gross motor milestones 2 – 5 years
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Gross Motor Milestones 2 – 5 Years. Group 1. Gross Motor Milestones 2 – 5 Years. During the Second Year: Jumps in place with both feet Jumps down from a bottom step Kicks a large ball forward Tosses a large and small ball Develops a consistent heel strike in gait - PowerPoint PPT PresentationTRANSCRIPT
Gross Motor Gross Motor MilestonesMilestones2 – 5 Years2 – 5 Years
Gross Motor Gross Motor MilestonesMilestones2 – 5 Years2 – 5 Years
Group 1Group 1
Gross Motor Milestones2 – 5 Years
During the Second Year:• Jumps in place with both feet• Jumps down from a bottom step• Kicks a large ball forward• Tosses a large and small ball• Develops a consistent heel strike in gait• True running emerges with a non-support
phase, stops are difficult requiring a large turn area
Gross Motor Milestones2 – 5 Years
During the Second Year:• Stands on one foot 1-3 seconds• Catches a large ball using arms and body• Walks on tiptoes• Walks backwards• Goes up and down stairs independently using
a rail• Pushes a riding toy with feet while steering
Gross Motor Milestones2 – 5 Years
Gait Pattern Matures During the Third Year:
• Narrower BOS• Feet closer together• Heel toe progression• Shoulders in neutral• Elbows extended• Hips and knees extended• Reciprocating arm swing
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Gross Motor Milestones2 – 5 Years
Gait Pattern Matures During the Third Year:• Pelvic rotation• Out-toeing reduced• Consistent heel strike and knee flexion present in early
stance.• Walking velocity for height is consistent with that of an
adult.• Cadence decreases, velocity increases• Step length and stride length increase• Balance mechanisms when walking continue to be
refined as single leg stance balance is immature.
Gross Motor Milestones2 – 5 Years
During the Third Year:• Goes up steps alternating feet w/o rail• Goes down steps marking time w/o rail• Climbs up and down slide independently• Makes sharp turns while running• Pedals a tricycle
Gross Motor Milestones2 – 5 Years
During the Third Year:• Catches ball with outstretched arms• Balances on toes in standing• Stands with one foot in front of the other• Stands on one foot up to 5 seconds• Hops on one foot 1-3 times
Gross Motor Milestones2 – 5 Years
During the Fourth Year:• Gallops• Goes down stairs without w/o a rail alternating
feet• Stands on one foot 8 seconds• Catches smaller balls• Rides 3-wheeled toys• Catches bounced ball most of the time
Gross Motor Milestones2 – 5 Years
During the Fifth Year:• Skips• Stands on one foot 10 seconds• Runs on tiptoes• Long jumps• Interested in performing dance steps• Capable of learning complex body
coordination skills like swimming, roller skating, and riding bicycles
•Overhand throwing accomplished
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Balance
• Steady State• Body morphology of child = top heavy =
more sway. COM = T 12 instead of L5-S1.
• Study 2-14 y.o. amplitude of sway and variation of sway decrease with increasing age
• Adult values at 9-12 with eyes open and 12-15 with eyes closed.
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Balance cont.• Dynamic
– Anticipatory• 9 mo-activation of postural muscles of trunk in
most reaching movements while sitting.• 12-15 mo-postural muscles of trunk activate
before reaching in standing.• Postural reactions seen before step initiation
with as little as 1-4 mo of walking experience.• 4-6 years, anticipatory reactions essentially
mature.• Between 1-4 yo, shift from “enbloc” to
“articulated” mode of anticipatory balance
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Balance cont– Head and Trunk Stability
• Until 6 yo - “en bloc” mode - head moves with trunk, reactive balance organized from feet up using proprioceptive and cutaneous clues
• By 7 yo - “articulated” mode - head moves freely, reactive balance organized top down using vision and vestibular info.
– Reactive• Study 15 mo - 10 yo showed younger children
to have increased coactivation and slower, longer, and more variable responses to a moveable platform. Mature responses by 7-10 years.
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Balance cont.
• Activation of monosynaptic stretch reflex until 2.5 yo when reduces and gone by 4 yo
• 4-6 yo responses slower and more variable. Theory due to dimensional growth changes but more likely due to developmental changes in nervous system itself.
