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Significance of Motor Development in a Child

Margo Moriarty

GCU

SPE 358

Significance of Motor Development in a Child

Definition of Motor Development in a Child

Motor development defines the changes in the ability of children to alter and control the movement of their bodies from their infancy stage to the time they develop muscles and bones enabling them to move. One can also define motor development as the development of the muscles, bones, and ability of a child to move around and control or manipulate their environment. Motor development is a lifelong event. On the other hand, motor behavior refers to all the movements the movements that occur in a child. These movement s include gaze (movement of the eyes), movement of limbs, and the child developing head control .

When children are born, they do not have perfect motor skills, rather, motor development usually happens via continuous learning and doing practice. For the child to master the motor movements, he or she needs a combination the development of physical skills via experience and physical growth. Motor children are important to every child because they enable him or her to walk and play sports as well as making art. A child that lacks proper motor skill development will have problems in school and will not be able to receive the amount of physical activity that he or she requires. Motor development in a child has two main sections, i.e., gross motor development and fine motor development.

Gross Motor Skills

Gross motor skills involve the movement of the whole body part or the movement of large limbs. It includes activities such as climbing up a ladder, throwing and catching a ball, and running in a tag game among others. Most toddlers or children in the preschool age usually work on mastering the above skills. At first, these children usually put more emphasis on trying to stay upright and ensuring that they maintain balance. These children then gradually develop other skills such as movement of the leg or the torso and graceful arm. As they approach the age or around six or seven years, these children refine their skills in running, jumping, and have the ability to combine several skills required for coordinated movement. The process continues to adolescence where they gain gross motor skills such as endurance, strength, and speed.

Fine motor skills

Fine motor skills refer to small movements in a child that enable him or her to use their fingers to “grasp and manipulate objects.” Most kids usually use games such as sorting toys and puzzles to practice the fine motor skills as well as engaging in art and craft activities. For instance, drawing of shapes including rectangles and circles helps a child to practice handwriting. The fine motor skills of are essential because they enable a child learn some basic but essential activities in life. These activities include clothing or feeding themselves, opening the door, and brushing their teeth. The fine motor skills usually grow continuously in the elementary years of a child as they become more stable and refined. While at the teenage stage, a child can acquire more fine motor skills if he or she learns new lessons in texting or keyboarding. However, if a child goes through a specialized practice or training, he or she typically improves the fine motor skills .

Typical and Atypical Motor Development in Children

There are two types of motor development in a child, i.e., typical motor development and atypical motor development. Typical motor development measures the progress of a child when compared to other children at the same age. In most cases, parents together with the health practitioners normally measure the milestones in a child’s development from their infancy stage up to when they are in the middle school. These milestones of development include the behavioral signs of social, physical, and cognitive progress that enable child master his or her environment and they provide a valuable picture of the development progress of that child. Examples of such milestones in the development of child include objects manipulation, smiling, walking, talking, and crawling. Most of the children usually develop skills with similar patterns while at the same age. However, these milestones often vary depending factors such as the child’s personal history, environment, and family. As a result, most people normally report the milestones in ranges as opposed to specific ages.

On the other hand, atypical development arises from the fact that every child is unique. As a result, every child often tends to develop at his or her own style and pace. Mostly, atypical development manifests itself when either the child develops faster than his or her typical peers are progressing or when the child develops at a slower rate than his or her typical peers. For instance, a parent should be concerned when his or her child is not able to crawl or walk at a time when his or her peers are already crawling or walking. However, before being worried, the parent should put into consideration the fact typical development normally has variations as explained above. Signs that should worry the parents include stiffness in the legs of child each time he or she tries to roll over or having a child who cannot sit by the tenth month. In older children, the child cannot dress, undress, or eat with utensils .

Impacts in Math and English Language Arts Instruction

Typical and atypical motor developments have varying impacts in Math and English Language Arts Instruction. In most cases, educators expect the children in the elementary schools to “learn how to read,” while those children in the middle school to “read and learn.” In the elementary schools, the educators put more emphasis on writing conventions and basic comprehension. Therefore, children with typical motor development usually have no problem with Math and English Language Arts Instruction because they can easily get the instructions and use their fine motor development skills to write. For instance, the child is able to write because the fingers can easily move and do whatever the teacher tells them. Such children also take in instructions given to them with confidence because they believe in their ability to execute them.

On the other hand, children with atypical motor development often have problems with Math and English Language Arts Instruction. Some of the children might not be able to execute the instructions the teachers given to them, especially those who experience a lag in the motor development. As a result, educators must understand such children and take them at their pace to ensure that they do not miss the important piece of part of the Math and English Language Arts Instruction. The educators should also observe such children carefully while monitoring their development and advice their parents in case they need any specialized treatment .

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