Gross and fine motor skills James Whitehead – ECE302-8

Motor skills – general information Learned from active rather than passive movements Voluntary (jumping, writing) vs. involuntary (blinking, digesting) motor activity -> formed in different parts of the brain. Simple movements of one part to full body coordination Development of motor skills depends on external stimuli (medical care etc.) AND cognitive ability. Children 5-6 years old only need refining of their motor skills.

7 principles of development Cephalocaudal pattern. Muscular development proceeds from the head to the foot. Proximo-distal pattern. Growth and development tend to proceed from the spine (proximo) to the outer extremities (distal). Mass-to-specific pattern. Body movement of young infants is undifferentiated, involving the total body. Later, specific patterns of movement develop out of these generalized mass movements. Gross-motor-to-fine-motor pattern. Children usually gain control over large muscle activity before fine or small muscle activity. Maximum-to-minimum-muscle-involvement pattern. Like the mass-to-specific pattern, body movement becomes increasingly more efficient. Bilateral-to-unilateral pattern. Children progress from undifferentiated use of both sides of the body to unilateral preference, referred to as the establishment of laterality. Orderly development pattern. Children differ in the rate of their development but do tend to follow a similar pattern if environmental conditions are adequate and no organic deficits are present. (Otto 2014, 239)

Gross Motor Skills Gross motor skills are the skills that are learned first. are the skills that are learned first. are skills such as jumping, walking, clapping. are skills such as jumping, walking, clapping. usually use big parts of the body such as legs, arms, torso. usually use big parts of the body such as legs, arms, torso.

Fine Motor Skills Fine motor skills Are learned after gross motor skills. Are using small body parts such as fingers, toes, etc. Are skills used for fine activities such as cutting, writing etc.

How to help children develop motor skills? Bilateral Integration and sequencing crawling on all fours, throwing, catching, twisting, reaching using instruments Spatial awareness Move around on carpets, hula hoops, walking, running Fine motor skills - eye hand coordination cutting, coloring, drawing, bead stringing, lacing, building blocks Self help Eating, zipping, brushing teeth, using the toilet

Physical therapy Intervention Shifts from developmental goals to functional skills. Should happen as soon as possible. Enables the child to participate actively in the environment Therapist’s role is to help teachers/parents understand techniques and objectives. May be a cooperation between an OT and TP.