Motory and Sensory Development PDF

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Motory and Sensory Development...

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Chapter 5: Motor, Sensory, and Perceptual Development Monday, February 4, 2019 Chapter Outline I. Motor Development II. Sensory and Perceptual Development III. Perceptual-Motor Coupling Chapter Outline I. Motor Development II. Sensory and Perceptual Development III. Perceptual-Motor Coupling Chapter Outline I. Motor Development 1. Dynamic Systems View 2. Reflexes 3. Gross Motor Skills 4. Fine Motor Skills Dynamic Systems View • Dynamic Systems View Proposed by Esther Thelen Motor skills assembled for perceiving and acting (coupled) Motor skills represent solutions to the infant’s goals New motor behavior influenced by multiple factors Reflexes • Motor development begins with reflexes! Reflexes – automatic, built-in reactions to stimuli Rooting Reflex – turn head towards sensation on cheek Sucking Reflex – suck on objects placed in mouth Moro Reflex – startle response (noise, movement) Grasping Reflex – hand closes in response to sensation on the palm Some reflexes disappear while some persist Fig. 5.1 Infant reflexes Gross Motor Skills • Gross Motor Skills o Involve large-muscle activities o Development of Posture Dynamic process linked with sensory information Infants cannot voluntarily control their posture! Weeks support head 2 months sit upright (with support) 6 months sit upright (unaided) 8 months stand (with support) 12 months stand (unaided) Gross Motor Skills • Gross Motor Skills

Postural control and locomotion closely linked Learning to Walk o Balance on one leg, wing other forward, shift weight from one leg to other o Small steps o Large steps o Karen Adolph’s studies on child locomotion o https://www.youtube.com/watch?v=M7-dCEcP9Io Gross Motor Skills • Early Childhood Children enjoy simple movements for the joy of performing them They become more adventurous with age • Middle and Late Childhood Motor development more smooth and coordinated Fatigue results from long periods of sitting, rather than activity Gross Motor Skills • Physical activity is imperative to motor skill development! Participation in sports can have both positive and negative consequences Parental involvement is important! Fine Motor Skills • Fine Motor Skills Involve finely-tuned movements Children lack fine motor skills at birth Infancy Perceptual-motor coupling necessary for grasping Palmer grasp Pincer grasp Support shifts from touch to vision Childhood Refinement of grasping (e.g., pincer at 3 years) Use of tools (e.g., crayon at 5 years vs. pencil at 7 years) Chapter Outline I. Motor Development II. Sensory and Perceptual Development III. Perceptual-Motor Coupling Chapter Outline II. Sensory and Perceptual Development 1. What Are Sensation and Perception? 2. The Ecological View 3. Visual Perception 4. Other Senses 5. Intermodal Perception 6. Nature, Nurture, and Perceptual Development o o

What Are Sensation and Perception? • Sensation Occurs when information is transmitted through sensory receptors (eyes, ears, tongue, nostrils, and skin) • Perception The interpretation of what is sensed Visual Perception • Visual acuity o An object 20 feet away from a newborn is only as clear as it would be if it were 240 feet away from an adult with normal vision • Face perception o Infants show an interest in human faces soon after birth • Color vision o Improves over time for infants Visual Perception • Perceptual constancy o Allows the infant to perceive the physical world as stable even when sensory stimulation is changing Size constancy As young as 3 months Shape constancy As young as 3 months Occlusion As young as 2-3 months • Depth perception As young as 3-4 months Studying Infants’ Visual Perception • Visual Preference Method Infants can distinguish one stimulus from another Measured by length of time attended to different stimuli Habituation – decreased responsiveness to stimulus after repeated presentations Dishabituation – recovery of a habituated response after a change in stimulation Other Senses • Hearing Fetus can hear sounds during last 2 months of pregnancy Hearing changes in infancy Detection of loudness, pitch, and localization • Touch and Pain Newborns respond to touch and can feel pain • Smell Newborns can differentiate odors • Taste Sensitivity to taste is present before birth Newborns react differently to oral solutions

Chapter Outline I. Motor Development II. Sensory and Perceptual Development III. Perceptual-Motor Coupling Chapter Outline III. Perceptual-Motor Coupling 1. Coupling Coupling • Perception and action are coupled o Children perceive in order to move AND o Children move in order to perceive Questions? Kahoot Time 1. GO TO KAHOOT.IT (ON YOUR PHONE OR LAPTOP) 2. Enter the game pin on the screen...