Motor Development

Maturational theory

• earliest theory

• genetically programmed sequence; downward and outward

• maturation of brain cortex and CNS responsible for increased control in reflexes

• developmental milestones present

Experience hypothesis

• along with maturation, opportunities to practice motor skills are vital

• lack of practice may inhibit development

Dynamic systems theory

• motor skills develop as infants recatergorise capabilities to find more effective methods of interaction (build on old skills)

• arises from interaction of multiple systems with environment

• motor skills are emergent and self-motivated

Cephalo-caudal

head to toe; direction of infant development

Gross motor skills

physical skills using larger body movements, involving entire body

proximo-distal

torso to extremities; direction of infant development

fine motor skills

engage in more precise movements

Development of prehension

• 16 weeks: swiping, retain if placed in hand

• 20 weeks: reaching, can grasp object

• 28 weeks: bang/shake object, palmar grasp, object to mouth

• 35 weeks: finger grasp, improved manipulation

• 40 weeks: voluntary release, hold 2 objects

• 52 weeks: pincer grasp, easy release

Psychological consequence of motor development

• better ability to manipulate objects, which encourages more efficient exploration

• greater access to people and objects in environment

• greater repertoire of skills

Development across childhood

• 3 yrs: walk and run in line, small jumps

• 5 yrs: more graceful, arm pumping, balance, hand-eye coordination

• 7-12 yrs: each year, can run faster, jump higher, etc as muscles and motor functions develop

• older: better precision and reaction times

Gender differences

• boys and girls are equal in ability until puberty

• in adolescence, boys performance on larger muscle activities improve, while girls level off and decline

• could be due to biological or social factors