Transition From Reflex Movement To Voluntary Movement, Principles Of Development, Motor Milestones, Assessment Of Gross Motor And Fine Motor Development
When babies are born, they are not able to move much on their own. Over time, a baby learns to move many parts of its body and control its muscles so it can hold its head up, sit up by itself, stand up, or pick up a toy. The process of motor development, however, does not happen overnight. Like many things, learning about the body and making it move takes time. Motor development is the process of learning how to use muscles in the body to move. The progression of acquiring motor skills goes from simple to complex.
Motor development happens in a predictable sequence of events for most children, but each child varies in age when each skill is mastered. For example, although most children begin to walk independently around twelve to fourteen months, some children are walking as early as nine months. Further, children differ in terms of the length of time it takes to develop certain motor skills, such as the baby who sits up, virtually skips crawling, and begins walking.
First, most children develop from head to toe, or cephalocaudal. Initially, the head is disproportionately larger than the other parts of the infant's body. The cephalocaudal theory states that muscular control develops from the head downward: first the neck, then the upper body and the arms, then the lower trunk and the legs. Motor development from birth to six months of age includes initial head and neck control, then hand movements and eye-hand coordination, followed by preliminary upper body control. The subsequent six months of life include important stages in learning to control the trunk, arms, and legs for skills such as sitting, crawling, standing, and walking.
Second, children develop their motor skills from the center of their bodies outward, near to far or proximal-distal. This principle asserts that the head and trunk develop before the arms and legs, and the arms and legs before the fingers and toes. Babies learn to master control of upper arms and upper legs, then forearms and legs, then their hands and feet, and finally fingers and toes. An example of this is an infant's need to control the arm against gravity before being able to reach for a toy.
General to Specific Principle
Lastly, the general to specific development pattern is the progression from the entire use of the body to the use of specific body parts. This pattern can be best seen through the learned process of grasping. Initially, infants can grossly hold a bottle with both hands at about four months of age. After practice and time, twelve-month-old infants can hold smaller toys or food in each hand using a pincher grasp. This finger and thumb grasp is more precise than the grasping skill of an infant at four months. Just as the child develops a more precise grasp with time and experience, many other motor skills are achieved simultaneously throughout motor development. Each important skill mastered by an infant is considered a motor milestone.
Gross Motor Development
Gross motor development involves skills that require the coordination of the large muscle groups of the body, such as the arms, legs, and trunk. Examples of gross motor skills include sitting, walking, rolling, standing, and much more (see the list of gross motor milestones in Table 1). The infant's gross motor activity is developed from movements that began while in the womb and from the maturation of reflex behavior. With experience, the infant slowly learns head control, then torso or trunk control, and then is rolling, sitting, and eventually walking. The first year of a baby's life is filled with major motor milestones that are mastered quickly when compared to the motor milestone achievements of the rest of the baby's development. In addition to the development of gross motor skills, a baby is simultaneously learning fine motor skills.
Fine Motor Development
Fine motor development is concerned with the coordination of the smaller muscles of the body, including the hands and face. Examples of fine motor skills include holding a pencil to write, buttoning a shirt, and turning pages of a book (see the list of fine motor milestones in Table 1). Fine motor skills use the small muscles of both the hands and the eyes for performance. For the first few months, babies spend a majority of time using their eyes rather than their hands to explore their environment. The grasping reflex, which is present at birth, is seen when a finger is pressed into the baby's palm; the baby's fingers will automatically curl around the person's finger. This grasping reflex slowly integrates and allows the development of more mature grasping patterns. At four months, babies will begin to more frequently reach out for toys with their arms and hands. The reach looks more like a swipe because the baby is learning how to control the arm and hand. Over time, babies learn how to make smoother and coordinated movements with their arms and hands.
- Natural Childbirth
- Motor Development - Transition From Reflex Movement To Voluntary Movement
- Motor Development - Principles Of Development
- Motor Development - Motor Milestones
- Motor Development - Assessment Of Gross Motor And Fine Motor Development
- Motor Development - Delays In Gross Motor And Fine Motor Development
- Motor Development - Early Intervention
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