Motor development Flashcards
Understand the nature and purpose of reflex movements.
reflexes are the first observable signs of newborn motor responses and serve as survival mechanisms for protection and the seeking of food
primitive; breathing, sucking, blinking, rooting reflex
Postural and locomotor; moro, grasping, tonic neck reflex, babinski, stepping, swimming
Demonstrate knowledge of trends in motor development in infancy.
early reflexes movements provide the basis for later voluntary movement, for example kicking, rocking on all fours and reaching combine to crawling.
the sequence in which skills develop follow two trends;
Cephalocaudal principle (head to tail) refers to the fact that upper parts of the body become useable and skillful before lower parts do. babies learn to turn their heads before move their legs.
proximodistal principal (near to far) from the centre of the body outwards. refers to the fact that central parts of the body become skilfil before peripheral or outlying parts; babies learn to wave their whole arm before roll their wrists.
some reflexes to deviate from these trends and infants acquire motor skills in highly individual ways. some learn to crawl before they stand and walk others pull to stand and walk before they crawl.
Explain the development of reaching, grasping and walking.
average age:
lifting their head using arms- about 2 months
sitting without support- around 5 months
standing alone (without holding anything else)- around 11 month
walking; around 12 months
note lots of individual differences, if a baby is a few months behind then that no worries.
skills are refined with practice;
reaching and grasping (new born infants will often take a swing at an object but woundnt be able to grab it) very uncoordinated movement and dont have hand eye control to grab onto something. grasping seems to disapear then come back at 4-5 months as two separate skills reaching and grasping.
they have better control of their head and eye gaze and begin to reach;
grasping becomes more sufficticated;
1st the ulna grasp (fist)
2nd pincer grasp (pinching)
walking; complex behaviour, balance, coordination.
develops gradually, crawling, pull up. How?
at about 6months leg muscles build up from crawling rolling over and bouncing (baby bouncers)
9months pull themselves up
at 12 month they will cruse stand with support then stand alone then grab something to support again.
first steps often on their tows, drunk toddler walk. also see ulnar and pincnar graps 12 months
Understand the role of culture and experience in infant motor development.
need to have practice opportunities;
orphanages studies
cross-cultural studies
depending on environment can make motor development quicker.
important to provide lots of oppitunities;
-lots of tummy time gives opportunity for baby to lift head, hold toys higher while in this position to get them to reach for the toys.
- lots opportunities to sit, or hold them so they begin to put weight on their legs.
-propping up against sofer get better balance.
-bare foot helps balance and coordination
- encourange baby to walk by standing out infront of them lots of encourangment.
Understand the factors that are typically responsible for the development of motor skills in childhood.
early childhood;
2-6 years old
more skilled in motor development.
what are the factors
-neural development;
myelination, transmit messages quicker, better balance, hand eye coordination etc
sensory maturation; they are better at interpreting their environment, recieving the information and processing it cognitively as well.
2. physical development, changing body porportions. changes center of graviety for babies a quarter of their weight is in their head making it harder to walk and balance.
-as get older, centre of gravety gets lower and balance becomes easier
-also increases in muscular strenghth and cody size
-increases in cardio-respiritory capacity systems (ability to breath)
- perceptual motor ability
3 factor
practice opportunities
the more practice the better equipt for developing motor skills
-opportunities for any movements (play time)
-environment changes, more stimulared then babies environment (playground)
-also greater practice greater chance for myelination which consolidates movements further.
Explain the development and significance of fine motor skills, particularly drawing.
Fine motor;
coordination of smaller muscles,
eating, drawing
age 2.5-3.5
gross motor; walk, run in straight line, jump with both feet in air
fine motor; scribbles, can use eating utensils, stacks a few blocks
3.5-4.5 years
gross- throw and catch ball (though with stiff arm)
fine motor; copes with large buttons, makes simple representational drawings
4.5-5.5years
gross motor;
balance on one foot, swim for short distances
fine motor; draws people, builds complex structures with blocks
Drawing:
drawing is a good way to monitor fine motor development and can be used to express emotions when unable to verbalize;
2 years- scribbling stage, after 6 months, begin to name scribbles
3-4 years; Preschematic stage
discover that a drawing can represent something (around the time development of theory of mind) and draw circles with lines coming out (tadpole like) becomes more complex at 4-5 yo.