• Independent steps do not translate into stepping strategy. Begins with 1- 3 mos walking experience and is refined after 6 mos experience.
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Balance cont.
– Proactive• Has been suggested that children acquire
feedback control of balance before feed forward control
• Very little research
– Run, Gallop, Hop, Skip• develop in order, each requiring additional
strength and balance.• These milestones have been said to be better
indicators of balance development than chronological age.
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Fine Motor/Self Help Fine Motor/Self Help Milestones Milestones 2-5 years2-5 years
Group 1Group 1
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Fine Motor Manipulation Milestones2 – 5 Years
By 2 years of age:• Uses a mature pincer grasp to hold tiny objects• Uses radial palmar grasp to pick up a 1” cube• Pronated finger grasp on cylindrical objects• Able to point isolating the index finger• Beginning in-hand manipulation (finger to palm)• Controlled release of objects (inserts large puzzle pieces, stacks
3-5 blocks)• Scribbles when given a crayon• Uses both hands to hold and carry objects, clap hands together
• Can stabilize with one hand and manipulate with the other• Able to turn pages of a book
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Self Help Milestones2 – 5 Years
By two years of age:Dressing• Dresses/undresses self in simple clothing with assistance
e.g. finds arm hole, doffs socks, shoes, hat, holds leg out to assist with putting pants on, helps doff pants
Toileting• Indicates need to go to the bathroom• Indicates when wet/soiledBathing/Grooming• Enjoys bath time but may resist grooming tasks
Feeding• Uses spoon with minimal spillage and drinks from a sippy cup• Begins to drink from small cup without lid
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Fine Motor Manipulation Milestones2 – 5 Years
By 3 years of age:• In hand manipulation develops (palm to finger
translation)• Controlled release with shoulder, elbow, and wrist
stability• Stacks 4-7 1” blocks• Opens simple containers with lids• Winds wind-up toys• Can string large beads• Copy a simple line and circle• Colors large forms• Snips with scissors
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Self Help Milestones2 – 5 Years
By three years of age:Dressing• Independent doffing clothing items• Dons front opening shirt/coat, needs assistance to don pullover clothing• Unfastens large buttons and zippers
Toileting• Assistance for clothing management and hygiene• Daytime control, night time requires diapers
Bathing/Grooming• Participates in washing self but not independent• Washes hands at sink with supervision and cues• Assists with but often resists grooming
Feeding Able to self-feed independently
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Fine Motor Manipulation Milestones2 – 5 Years
By four years of age:• In hand manipulation improves rapidly (moves small objects
efficiently with one hand, can hold small objects in palm and move objects with fingers-translation with stabilization)
• Able to manipulate large buttons• Mature tripod or quadropod grasp on a pencil (clear hand
preference)• Cuts out large shapes with scissors• Colors in the lines• Copies simple shapes
• Stacks tower of 9-10 blocks• Draws tadpole images of people
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Self Help Milestones2 – 5 Years
• By four years of age:Dressing:• Independently undresses • Occasional cues for clothing orientation for pull over clothing• Dons shoes and socks independently• Manipulates zippers independently after set-up (zipper is engaged), able to fasten large
buttons
Toileting:• Day and night time control• Assist may be needed for appropriate hygiene and to manage fasteners
Bathing/Grooming:• Supervision in the bathtub, needs assist to wash hair• Independently washes hands/face at the sink• Assists with grooming tasks (tooth brushing, nose wiping, brushing hair)
Feeding:• Able to use a fork independently, • Arranges items on table correctly
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Fine Motor Manipulation Milestones2 – 5 Years
By five years of age:
• Hand dominance is usually established• Draws a person with 6 parts• Can print their name, copy some numbers, and simple
words
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Self Help Milestones2 – 5 Years
• By age five:Dressing:• Assistance with clothing selection, belts, back zippers• Learns to tie shoelaces (between ages 5-6)Toileting:• Complete independenceBathing/Grooming:• Set-up and supervision for bathing (for safety)Feeding:
• Manages soup with a spoon• Can drink from an open cup without spilling
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Speech/LanguageSpeech/LanguageDevelopmental MilestonesDevelopmental Milestones
Speech/LanguageSpeech/LanguageDevelopmental MilestonesDevelopmental Milestones
Group 1Group 1
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Speech and Language Milestones2-5 years
• By the age of 2:– Points to a few body parts when asked– Follows simple commands and understands
simple questions (ex. “Roll the ball,” “Kiss the baby,” “Where is your shoe?”)
