UARK Motor Development Quiz 1

Motor Control

the ability to regulate or direct the mechanisms essential to movement

Motor Development

the progression of muscular coordination required for physical activities

Processes

changes in human motor behavior over the lifespan, and the factors that underlie these changes

Product

Age related normative times, phases and stages

Developmental Change

qualitative, sequential, cumulative, directional, multifactorial, individual

Dynamic Systems Theory

variety of systems interact to create voluntary movement

Cognitive Domain

thoughts, thinking

Affective Domain

Emotions/feeling

Psychomotor Domain

Actions/Doing

Cephalocaudal

head to toe

Proximodistal

"Near to far"

Extremities grow later than head, chest, and trunk

Differentiation

imprecise to more precise

Integration

As muscle systems become differentiated they also become more integrated

Gross Motor Skills

physical abilities involving large body movements, such as walking and jumping

Fine Motor Skills

physical abilities involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin

6 Periods of Development

Reflexive, Pre-adapted, Fundamental patterns, Context Specific, Skillful, Compensation

Preadapted

begin voluntary movement, up to independent walking

Categories of Movement

stability, locomotion, manipulation

0-1 Month Reflexes

no neck/head control, involuntary reflexes

1-2 Months

Head control, begin voluntary movement

2-3 Months

Move head L/R, elevate chest

3-5 Months

May roll from supine to prone, start grasping/reaching

6-7 Months

Consistent ROLL from supine to prone, crawling

8-9 Months

Sit unassisted, walk with assistance

9-11 Months

Walk when led

12-14 Months

Stand unassisted, begin walking, balance, language development

Piaget's Method

observation, question and answer, problem solving strategies classified

Stages of Cognitive Development

sensorimotor, preoperational, concrete operational, formal operational

Sensorimotor Stage

in Piaget's theory, the stage (from birth to about 2 years of age) during which infants know the world mostly in terms of their sensory impressions and motor activities

Pre-operational stage

in Piaget's theory, the stage (from about 2 to 6 or 7 years of age) during which a child learns to use language but does not yet comprehend the mental operations of concrete logic

Concrete Operational Stage

in Piaget's theory, the stage of cognitive development (from about 6 or 7 to 11 years of age) during which children gain the mental operations that enable them to think logically about concrete events

Formal Operational Stage

in Piaget's theory, the stage of cognitive development (normally beginning about age 12) during which people begin to think logically about abstract concepts

Assimilation

interpreting our new experiences in terms of our existing schemas

Accommodation

adapting our current understandings (schemas) to incorporate new information

Exercise of Reflexes

birth to 1 month, repetition of reflexes

Secondary Circular Reactions

the repetition of actions that produce an effect on the environment

Primary Circular Reactions

the repetition of actions that first occurred by chance and that focus on the infant's own body

Secondary Schemata (8-12 Months)

Past modes of movement are applied to new situations.

Tertiary circular reactions (12-18 months)

exploration of object properties through novel actions

Invention of New means through Mental Combinations

Reflect on movements, Understand Properties of objects

Transductive Reasoning

Assume things are only as they are physically perceived

Intuitive Substage

Improving ability to use symbols

Seriation

Arranging objects in sequential order according to one aspect, such as size, weight, or volume.

Neuroplasticity

the ability within the brain to constantly change both the structure and function of many cells in response to experience or trauma

Socialization

The process by which people learn customs and values of their culture.

Self-Esteem

how much you value, respect, and feel confident about yourself

Self-Efficacy

An individual's belief that he or she is capable of performing a task.

Object Play

acting on an object/toy for fun

Rough and Tumble Play

friendly chasing and play-fighting

Guided Play

children's play that adults purposely influence

Outdoor Play

provides an opportunity to move in the natural environment

Interpersonal Play

Play with another individual

Pretend Play

make-believe activities in which children create new symbolic relations, acting as if they were in a situation different from their actual one

Group/Team Play

Playing in team sports or groups

Attunement

a parent's recognition, acceptance, and reciprocation of an infant's emotions

Parallel Play

activity in which children play side by side without interacting

Associative Play

children engage in separate activities but exchange toys and comment on one another's behavior