1. Sukla Dutta

2. Movement is important for children's development and learning

3. The development of action and The development of action and coordination of one’s limbs. coordination of one’s limbs. The development of strength, The development of strength, posture control, balance and posture control, balance and perceptual skills. perceptual skills. What is Motor Development?

4.  Neural and muscular maturation  Readiness of the child  Predictable pattern  Individual differences Principles of Motor Development

5.  Maturation - From central to peripheral - From central to peripheral - From head to toe - From head to toe  Environment - Growth, strength, nutrition - Growth, strength, nutrition - Motivation - Motivation  Practice - New skills build on prior abilities - New skills build on prior abilities - Motor pathways are refined through use - Motor pathways are refined through use What Influences Motor Development ?

6.  Activities that require good control over the whole body are useful for ‘gymnastic’ skills later body are useful for ‘gymnastic’ skills later  Activities that require strength and speed help in sports skills and games sports skills and games  Activities emphasizing rhythm lead to skills in dancing How will these promote other skills ?

7. MOTOR COORDINATION Gross Motor Skills Fine Motor Skills

8. Gross Motor Skills Gross Motor Skills

9. Gross Motor Milestones Gross Motor Milestones (2 – 5 Years of Age) : (2 – 5 Years of Age) : GROSS MOTOR BEHAVIOUR 48 months : May ascend a ladder by leading with alternate feet. Broad jumps approximately 0.61 metre. Balances on one foot for 8 seconds. Is able to hop on one foot. Catches objects that have been thrown. Jumps in place with two feet. 52 months : Displays highly synchronous walking. Descends stairs by leading with alternate feet. 56 months : Descends ladder by leading with alternate feet. Is able to hop seven or more steps on one foot. Throws 0.08 metre ball 3.05 metre. 5 years : Is beginning to skip. Walks backward heel to toe. Walks like an adult. Gallops. Hops 10 or more steps on one foot. Throws a 0.23 metre ball approximately 3.05 metre.

10.   It refines a child’s gross motor( large muscle ) skills.   Body awareness – for improved posture and control crossing the mid-line-laterity, i.e., awareness of the left and right sides of the body   The child also encounters objects in nature or something which captivates his or her attention   The child develops the ability to maintain equilibrium   Major muscle coordination – spatial orientation – awareness of body position in space and in relation to other object and people   Acquires vocabulary during activities like backward, forward, sideways, etc. Instructional Objectives

11. Play is Learning……….

12. Group of children walking in circle holding hands   Walking : In and out of circles, hoops, tyres, outlinesIn and out of circles, hoops, tyres, outlines Along a line(chalk), piece of string, etc.Along a line(chalk), piece of string, etc. Using a rope or string to guide children through a mazeUsing a rope or string to guide children through a maze Walking to different music temposWalking to different music tempos

13. Walk along a chalk line, string line or narrow boardWalk along a chalk line, string line or narrow board Climbing steps/stairs/step ladders without hand supportClimbing steps/stairs/step ladders without hand support Walking on knees with hands in the airWalking on knees with hands in the air Walking up an inclined plank with confidence and speedWalking up an inclined plank with confidence and speed   Balancing: girl balancing school books on head

14.   Running: School children running in a game Around an obstacle courseAround an obstacle course On the spot/on the toesOn the spot/on the toes With the hands on head/ hips/ behind back etcWith the hands on head/ hips/ behind back etc

15.   Jumping: Child jumping over a hurdle Jump up to touch/reach suspended Jump up to touch/reach suspended objects, leaves, balloons, toys etc. objects, leaves, balloons, toys etc. Stand up and jump from shape to shape Stand up and jump from shape to shape Jump on mattresses, tyres etc Jump on mattresses, tyres etc

16.   Creeping, Crawling, Rolling: Treasure hunt – crawl or creep to find hidden objects Treasure hunt – crawl or creep to find hidden objects “Follow the Leader” “Follow the Leader”

17.   Swinging: Swing in a standing position without support Swing in a standing position without support

18.   Hopping: Hop into/out of hoopsHop into/out of hoops Hop along stepping stonesHop along stepping stones Make patterns on the ground of shapes, colours, dots. Hop on one colour, dot etcMake patterns on the ground of shapes, colours, dots. Hop on one colour, dot etc

