Arizona Head Start TTA Office Infant Toddler Summer Webinar Series: Motor Development

1. Head Start Arizona Head Start TTA Office Infant Toddler Summer Webinar Series: Motor Development Mary Kramer Reinwasser, M.Ed. Arizona State-Based TTA Manager

2. Agenda • Uniqueness of infancy • Responsibility of adults • Physical characteristics • Principles of development • Reflexes and responses of a newborn • Gross motor development • Influences on motor development

3. Learning Outcomes • Participants will be able to identify major motor milestones during the toddler years. • Participants will be able to name several influences on motor development. • Participants will be able to describe the three types of perception.

4. The Uniqueness of Infancy • The specificity of the inborn inclination to learn and develop • The holistic nature of learning • Rapid movement through three major developmental stages

5. Responsibility of Adults • Adults support learning respectfully and responsively to child’s lessons not create lessons for child • Adult facilitates learning in a holistic manner • Adults respond to the need that fit with the child’s developmental age

6. General Physical Characteristics Infants: • Head: cone-shape, fontanels • Hair: varies, may fall out • Eyes: color changes • Skin: breakouts • Umbilical cord: cleaning • Feet: rotating in, arch

7. General Physical Characteristics Toddlers: • Gains 5 to 6 pounds during second year • Leaner, more muscular build by third year • Head is still larger proportionally • High, rounded, prominent forehead resulting from rapid brain & cranial growth • By 2 ½ years, most children have all their deciduous or “baby” teeth • Skeletal development continues (lengthen and ossify) • Adipose, or fatty, tissue decreases • By age 3, visual acuity is about 20/30

8. Principles of Development • Cephalocaudal • Proximodistal • General to specific

9. Motor Development

10. Newborn Reflexes and Response http://www.youtube.com/watch?v=gyVLD0hl0XY&feature=related

11. Infant Motor Milestones • First few weeks after birth: Controlling the head and trunk • Three months: Able to raise head and chest when on her tummy; can grasp small objects that are placed in her hand. • Four to Six months: Able to roll from tummy to back and back to tummy; able to hold objects and move them from one hand to another. • Eight to nine months: Can sit without support; May crawl or creep across the floor. • Nine to Fourteen months: Creeping and/or crawling; can pull up and stand; may walk with or without support.

12. crawls well stands alone, sits down gestures or points to indicate wants likes to push, pull, and dump things pulls off hat, socks, and mittens turns pages in a book stacks 2 blocks likes to poke, twist, and squeeze enjoys flushing toilets and closing doors enjoys carrying small objects while walking, often one in each hand holds crayon and scribbles, but with little control waves bye-bye and claps hands walks without help enjoys holding spoon when eating, but experiences difficulty in getting spoon into mouth rolls a ball to adult on request 12 – 18 Months

13. walks well likes to run, but can't always stop and turn well drinks from a straw feeds self with a spoon helps wash hands stacks 2-4 blocks tosses or rolls a large ball opens cabinets, drawers, and boxes bends over to pick up toy without falling walks up steps with help takes steps backward enjoys sitting on and moving small-wheeled riding toys begins to gain some control of bowels and bladder 18 – 24 Months

14. has almost a full set of teeth walks up and down stairs by holding onto railing feeds self with spoon experiments by touching, smelling, and tasting likes to push, pull, fill, and dump can turn pages of a book stacks 4-6 objects scribbles vigorously with crayons or markers many children (but not all) will learn to use toilet walks without help walks backwards tosses or rolls a large ball stoops or squats opens cabinets, drawers can bend over to pick up toy without falling 24 – 36 Months

15. Perception and Development Perception is the neurological process by which sensory input is organized. • Visual perception: ability to recognize and discriminate faces, patterns, sizes, shapes, depth, distance, etc. • Auditory perception: use of auditory cues to identify people, objects, events, etc. • Tactile-kinesthetic perception: provides information relating to touch, texture, temperature, weight, pressure, and one’s own body positions, presences, or movements • Perceptual-motor: uses visual, auditory, tactile, and other sensory data to plan and carry out motor activities

16. Influences on Motor Development Genetics • From central to peripheral • From head to toe • General to specific • From reflex to intentional Practice • New skills build out of prior abilities • Motor pathways are refined through use. • Environment • Growth, strength, nutrition • Motivation

17. Motor Activity Examples • Rolling Over • Blowing Bubbles • Crossing the Midline • Pat-A-Cake • Splish Splash • Early Manipulative Skills Learning by Leaps and Bounds by Rae Pica http://www.naeyc.org/files/yc/file/201007/LeapsNBoundsOnline.pdf

18. Summary • There is a general, unfolding pattern of development. • Development follows certain principles. • There are hereditary and environmental influences on motor development. • Responsive caregiving is essential in supporting the development of infants and toddlers.

19. The Arizona Head Start Training and Technical Assistance Office and STG International thank you for joining our webinar today! Please contact Mary Kramer Reinwasser at mary.reinwasser@stginternational.com for more information. This presentation, and all 2010 Summer Webinar Series presentations can be accessed at http://www.azheadstart.org/AHSA_TTA.html