements involving the thumb and other involved digits reciprocally and simultaneously interacting to produce relatively dissimilar movements
- “twiddling of the thumbs”
- rolling a pencil between thumb and forefinger
- flexion of the fingers as the thumb extends
Sequential synergies (categories of manipulation)
involves a specific (systematic) sequence of hand movements toward a specific goal
- tying a knot
- squeezing a tube of toothpaste
- these patterns are not simultaneous
Prehension
applies specifically to the act of grasping (including approach, releasing)
process of prehension
the object is visually located -> object is “approached”-> object is “grasped” -> child disposes of the object by “releasing” it
3 basic methods of reaching
- sweeping the hand and arm in a backhand manner toward the object
- indirect or circuitous method which involves approaches form various angles
- direct reach, evident in motorically mature children
proximodistal
movement ability progressed in a direction “away from the body”
-Halverson noted a “proximodistal” pattern of development
Newell, Scully, Tenenaum and Hardiman’s alternate view of the Development of Prehension
10 cube sizes were used (preschool children and adults)
-adults used one hand 60% of the time while children used one hand 38%
Object-to-Hand size ration was signigicant factor related to subjects use of one/two hands.
-1000 combinations of finger-thumb grips( adults used 14 combinations; children used 22)
-“object size” plays a role in grip patterns
-developmental progression maybe more “flexible than those more previously noted
-grip formation is not mature by 6-7 years
-children rely more on vision in reaching
Haptic perception
the ability to glean information from objects by manipulation
- temp -weight
- size -shape
- texture
exploratory procedures
- lateral, alternate rubbing motions to determine texture
- unsupported holding to determine weight
- “visual” control or manipulation
writing
- develop between 2 to 6 years
- when writing ability develops, hands move closer to tip
- eventually the fingers and thumb gain control (dynamic tripod)
- mature writing is observed by age
- children had more mature manner of holding writing object if it was shorter
- found more mature pattern of writing in children if they were writing on a vertical surface (easel)
Holding of writing Implement: Supinate Grasp
- 1st stage of holding writing object
- involves all 4 fingers and thumb wrapped around pencil in a fist (Thumb up, palm up)
Holding of writing Implement: Pronate Grasp
2nd stage of holding writing object
-palm down hand positing (thumb down)
Holding of writing Implement: Dynamic Tripod
3rd and final stage of holding writing object
- using 2 fingers and thumb near tip of pencil.
- presented by age 7
As children advance in handwriting there is an increase in …
- upright posture
- trunk and hand stability
- hand is better positioned in line w the forearm
- forward lean of trunk
Cross Cultural Comparison
- Japanese children attain dynamic tripod by 35 months, probably because they use chopsticks in early life
- British children attain dynamic tripod at 48 months
Developmental stages in Japanese children
- stage 1: palmar grasp; movement from elbow and shoulder
- stage 2: Incomplete tripod
- stage 3: Tripod position w/ extensive wrist movement; no finger coordination
- stage 4: Dynamic tripod; finger coordination
what is the age of changing from the immature to mature characteristics of both the finger flexion and the forearm positioning?
10 years; in general the dynamic tripod continues to be refined between the ages of 6-14 years
Drawing and writing
- children learn to draw before writing letters
- children w brain injury (lower mental age) will have difficulty drawing compared to peers; display immature drawings because the brain sends conflicting stimuli to the hand
4 major stages of drawing
- scribble
- combine
- aggregate
- pictorial
Stage of drawing: Scribble
1st stage: may occur by accident
Stage of drawing: Combine
2nd stage: construction of diagrams, geometric figures, and combinations of shapes
-eventually shapes form some familiar objects (house)
Stage of drawing: Aggregate
3rd Stage: child combines diagrams and figures in combinations of three or more
-more complex drawings can be created
Stage of drawing: Picrorial
4th Stage: pictures are drawn w more precision and complexity
-8-9 year olds
what is on e of the most important factors affecting the level of drawing development
Home
- child observes others drawing
- availability of writing implements
Handwriting: The Product
- handwriting preceded by the initial attempt at drawing
- at age 4 letters drawn are often uppercase, large, and unorganized
- at age 5-6 child has mastered name printing
- at age 7 children are able to write smaller letters and can effectively print in lowercase letters
- in the 2nd grade children can master uppercase letters and printing their name
- at age 9 spacing between letters is mastered
at what age does a child master name printing?
age 5-6
Finger Tapping
tasks categorized into repetitive and successive movements
- repetitive; repetitions of the same movement (thumb and finger tapping together) as rapidly possible
- successive; series of similar movements performed rapidly (thumb “then” finger tapping”
- an important “indicator of fine motor coordination”
- used to “diagnose neurological difficulty”
k-2nd grade ___ outperforms ___ in finger tapping (male/female)
girls. ..boys
- speed and coordination of performance occur over the first years of life; plateaus at 8-10 yrs. old
Fine Motor in late adulthood
- speed and coordination of fine motor movements plateau in early life and no major changes until late adulthood
- degeneration of neurons
- arthritis
- osteoporosis
- reversal of the proximodistal progression
Exceptions of fine motor in late adulthood
- physically fit/healthy adults maintain their speed and movement
- practice inhibits the slowing process
- movement involved in the creation of vocal responses shows fewer signs of slowing
signs of motor slowing in late adulthood
- fine motor changes are noted in the later stages of life
- there is a reversal of the proximodistal trend in development
- neural degeneration may contribute to slowing and decreased coordination
- physical fitness and practice can attenuate or eliminate the slowing process