6 years old; schematic stage
-children are better at percieving their world, and can conceptualise their world.
-they have better fine motor, holding pen like we do.
-schema, all porportion are same their is no depth of field
- use the same set of symbols to represent the same thing
8-10- the gang stange- drawing realism
- pay greater attention to detail
-discover space, seeing cognitive development 3 dementional components
-because they want it to look really real they often become reluctant to draw.
- indicators of social, emotional and cognitive development
Understand the factors related to variations in gross and fine motor development.
lots of variations;
boys; slightly better in activites that require strength
-girls; slightly better in activities that involve balance and fine motor coordination
-important to note that social expectation and gender roles play a part in development
-selective reinforcement for different activities
girls/ boys praised for different activites
- cultural differences,
practised could restrict or promote motor development
-environmental factors, what opportunites are there for them to develop motor development
also social envoronment, to what extent does a family encourage or discourage different activities. eg (cottonwool partenting)
hitting milestone earlier or later
Understand the cognitive, neurological and sensory influences on motor development.
sport; physical health; -combat obesity -improve physical endurance -improve heart and lung function -improved sleep social-emotional -achievement motivation -friendship and social support -mental health benefits cognitive development: -academic performance -variety of cognitive skills learns the benefits of rules
children participation is decreasing. screens/cottonwool parenting
- really need to encourage sport.
- self perception, if they think they are good at it then they are more likely to participate
Understand how different aspects of functioning may impair motor development (see Hoffnung et al. (2013, p. 195-6)).
cognitive skills; influences motor development through, biological maturity and social experience and learning
we need cognitive abilities in order to explore our world.
critical for each other motor and cognitive relationship.
-executive function/goal directed behaviour and self regulation.
helps initiate behaviour/ inhibit behaviour
-neurological influences; functioning also required for cognitive and sensory processes too (which in turn are necassary for motor development)
-reflexes indicate how well nervous system is working (if reflexes are persitsting to long then could be damage to CNS.
neuro influences motor, cognitie, sensory
they all influence each other. highly inter-related
sensory skills; impact motor development.
- be able to percieve body in space
- sense surroundings
- see, hear, touch
Understand dyspraxia, its symptoms and causes, diagnosis process and treatment.
what can go wrong?
1. muscle tone and strength
-muscle tone too high =stiffness
muscle tone too low = floppy
wouldnt have very good control of body movements (even lifting head that first milestone)
leads to impair fine and gross motor movements
cause by many different conditions
2. posture, particularaly impair gross motor skills. have poor posture .
electronic hunch over screens.
3.motor planning
-is the ability of the brain to imagine, organise and carry out a sequence of actions.
think about steps involved in a movement and execute it.
through sequence of motor planning becomes automatic.
-defects in motor planning interfere with movements becoming automatic, they have to think about movements for long periods.
-child appearing clumsy, messy, confused.
4.sequencing and speed of movement;
some children have difficulty with the order and speed, see clumsyness falling over a lot.
5. sensory integration:
defects in integrating information received from the body and environment= difficulties in executing motor activities. they way the brain processes information inside and out.
problems of motor movements could be do to any number of these developments.
Understand dyspraxia, its symptoms and causes, diagnosis process and treatment.
Dyspraxia; a chronic disorder of marked impairment in execution of motor skills.
0-2- Delay in reaching motor milestones
-defects in speech
2-5
-defects in fine and gross motor skills
-difficulties with concentration
-hesitation in motor activity execution, and difficulty in learning new skills
-difficulty combing movements into a controlled sequence
-difficulty remembering the next movement in a sequence
5years-adolescence
-little improement in motor skills
-struggles in various school tasks
-deficits in memory, organisation, and motor sequencings skills become increasingly apparent
-poor sense of direction
-more in boys
see clumsy children.
-sometimes diagnosed with ADHD
causes
-sensory, neurological and or cognitive component deficets
diagnosis
-developmental history, assessment and screening. early the better, speak to care giver, when did they meet their motor skills. then screen children to assess the areas of difficulties.
treatments;
-individual program
-provide scaffolding and practice
-adapt environment
-building confidence
-give more ridged routines so they can prepare for what they need to do throughout the day.
-helping children to understand themselves in space better.