– Listens to simple stories, songs, and rhymes– Points to pictures in a book when named– Says more words every month
– Uses some one- or two- word questions (ex. “Where’s kitty?” “Go bye-bye?”)
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Speech and Language Milestones2-5 years
• By 2 years of age (cont):– Puts two words together (ex. “more
cookie”, “no juice”, “mommy book”)– Uses many different consonant
sounds at the beginning of words.
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Speech and Language Milestones2-5 years
• By 3 years of age:– Understands differences in meaning
• Ex. “go-stop”, “in-on”, “big-little”, “up-down”– Follows two requests
• Ex. “Get the book and put it on the table.”– Listens to and enjoys hearing stories for
longer periods of time.– Has a word for almost everything– Uses 2- or 3- words to talk about and ask
for things.
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Speech and Language Milestones2-5 years
• By 3 years of age (cont):– Uses /k, g, f, t, d, and n/ sounds.– Speech is understood by familiar
listeners most of the time.– Often asks for or directs attention to
objects by naming them.
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Speech and Language Milestones2-5 years
• By 4 years of age:– Hears you when you call from another room– Hears television or radio at the same
loudness as other family members– Answers simple “who?”, “what?”, “where?”,
and “why?” questions– Talks about activities at school or at
friends’ homes– People outside of the family usually
understand the child’s speech
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Speech and Language Milestones2-5 years
• By 4 years of age (cont):– Uses a lot of sentences that have 4 or
more words– Usually talks easily without repeating
syllables or words
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Speech and Language Milestones2-5 years
• By 5 years of age:– Pays attention to a short story and answers
simple questions about it– Hears and understands most of what is said
at home and in school– Makes voice sounds clear like other
children’s– Uses sentences that give lots of details (ex.
“I like to read my books.”)– Tells stories and are able to stay on topic
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Speech and Language Milestones2-5 years
• By the age of 5 years (cont):– Communicates easily with other children
and adults– Says most sounds correctly (except perhaps
certain ones such as /l, s, r, v, z, ch, sh, th/)– Uses the same grammar as the rest of the
family
Reference: http://www.asha.org
/public/speech/development/language speech.htm
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Social and Emotional Milestones2-5 years
• By the end of 2 years:– Imitates behavior of others, especially adults
and older children– Is more aware of self as separate from
others– Is more excited about the company of other
children– Demonstrates increasing independence– Begins to show defiant behavior
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Social and Emotional Milestones2-5 years
• By the end of 2 years (cont):– Separation anxiety increases toward
midyear then fades
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Social and Emotional Milestones2-5 years
• By the end of 3 years:– Imitates adults and playmates– Spontaneously shows affection for familiar
playmates– Can take turns in games– Understands the concept of “mine” and
“his/hers”– Expresses affection openly– Expresses a wide range of emotions
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Social and Emotional Milestones2-5 years
• By the end of 3 years (cont):– Separates easily from parents– Objects to major changes in routine
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Social and Emotional Milestones2-5 years
• By the end of 4 years:– Interested in new experiences– Cooperates with other children– Plays “Mom” or “Dad”– Increasingly inventive in fantasy play– Dresses and undresses– Negotiates solutions to conflicts– More independent
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Social and Emotional Milestones2-5 years
• By the end of 4 years (cont):– Imagines that many unfamiliar
images may be “monsters”– Views self as a whole person
involving body, mind, and feelings– Often cannot tell the difference
between fantasy and reality
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Social and Emotional Milestones2-5 years
• By the end of 5 years:– Wants to please friends– Wants to be like his/her friends– More likely to agree to rules– Likes to sing, dance, and act– Shows more independence and may even
visit a next-door neighbor by self– Aware of gender– Able to distinguish fantasy from reality
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Social and Emotional Milestones2-5 years
• By the end of 5 years:– Sometimes demanding, sometimes
eagerly cooperative
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Typical Typical Developmental SkillsDevelopmental Skills
2 – 5 year olds2 – 5 year olds
Typical Typical Developmental SkillsDevelopmental Skills
2 – 5 year olds2 – 5 year olds
ReferencesReferences
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