Early Childhood: Motor Development
Motor Skills
- Motor skills do not develop in isolation.
- The skills that emerge in early childhood build on the achievements of infancy and toddlerhood.
- Motor coordination in childhood tends to be a relatively stable trait over time.
- Motor coordination has also been associated with both childhood and adolescent levels of physical activity.
Gross Motor Development
- As children’s bodies become less top-heavy, their center of gravity shifts downward:
- Improves balance
- Paves the way for new motor skills
- Upper- and lower-body skills combine into more refined actions
- Changes in ball-throwing and catching skills illustrate preschoolers’ gross-motor progress
- Three-year-olds have the highest activity level of any age in the life span.
- Preschoolers motor capabilities greatly advance, more coordinated, integrated
- At age 3, enjoy simple movements such as hopping, jumping, and running back and forth.
- At age 4, become more adventurous and begin climbing down as well as up.
- At age 5, runs hard, more adventurous, may try ‘daredevil’ stunts
Fine Motor Skills
- Fine motor skills are also developing.
- At age 3, children show a more mature ability to place and handle things than they did as infants.
- At age 4, coordination is improved and more precise.
- At age 5, hand, arm, and body all move together under better command of the eye; and the child seeks more complex activities.
- Fine-motor skills take a giant leap forward in the preschool years
- Self-help skills:
- At age 3, children show a more mature ability to place and handle things than they did as infants.
- By age 4 to 5, dress and undress without supervision
- By age 4, adept with a fork; by age 5, can use a knife to cut soft foods
- Drawing:
- Scribbles begin during the second year
- First representational forms appear around age 3
- More realistic drawings are done at ages 5 and 6
- Drawing skills vary across cultures
Implications
- Poor motor coordination has been associated with an increased risk of obesity or overweight in children in what is likely to be a reciprocal relationship.
- Gains in fine motor skills allow young children to take more responsibility.
- Helps with attention and concentration , creative problem solving
- Movement gets the brain going. An active body makes for an active brain
- Parents and teachers can help by:
- Make learning an active affair - opportunities for movement activities
- Providing safe equipment to jump and climb
- Offering gentle coaching and encouragement