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Fine Motor Impact On Prewriting Development

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63 views31 pages

Fine Motor Impact On Prewriting Development

Uploaded by

Karen Clark
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Fine Motor Impact on

Writing Development
Though Physical Growth is generally
predictable, each child is unique.
Stability of the body is explained by:

• Cephalocaudal development

– Growth starts with the head and moves down to the rest of the body.

– The first muscles to develop are those that control head movements.

• Proximodistal development

– Growth starts towards the center of the body and moves outward.
Reflexes
serve as
the basis
for later
movement.
The appearance and
delay of certain
reflexes help us learn
about infants’
development.

Reflexes help infants


learn about the
world and to protect
themselves.
Milestones of Reaching
Motor Skills and Locomotion
• Infants eventually progress from reflexive movements to voluntary
movements.

• Large or gross motor skills have to do with large muscles and big
movements.

• Small or fine motor skills have to do with small muscles and more
delicate movements.
Large Motor Skills and Locomotion
Locomotion is the ability to move from one place to another.

Stability is the means


to mobility.

Infants can’t move until


they have a solid base.

You don’t need to teach


children how to sit or
walk, we just need to
provide a responsive
environment.

– Allow babies to focus on their own body and inner motivation.


Large Motor Skills and Locomotion

When infants’ muscles grow, they achieve strength


and balance, their brain matures, and they put
together the skills that lead to walking.
Small Motor Skills and Manipulation

Manipulation is the
development of hands
and fingers.
Along with manipulation, children gradually
begin to have
control of the
small muscles in
their mouth,
bladder, rectum,
feet, toes, and
eyes.
During the first six months, infants can’t necessarily control their grasping
reflex.

By six months, children


have a pincer grasp.

A pincer grasp uses the


thumb and forefinger.

What experiences
would encourage
development of the
pincer grasp?
By a year,
infants can
take covers
off objects,
take things
apart, and
help undress
themselves.
Steps in Reaching and Grasping

• Prereaching
• Reaching
– With two hands, then one
• Ulnar Grasp
– Adjust grip to object
– Move objects from
hand to hand
• Pincer Grasp
The Sequence of
Motor Development

Gross-motor development
 Crawling, standing,
walking
Fine-motor development
 Reaching and grasping
Gross- and
Fine-Motor
Development
in the
First Two
Years

Table 5.2
Sources: Bayley 1969, 1993, 2005
Motor Skills as
Dynamic Systems
Increasingly complex
systems of action with
each skill
Four factors in each new
skill:
1. CNS development
2. Body’s movement capacity
3. Child’s goals
4. Environmental supports
Cultural Variations in
Motor Development

Home environments and infant rearing


practices affect motor development.
 Some cultures discourage rapid motor
progress.
 Kipsigis of Kenya and the West Indians of
Jamaica teach early motor skills.
 Western parents consider crawling and
“tummy time” essential, but not all cultures do.
Ways to encourage small
motor skills include:
– Encouraging self-help tasks

– Providing tactile
experiences

– Providing experiences
with objects that let
children grasp, hold,
scoop, pour, and squeeze

•
Fostering Motor Development
Don’t “teach” gross motor skills.

Don’t put babies into positions they

cannot get into themselves.

Don’t shield babies from all physical

stress.
Fostering Motor Development
• Do keep children in the position is which

they are most free and least helpless.

Do provide toddlers with opportunities to

wander, carry, dump, climb, and move in

a variety of ways.
Children
with
Developmental
Delays
– Early intervention
is key.

– Be aware of signs
which may warrant
further investigation.
Children with Developmental Delays
– Provide nurturance and support as needed.

– Give children some direct instruction or


prompting when needed.

– Provide for basic experiences that emphasize


use of the senses.

How do early intervention programs help children with developmental delays?


Motor Skill Development
in Early Childhood

• Gross Motor Skills


– Walking, running smoother
– Catching, throwing, swinging,
riding
• Fine Motor Skills
– Self-help: dressing, eating
– Drawing

How do gross motor skills impact fine motor skills? Think


about body positioning, balance, muscle control etc.
Progression of Drawing Skills

• Scribbles: during 2nd year


• First Representational Forms
– Label already-made drawings:
around age 3
– Draw boundaries and people:
3–4 years
• More Realistic Drawings: preschool
to school age
• Early Printing: Ages 3–5
Copyright © Allyn & Bacon 2005
Development of Printing in Early Childhood

Up to Scribbles
Age 3 Varied pencil grips

Around “Drawing print”


Age 4
Between Gradually realize writing stands for
Ages 4 language, identify individual letters
and 6 Adult pencil grip by age 5
Variations in 3-Year-Olds’ Pencil Grip

Copyright © Allyn & Bacon 2005


Individual Differences
in Motor Skills
• Body Build
– Taller, longer limbed better at
running and jumping
• Sex
– Boys: better at power
and force
– Girls: fine motor skills, balance,
foot movement
Enhancing Early Childhood
Motor Development

• Daily routines support


fine motor development
• Provide appropriate play
space and equipment
• Promote fun and positive
attitude
Enhancement of all skills

Mastered through everyday play Formal lessons have little impact


How will
you support
fine motor
and gross
motor
developmen
t with your
curriculum?

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