Tummy Time

To address fine and gross motor skills for a Somali 18 month old boy I would develop a home program intervention to address his developmental motor delay. Children at the second year of their life are typically mastering and exploring objects. This includes copying and imitating simple action; gross motor activities such as throwing, kicking, and catching; and ideational

Physical development in children is an important area and is usually expected to happen automatically as they grow. The important areas are gross motor skills,

Still prefers to be near a familiar adult. Shows affection to familiar people. Loves making noise b banging toys. 12 to 24 months Expected pattern of child development Physical Falls over frequently when trying to walk.

Whilst playing the children will begin to learn skills such as balance and coordination, throwing, catching, running skipping and jumping however none of these skills can be learnt if the child does not learn the movement skills. They need to learn hand-eye coordination this is when the brain will learn to make the hands and eyes work together resulting in the children being able to play catch, foot-eye coordination this starts when babies begin to learn to walk up the stairs but can then be extended when the child learns to kick a ball, balance this is learnt over time depending on the age of the child, when the child begins to learn these skills through physical activity their central nervous system will also begin to develop which will in turn help their muscles, glands and organs. This is applied into my practice by taking the children in to thee garden. When in the garden I make obstacle courses for the children with crates that range it heights and sizes, tyres and the slide. It can very day to day to teach the children different things. But by using the different height crates it allows the children to learn to balance by themselves, the slide allows the children to climb. We also have balls that the children play with but depending on the age of the child would depend on how it is used. If the child is 18 months or younger then I would

At 6 months approximately a child is able to hold objects in palms. They are also able to estimate the distance between his hands and the objects. They are able to turn objects in the hands while looking at it closely. The child can also observe the differences of shape, size and texture of an object. And places objects into the mouth for “inspection”.

When looking at and discussing a child’s development, you have to remember that all children are different and grow at different rates. Every child will follow the same sequence but they may not necessarily do it at the same time as each other. For example, you could have two, 6 month old babies, 1 could already be able to crawl, and the other 1 may not have mastered it yet and may not until they are a bit older. You must remember that your child is an individual and not group him with another child and expect him/her to reach the milestones at the same time. It is important also that a parent/carer, teacher etc., know the expected sequence a child follows, so they can tell if a child is falling way behind and they may need to intervene to help them along.

Children develop gross motor skills at different age norms which are affected by their culture and can vary (Berger, 2014). In order to gain information, we need to educate and understand this development, we have to conduct research. We are looking for new information and theories. Although surveys are a great way to collect a large amount of data the information gained is only as sound as the subject. This is why we need other avenues for research, and we need parental support to make that happen.

Her fine motor skills are typical for her age group. For example, when she was drawing with chalk on the cement. She uses her left hand more frequent than her right hand. She also knows how to pick up a fork and feed herself. From what I observe she is still working on these two fine motor skills. Her Gross motor skills are developing typically for her age group. For example, she knows how to go up and down the stairs without holding on to the railings. Another example in, my observation, of gross motor skills is when she was at Chic-Fil-A she was able to climb up the stairs, slide down the slide, run, jump, and walk on tippy toes. From what I observe she is still developing in these areas of her gross motor skills. Some motor activities she enjoys is throwing balls, riding a bike, coloring, and dancing. Her eating habits seem to be good according to her mother. Her favorite snack are grapes. At this time the child does not have no feeling or opinion about her physical

* They begin in some instances to feed themselves, though lacking the needed coordination, resulting in a lot of mess.

At 1 month old, infants should have their head 45 degrees off the floor. Between 2-3 months, they should have their head at least 90 degrees, off the floor, and at 4 months, have their head up completely.

So many children this day in age, are sat in front of a television or a tablet and expected to keep quiet. Children are built to explore, move, and learn from their experiences, and this cannot happen when a child is inside, being distracted by technology. No matter how busy parents are, they should find at least thirty minutes a day to go outside and play with their children. If the weather does not permit outside play, then playing games inside is always a great alternative. Parents should be encouraging their children to develop the motor skills that they are going to need in order to succeed in school and later in life. Many parents encourage the development of their children’s gross motor skills by involving them in sports, dance, or gymnastics. These programs are great for not only teaching children how to be good at something they love, but they also encourage children to develop their motor skills. If parents find that they cannot afford programs such as these, they can focus on providing multiple opportunities for play. For example, one day they could go to the park or they could go over the neighbor’s house to play. Ultimately, the best thing that parents can do to encourage the development of their children’s motor skills is to allow them to play as much as possible and to allow them to try new activities, even if they are

As children’s bodies become more streamlined and less top-heavy, their center of gravity shifts downwards toward the trunk. As a result, balance improves greatly, paving the way for new motor skills involving large muscles of the body. (Berk, 1999) During the preschool years until approximately age seven, fundamental motor skills develop including the locomotor skills needed to run, jump, hop, and skip. Also the object control skills such as throwing, catching, and kicking are developing. By the age of six or seven, children begin to integrate two or more of these skills. Though all children will not develop these skills at the same age, they will follow the same sequence.

These skills need to be constantly used and refined in development so that they’re maturing at a steady rate. The development of these skills is of upmost importance because these are the muscles a child will use all day every day, when walking around the house or when playing with friends at school. These muscles will be continually engaged and having a good solid foundation of these working muscles will improve the early stages of a child’s life. The development of gross motor skills will generally speaking grow from inside to outside as well as head to toe, which is consistent of an infant’s same develop in the mother’s womb. As a child is progressing through the first two years of life, many changes will occur. The child will first learn to balance the body and move towards controlling the muscles of the body, then on to crawling and supporting itself, and by the end of that second year of life the child will have mostly refined skills that allow for play and overall being more mobile in moving around and navigating through day to day movements. Along with this increased mobility, a child will be able to get different places like on furniture, or up stairs but getting back down will be the hard part. As well as, the infant’s muscles’ may be progressing but the ability to stop and switch direction in movements is however not fully developed at this point.

On behalf of the early childhood initiative to provide early intervention for those infants and toddlers experiencing difficulty, I thank you for your engagement and cooperation. This system is designed to “[help] eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as: physical (reaching, rolling, crawling, and walking) and self-help (eating, dressing) skills (Center for Parent Information and Resources, 2014). We are dedicated to working with your family and your individual needs. This system is not meant to bog you down with out-of-town appointments from professionals, but instead provide you with support and suggestions for the healthy development of your child.

Her fine motor skill have also progressed. She is able to brush her teeth and self-feed with the help of her mother’s scaffolding. She is able to hold her own sippy cup, draw or scribble, and build a tower (Wright, 2013).