early childhood motor development
DESCRIPTION
Early Childhood Motor Development. Gross Motor Fine Motor Art in Development. Definitions. Gross Motor - whole body movement, movement from large muscle groups Fine Motor – coordination of small muscle movements (i.e. fingers/eye coordination). When can I…. Pedal and steer a tricycle?. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/1.jpg)
Early Childhood Motor Development
Gross MotorFine Motor
Art in Development
![Page 2: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/2.jpg)
Definitions
• Gross Motor - whole body movement, movement from large muscle groups
• Fine Motor – coordination of small muscle movements (i.e. fingers/eye coordination)
![Page 3: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/3.jpg)
When can I…
Pedal and steer a tricycle?
![Page 4: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/4.jpg)
When can I…
Pedal and steer a tricycle? 3-4 years
Gross Motor Skill
![Page 5: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/5.jpg)
When can I…
Zip and Unzip large zippers?
![Page 6: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/6.jpg)
When can I…
Zip and Unzip large zippers? 2-3 years
Fine Motor Skill
![Page 7: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/7.jpg)
When can I…
Draw a person with six parts?
![Page 8: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/8.jpg)
When can I…
Draw a person with six parts? 5-6 years
Fine Motor Skill
![Page 9: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/9.jpg)
When can I…
Walk downstairs – alternating feet?
![Page 10: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/10.jpg)
When can I…
Walk downstairs – alternating feet? 4-5 years
Gross Motor Skill
![Page 11: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/11.jpg)
When can I…
Tie shoes?
![Page 12: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/12.jpg)
When can I…
Tie shoes? 5-6 years
Fine Motor Skill
![Page 13: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/13.jpg)
When can I…
Use scissors?
![Page 14: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/14.jpg)
When can I…
Use scissors? 3-4 years
Fine Motor Skill
![Page 15: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/15.jpg)
Early ChildhoodGross Motor Development
• Gravity shifts downward greatly improving balance.
• Children are steadier on their feet, freeing arms and torsos to experiment with new skills:– Throwing and Catching Balls– Pedaling Tricycles– Swinging on horizontal bars
![Page 16: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/16.jpg)
Early ChildhoodGross Motor Development
• Then, upper and lower body skills combine into more refined actions– Pedal and steer a tricycle
![Page 17: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/17.jpg)
Early ChildhoodGross Motor Development
• Age 2 – Children extend arms rigidly, ball bounces off body.
• Age 3 – Children flex elbows in preparation for catching, trap ball against chest.
• Age 5-6 – Children involve whole body, catch ball with just hands and fingers
Changes in Catching
![Page 18: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/18.jpg)
Early Childhood Fine Motor Development
• Fine motor skills grow rapidly during preschool years.
• Growth most apparent in 2 areas:– Children’s care of
their own bodies– Drawing/Painting
![Page 19: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/19.jpg)
Fine Motor DevelopmentSelf-Help Skills
• Young children gradually become self-sufficient at dressing and feeding:– Age 2-3 – put on and take off simple items of
clothing, use spoon effectively– Age 4-5 – dress and undress without
supervision, adept with fork– Age 5-6 – use knife to cut soft foods
![Page 20: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/20.jpg)
Fine Motor DevelopmentSelf-Help Skills
• Age 6 – Tying Shoes– Shows the connection between cognitive and
motor development– Requires long attention span– Memory for intricate series of hand movements
and dexterity to perform them
![Page 21: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/21.jpg)
Fine Motor DevelopmentDrawing
• Other factors combine with fine motor control in the development of children’s artistic abilities:– Realization that pictures
can serve as symbols– Improved planning and
spatial understanding– Emphasis that the child’s
culture places on artistic expression
![Page 22: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/22.jpg)
Fine Motor DevelopmentDrawing
Drawing typically progresses in the following sequence:
1.Scribbles2.First Representational Forms3.More Realistic Drawings
La Casa Fantastica, Marker, Alice F.,Age 5, Fano, Italy
![Page 23: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/23.jpg)
Fine Motor DevelopmentScribbling
• Western children begin to draw during 2nd year.
• First, intended representation is contained in gestures rather than resulting marks.
• Children experimenting with holding pencil (left or right-handed)
Choo Choo, Microsoft Paint, Alex H., Age 2, Oklahoma, USA
![Page 24: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/24.jpg)
Fine Motor DevelopmentFirst Representational Forms
• Age 3 – scribbles start to become pictures
• Often, children notice they made a recognizable shape after making a mark through gesture and label it.
• Children begin to use lines to represent boundaries of objects enabling 3-4 year olds to draw the first pictures of a person.
Yorin Dancing with Mama, Marker,Yorin B, Age 4, The Netherlands
![Page 25: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/25.jpg)
Fine Motor DevelopmentMore Realistic Drawings
• As cognitive & fine motor skills begin to improve, children start to desire greater realism.
