chapter 6 part 1 - motor development

newborn reflexes

• unlearned and involuntary

• some have clear survival value

• rooting, sucking, swallowing, breathing, eye-blink

• appearance and disappearance of certain reflexes lets us know that the nervous system is developing normally

blinking

stimulation = flash of light, putt off air

infant response= closes both eyes

babinski reflex

stimulation= sole of foot stroked

infant response= fans out toes, twists foot in

grasping

stimulation = palms touched

response= grasps tightly

moro reflex

stimulation= sudden, such as hearing a loud noise or being dropped

response= startles, arches back, throws head back, flings out arms and legs, and then rapidly closes them to center of body

rooting

stimulation= cheek stroked or side of mouth touched

response= turns head, opens mouth, begins sucking

stepping

stimulation= infant held above surface and feet lowered to touch surface

response= moves feet as if to walk

sucking

stimulation= object touching mouth

response= sucks automatically

swimming

stimulation= infant put face down in water

response= makes coordinated swimming movements

tonic neck

stimulation= infant placed on back

response= forms fists with both hands and usually turns head to the right (Aka fencers pose)

cephalocaudal principle/pattern

head to tail

• sequence in which the fastest growth occurs at the top of the body

• lifts head before sitting (relies on control of the trunk), sitting before walking (relies on control of legs).

proximodistal principle/pattern

center to out

• growth sequence that starts at the center of the body and moves towards extremities

• trunk activities mastered before leg or arm, then later mastery of activities involving hands, fingers, or feet and toes

locomotion

moving about the world

• involved large muscle groups

gross motor skills

skills that involve large muscle activities like moving ones arms and walking

• most dramatic is during 1st yr of life

timetable varies for the individual but some norms are…

• sit independently (6-7 mo)

• crawling (8-10 mo)

• walk alone (12-14 mo)

• issue of the infant “walker” causing delay

different types of crawling

standard crawl more typical = keep their balance more effectively

locomotion

contributes to our cognitive, social, and emotional development

(increase in exploration and interaction)

rhythmic stereotypes

repetitive movements (rocking, bouncing, swaying, banging arms/legs) that precede a skill and then disappear

• ex: rocking before crawling

• how motor skills develop

what skills do you need for walking?

• alternate stepping pattern- emerges early, yet independent walking takes other skills

• posture and balance - muscle growth, visual cues, and posture needs to be relearned with each new skill

• environmental cues - perceptual cues used to determine if a surface is safe for walking

motor skills cont

• each component is mastered alone and then they are combined

• independent walking

• nature and nurture

dynamic systems approach

involved organizing/reorganizing many distinct skills over time to meet the demands of each task

• children use sensory feedback to receive when trying new movements so they can change their motor behavior to adapt

• kids adjust their motor skills to adapt to their own rapid growth and changes in their environment

• they need locomotor experience

cultural differences

timing of walking can differ across cultures

• Mali: mothers put babies through active work out routines

  • postural control exercises

  • result: advanced motor coordination

• Paraguay: achi mothers carry infants constantly

  • motor development is slower

• US: back to sleep campaign = late crawlers

usually, kids will still reach motor development milestones even if their motor activity is somewhat restricted

child motor behavior

• preschooolers run faster/change directions quickly, jump higher, etc

• kindergarteners can integrate motor skills to skip

• school aged kids motor skills become more coordinated and smooth

physical fitness: sports

most school children in the US are not physically fit

• need more physical edu in schools

• need for activities that become lifelong

sports can benefit by

• self esteem boost

• physically fit

• social skills

• cognitive skills