19.   Rhythmic Movement: Clapping hands according to the beat Clapping/stopping with music variations Singing and performing action songs Swinging rhythmically

20.   Throwing: Children sit in two rows and throw a ball in opposite directions Make a relay race

21.   Catching: Increase the catching distance gradually

22.   Kicking:   Balloons of different sizes   Aim at a target- set up target areas for children to kick at, eg., bulls eye

23.   Skipping:   Around objects   In circle games   To music with variety of rhythms

24. REMEMBER Large muscles develop before smaller ones Large muscles develop before smaller ones Thus, gross motor development is the Thus, gross motor development is the foundation for developing skills in other areas foundation for developing skills in other areas

25. Developmental Objectives attained from Gross Motor Skills………… Inculcate team spirit Increases perseverance Increases body coordination Increases ability to balance Children learn to wait for their turn Increases coordination Develops vocabulary

26. SUMMARY……….. There are many different materials and activities that can be utilized to help young children develop large motor skills. Our responsibility is simply to provide them with a variety of materials, facilities and opportunities that promote development in this area through daily activities……………

29. Developing control over the movement of finer muscles in particular the finger and wrist muscles Developing hand-eye coordination What are Fine Motor Skills

30. Hierarchy and Progression of Typical Fine Motor Development

31. Ocular Motor Control – Ocular Motor Control – The ability of the eyes to follow and focus on an object in the field of vision as required. Hand – Eye Coordination – Hand – Eye Coordination – The ability to execute activities with the hands, guided by the eyes requiring accuracy in placement, direction and spatial awareness Foot-Eye Coordination Foot-Eye Coordination – The ability to execute action with the feet, guided by the eyes Manual Dexterity Manual Dexterity – The ability to accurately manipulate the hands and fingers for neat handwriting, drawing, typing skills, etc. Instructional Objectives

32. Hand Development Milestones Development of arches in hand Development of arches in hand Development of wrist extension that supports skilled finger movements Development of wrist extension that supports skilled finger movements Development of an awareness of the – “skill” side of the hand Development of an awareness of the – “skill” side of the hand Development of an open index finger –thumb web space – O Development of an open index finger –thumb web space – O Development of skill in the small muscles contained in the hand Development of skill in the small muscles contained in the hand

33. Develop creative skills while having fun…

34.   Threading: Helps children learn…. Small muscle controlSmall muscle control Hand-eye coordinationHand-eye coordination To put objects in properTo put objects in proper sequence sequence

35.   Tearing, cutting, pasting : Helps children learn…. Helps children learn…. Finger coordination Finger coordination Hand-eye coordination Hand-eye coordination

36.   Drawing, colouring, painting Helps children learn…. Helps children learn…. Finger muscle developmentFinger muscle development Hand-eye coordinationHand-eye coordination Creative expressionCreative expression how to use pictures and symbols to represent ideashow to use pictures and symbols to represent ideas

37.   Sorting, pattern making Helps children learn/develop…. Helps children learn/develop…. Hand-eye coordination Hand-eye coordination Observation power Observation power To use their imagination To use their imagination

38.   Clay Activity Helps children learn…. to tone manipulative skills to tone manipulative skills to use their imagination to use their imagination to put ideas into shapes to put ideas into shapes to develop artistic skills to develop artistic skills

39.   Printing Helps children learn…. Helps children learn…. Finger coordination Finger coordination Hand-eye coordination Hand-eye coordination

40. The Sequence of Writing Like other areas of your child’s development, prewriting skills follow a predictable sequence in this order : Scribbling Scribbling Imitating Imitating Copying Copying

41. Improves hand-eye coordination Improves hand-eye coordination Improves foot-eye coordination Improves foot-eye coordination Increases observation power Increases observation power Enhances finger muscle development Enhances finger muscle development Fosters creative expression Fosters creative expression Enhances the ability to recognize unseen objects using Enhances the ability to recognize unseen objects using the sense of touch the sense of touch Developmental Objectives attained from Fine Motor Skills