• More complex drawings• Start to represent depth, art contains
perceptual distortions
Dancing Mice, Marker & Crayon,Megan B., Age 7, Canada
![Page 26: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/26.jpg)
DrawingCultural Variations
• In cultures with rich artistic traditions, children create elaborate drawings reflecting cultural conventions.
• In cultures with little interest in art, even older children/adolescents produce simple forms.
![Page 27: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/27.jpg)
DrawingJimi Valley of Papua New Guinea
![Page 28: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/28.jpg)
Fine Motor DevelopmentPrinting
• First, preschoolers don’t distinguish between drawing and writing
• Age 4 – writing shows features of print– Separate forms aligned on a
page– Often includes picture-like
devices• Age 4-6 – children realize
writing stands for language
![Page 29: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/29.jpg)
Motor DevelopmentIndividual Differences
• Wide individual differences exist in the ages when children reach motor milestones
• Sex differences in motor skills evident in early childhood
• Social pressures for boys to be physically active and for girls to play quietly exaggerate small genetically based sex differences
![Page 30: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/30.jpg)
Enhancing Children’sMotor Development
• Formal lessons during preschool years have little impact on motor development
• Children master motor skills naturally as part of everyday play
• Physical environment of informal play affects mastery of motor skills
• Supported by daily routines• Social climate – focus on “fun”
rather than winning or correct technique
![Page 31: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/31.jpg)
Art in Development
Lion Dance, Oil Pastel, Lisa C., Age 10, Sabah, Malaysia
![Page 32: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/32.jpg)
Why Art?
• Human Right?– UN International Convention– Jewish Ghetto of Treason,
Czechoslovakia – I Have Not Seen a Butterfly Around Here
• Means of enhancing everyday life
• Means of expression• Means of understanding
culture
![Page 33: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/33.jpg)
Why Not Art?
• Realm of the “gifted”• Emotional rather than serious thought– Less obvious utility
• Expensive
La Maison de Reve, Watercolor, Leonie V.,Age 5, Boulogne, France
![Page 34: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/34.jpg)
Art & Children’s Programs• Employed parents have less
time for traditional craft and cooking activities
• Early childhood educators have greater responsibility to provide range of sensory experiences
• Exploration of different media
• Developmentally appropriate practice
![Page 35: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/35.jpg)
Contemporary ModelsReggio Emilia
• 1940s – Loris Malaguzzi – journalist/psychologist decided to rebuild war-ravaged school system in town close to Bologna, Italy
Municipal Infant-Toddler Centers and Preschools - Reggio Emilia, Italy
![Page 36: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/36.jpg)
Contemporary ModelsReggio Emilia
• Philosophy based on belief that art is a natural form of symbolic expression, central to the education process, and integral to the rest of the curriculum
• Problem-solving approach to learning
• Develop projects over a long period of time– Allows for expansion of ideas,
achievement of ambitious goals
![Page 37: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/37.jpg)
Contemporary ModelsReggio Emilia
• Teachers:– Act as facilitators of
children’s development
– Challenge preconceived ideas, provoke new competencies
– Act as collaborators with students by alternating leadership
Reggio Emilia precepts at work at Madison AvenuePresbyterian Church Day School
![Page 38: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/38.jpg)
Contemporary ModelsMia Mia Program
• Macquarie University, Australia• Demonstrates how successful art program can
be mounted at campus child-care center• Day care for children 6 months – 5 years• Unique collaboration between center’s staff
and Ursula Kolbe, artist-in-residence• Parallel philosophy of Reggio Emilia though
developed independently
![Page 39: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/39.jpg)
Communicating About Art• Development of verbal language
to talk about art– Color, texture, line, patterns, mass,
space, shape• Increase observation skills –
children become more perceptive• Increasing awareness of visual
environment– “stretch” visual understanding of
cultural symbols through authentic visual forms Navajo Weaving
![Page 40: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/40.jpg)
Sustaining Creativity
• Studies* show creativity rapidly diminishes over time– Age 3-5 – 98% think divergently– Age 8-10 – 32%– Age 13-15 – 10%– Age 25 – 2%
• Where elementary age children continue to experience artistic guidance/stimulation, art production continues to flourish
*Scottish Book Trust Conference, Glasgow, March 2005
![Page 41: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/41.jpg)
Horace Pippin’s Interior
![Page 42: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/42.jpg)
Art in DevelopmentSummary of Key Skills
• Increase problem-solving and critical thinking skills
• Increase visual perception• Increase verbal skills through discussing art• Appreciation of cultural diversity• Collaboration• Sustain creativity throughout life
![Page 43: Early Childhood Motor Development](https://reader033.vdocuments.us/reader033/viewer/2022051215/56814b70550346895db85bc2/html5/thumbnails/43.jpg)
Resources
• Global Children’s Art Gallery - http://www.naturalchild.org/gallery/
• NGA Classroom for Teachers & Students - http://www.nga.gov/education/classroom/index.mhtm