Motorical development
The development of all movement sequences in the human body during adolescence is called motor development .
A distinction is made between gross and fine motor development. Gross motor skills include the movements of the head , shoulder , trunk , pelvis , arms, and legs . The movement of fingers, toes and face are part of the fine motor area. Motor development has an impact on the overall physical dexterity and mobility, fine motor skill , the balance of assets , the responsiveness , the bounce and speed , the accuracy of movement and coordination skills .
The development of motor skills proceeds according to the principle of the cephalo-caudal direction of development (from the head over the trunk to the arms and legs). First the control of the central muscles of the body succeeds, later the control of the finer muscles further away from the center of the body (principle of the proximodistal development direction). During the development of the coordination of the two halves of the body, there is a continuous change in the dominance between flexors and extensors with a simultaneous periodic change from unilateral (or crossed lateral) to bilateral muscle groups (principle of reciprocal interdependence).
The development of motor skills begins before birth. Eight to twelve week old fetuses show spontaneous movements that cannot be understood as pure acting out of reflexes . Lolling, stretching and yawning are observed between the 12th and 16th week of pregnancy . The activities increase until they are then limited again by the increasing tightness and the build-up of control mechanisms. For infants and toddlers , a continuous power increase is then observed in the motor.
The meaning of such early movement patterns is explained in the literature from different perspectives: The early movement patterns can be understood as the activity of the differentiating nervous system, as a fine adjustment of motor processes, as a dismantling of redundant neural connections or as a facilitating aid for future important functions. Only some of the movement patterns that occur here are retained over the course of one's life.
Newborns have a number of reflexes, only some of which are believed to be fundamental or pioneering for further motor development and the establishment of specific movement patterns. The expression and duration of the presence of the different reflexes provide important information on the degree of maturity and the level of development of the newborns and infants.
Levels by age
Up to 15 months
In small child age (up to 15 months) is the most important skill that must be learned by the child, the Auto-Advance move. Grasping, an equally important skill, is also learned at this age.
15 months to 3 years
In toddlers (15 months to 3 years) they can explore their surroundings by walking independently. The still uncertain movements become more stable and fluid during this time. There are also new types of movement, such as climbing stairs, carrying or balancing.
3 to 6 years
In the pre-school period (3 to 6 years) the growth of the muscles is accelerated, so there is an increase in endurance and strength. The child becomes dexterous and agile, which is why games of movement and skill are particularly popular. At around 5 years of age, the sense of balance is very extensive, which means that the child can ride a bike or scooter.
6 to 12 years
The school child (6 to 12 years) has to provide a special motor performance, writing. Here it has to learn to write not from the forearm but from the wrist, which can be learned through frequent practice in initially short lines.
See also
Individual evidence
- ↑ Motor skills development in children. Retrieved October 27, 2019 .
- ↑ a b c Christoph Steinebach : Developmental Psychology . Klett-Cotta, 2000, ISBN 978-3-608-91029-2 , pp. 74–85 ( google.de [accessed on November 3, 2019]).