Gross Motor Milestones

Babies will start to lift and turn their heads, using their arms to support their upper body when lying on their stomach.

From 9 months – 3 years babies will learn to walk, run, jump and hop using their gross motor skills. They have more control over their movements allowing them to point, hold small objects using the fine pincer grasp and gain more independence in toilet training.

Describe the physical movement involved when the toddler throws a ball, pound a toy with a hammer or pushes or pull a toy. What evidence did you see of right or left hand use? Dai’Lynn was asked to throw a ball. When Dai’Lynn was given the ball he clenched the ball with both hands handling it with a tight grip. Before Dai’Lynn throw the ball he transferred the ball from his right hand to his left hand. Dai’Lynn had a big smile on his face as he throw the the ball overhand. Next a musical toy tool workbench with a plastic hammer was placed in front of Dail’Lynn on the floor. As Dai’Lynn sucked on his right thumb he reaches for the toy.

The movements of an infant are categorised into two categories, random, or spontaneous movements and infantile reflexes. Spontaneous movements are done without a purpose, e.g. thrusting of legs and arms, squirming and stretching of fingers and toes. Although these movements are done without a purpose, they in fact resemble more mature movements which we develop later in life,like walking. If you watch a new born kicking in a supine position it will be rhythmical and bilateral, meaning both legs will kick at once. Usually by the end of the first year the knee, hip and ankle will move more sequentially, which means they will move in a more logical sequence. The same

Gross Motor Skills described in the Santrock text states that, the preschooler will not have to make an effort simply to stay upright and move around. As children begin to run and play moving with more confidence and carry themselves more purposefully, moving around in the environment becomes more automatic. (Burns & others, 2013, pg. 135)

During the early childhood period, environments should be organized to promote motor development. During toddlerhood the environment should be organized to allow the toddler space to explore and move. Confining the child to a limited space such as a playpen could result in a delay in their large motor skills. (Charlesworth, 2004) The environment for the preschooler should be conducive to learning these skills. Adequate outdoor play time should be allotted for the children to have the opportunity to run, jump, throw balls, and other activities to strengthen the large muscles.

Motor skills involve movement of muscle in the body (John, 2009). These are larger movements such as crawling, running, and jumping (John, 2009). Most of the gross motor development occurs during childhood (John, 2009). Gross motor skills have two principals that determent how a child will regularly develop (Center of diseases Control and Prevention, 2016). Head to toe development this means the upper parts of the body will develop before the lower parts of the body (John, 2009). Children develop these skills throughout play (John, 2009). A tree year old Toddler can be very active therefore participating in activity that require movement, coordination, and balance can be beneficial to help a toddler to develop their motor skills (Jan, Beth & Melissa, 2012). A 3 year old child can throw a ball but catching it is more difficult. They start walking with good posture similar to an adult; they can also walk backwards (Jan, Beth & Melissa, 2012). A 3 year old can run which required strength and balance, during running they should be able to rotate their trunk and swing their arms (John, 2009). By the age of 3 a child walks up and down stairs alternating their feet without support which is possible because their balance has increase (John, 2009). A 3 year old child also learns to jump from a step and learn to jump forward (Center of diseases Control and Prevention, 2016). They start hopping at the age of 3 ½ and also can stand on one foot (Center of diseases Control and Prevention, 2016). Skipping requires sequencing and rhythm which makes it more difficult this include step and hop patterns.

Following the second birthday, children gain on average two to three inches and four to six pounds each year until they reach the start of adolescences. The development of purposeful movement is called motor development. When baby’s muscles and nervous systems mature, newborns random movements are replaced by purposeful motor activity. Motor development usually occurs in stages; turning from stomach to the side, Turing from stomach to back, turning from back to stomach, sitting, crawling, kneeling, standing, and

Starting at one infants are starting to be referred to as toddlers because they begin to gain their own mobility. By eighteen months, most toddlers have learned to move around more efficiently (Zastrow & Ashman, 2016, p. 81). Their manipulation skills have begun to emerge and they are able to show ability in grabbing small objects. For instance they are now able to scribble with a crayon. Toddlers begin to attempt to practice self-help skills by trying to feed, dress and cooperate more in the assistance they receive from their caregivers (Zastrow & Ashman, 2016, p. 81). By the age of two, toddlers have mastered most locomotive skills and even some non-locomotive skills such as balancing. They can stack many items on top of one another and

Gross-Motor pertains to movements related to our large muscles (e.g., legs, arms). As noted in our text book, “Gross motor-skills provide a foundation for fine motor-development, cognition, communication, adaptive skills, and social and emotional competence in the typically developing child” (Hooper&Umansky,p. 163). Fine-Motor applies to movements related to small muscle groups (e.g., hands, fingers). During the first three months, infants displaying typical development, are working on postural control and rotation of their bodies. While on their tummy babies will lift to hold up their head, and push their bodies up with their arms. At four to six months babies are sitting up supported by their own hands and can reach to play with feet.

Our textbook mentions that “Abuse of infants and toddlers has been associated with...curiosity and handling of objects in the environment (The Young Child Development from Prebirth Through Age Eight, n.d). Therefore children should be engaged in experiences that enhance their development skills. These experiences should be safe and enrich the child play and learning

In the beginning months of children’s lives, they are “introduced” to their little bodies and minds, and start by moving their heads, and then work these movements down and out. When one skill is mastered, they move on to the next area of the body until it is mastered. This process continues so children can control and use their bodies to become strong and active little people. Their brains really connect, control, and communicate with their bodies. Just like children’s first steps; they move one step at a time—slow but

The world becomes a new place full of discoveries and adventures. After learning to crawl or walk, a toddler’s curiosity

An infant’s physical development needs to grow through repetitive actions. An infant will “develop gross/fine motor skills and physical strengths by exploring, kicking, reaching, grasping, and letting go” (Copple & Bredekamp, 2009, p. 55).

This is because they are born with the same set of muscles and bones that they learn how to use – the “nature” part of motor development. However, it is important to notice that the rate of learning these motor skills differ due to the “nurture” side of development. For example, an infant that practices walking with its parent may start walking on its own earlier than another infant that received no help. Also, an infant that receives much visual and auditory stimulation, such as playing with toys, develops its motor skills faster than an infant that received none.