Lesson 8 - Motor development Flashcards
What are the gross motor skills as age develops?
1-3 months - Stepping reflex, lift head, sit w support
2-4 - lifts head and uses arms for support
5-8 months - sits w support
5-10 - stands w support and pulls self to stand
5-11 crawl
10-14 stands alone, walks alone
13-18 - walks backwards and sideways ,runs, climbs, walks up stairs
18-30 months - runs easily, jumps, skips, rides and steers tricycle, walks on tiptoes
What are the fine motor skills as age develops?
1-3 - Grasps object if placed in hands. sucks, control of eye movements, smile
2-4 months - grasps cube when placed near hand
5-8 months - reaches for and grasps object, using one hand
5-10 - points at object of interest, grasps with thumb and finger (pincer grip)
5-11 - grasps spoon, learns to direct food to mouth
10-14 - puts objects in containers, builds block towers, produces first meaningful word
18-30 picks up small objects, vocabulary and articulation increases rapidly
How is early motor movement impaired?
by poor muscle strength and by under developed motor coordination
When does locomotion begin to emerge?
By the mid-point of the first year of life
Changes in motor development has consequences for what?
major consequences for cognition
- notable w crawling
Acquiring the ability to move unaided brings improvements in memory
What is the mean age of motor development/ age at which babies begin to crawl at?
- : 9.13 months and 9.14 months
- crawling - the ability to traverse at least one metre using arms and/or knees
What is evidence of flexible memory?
If children can remember the action in a novel context and therefore produce the action with a different toy
What target action can crawling and non-crawling children remember?
The demonstration shown to them
but only crawling children can retrieve the memory in a new context
the difference between crawlers and non crawlers has to be bc of the onset of crawling gives memory greater flexibility
What does the onset of crawling give?
Babies have greater memory flexibility
due to being able to crawl
crawling brings new experiences since ur being in different and changing contexts which will affect cognition
What age do babies start crawling?
Around 8 months is common, but varies from 5 months to 11 months
infants judgement about the world doesnt always generalise from one movement type to another
What is locomotion in infancy?
The ability to move from one place to another
What does going from crawling to walking require?
The change requires muscle development, different patterns of limb coordination, and balance control
Walking leads to an increase in what?
Falls
32 falls per hour vs 17 falls when crawling
297 metres/hour vs 100m/ hour crawling
Crawlers are better judgers at what?
Steepness of slopes, or the depth of a drop
Compared to crawling, walking ..?
Covers more space quickly
Gives access to more distant objects
Allows different interactions with others
Affords better visual input
skilled walking takes months to develop tho
WALKERS ALSO SPEND MORE TIME MOVING AROUND THAN CRAWLERS 33% VS 20%
What is cognition?
How we form, use and act upon internal thoughts and stress
In infants we understand the context of their mental representations of the world not just what they can see
What is perception?
How we see, hear or directly experience the world
What are mental representations?
Cognition + Perception
Cognition / Perception
What is object permanence?
The ability to understand that even if an object can no longer be seen, it still continues to exist
Piaget’s view of development was founded on the idea that children ARENT born with knowledge of the world, instead gradually constructing knowledge and the ability to internally represent the world around them
What is Piaget’s view of development?
observed that prior to 9 months, infants made no response to an object after it was hidden
That was true even for desirable objects that children were motivated to find
They were said to lack the understanding that non-visible objects continue to exist
- By around 9 months, infants are able to search for objects that they are out of view
- This suggests they can act on the basis of thought, rather than just perception
- However, their performance is still remarkably not adult like
What is the A-not-B task?
Infants at around 9 months persist in reaching to the old location, even though they have seen where the object is
The object is hidden while they are watching it - theres no deception
By around 12 months, infants reach correctly to the new location
Violation of expectation tasks?
Children are shown an event repeatedly until they habituate
They are then shown one of 2 variations of the same event
if they look at one event for longer, suggests theyre surprised by it
meaning it has violated their expectation
Studying object permanence using the violation of expectancy paradigm leads to some surprising findings
6-8 months looked longer at the impossible event than the possible event (shows object permanence bc they know the block continues to exist even when out of sight)
W 4 month olds infants seemed to understadn that a hidden object continues to exist
Some discrepant findings
findings that contradict each other
- Some studies are different as they choose to study children’s looking patterns, while others study children’s actions
- Children seem to show object permanence when measured by their looking but not when measured by their actions
- It appears that children have knowledge of the world from early in infancy but that they only become gradually able to act on that knowledge
- Cognitive development in the first year of life involves building links between their knowledge and their actions
How can infants demonstrate understanding of number?
Precise understanding of v small numbers and approximate understanding of large numbers
What did the violation of expectancy task find in 4 - 5 month olds?
They looked longer at the impossible event as their expectation appears to be sensitive to number
What is the Approximate Number System?
A primitive mental system of non-verbal representation of number
Allows broad comparisons of quantity
Does not allow for the representation of specific numbers, only of ratio quantities
