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Motor development
Published in Ajay Sharma, Helen Cockerill, Lucy Sanctuary, Mary Sheridan's From Birth to Five Years, 2021
Ajay Sharma, Helen Cockerill, Lucy Sanctuary
Achieving stability, balance and independent mobility is an important landmark in children's development. Neurological maturation provides a necessary basis, but several other factors play an important role in this change. Cognitive factors such as perceptual development are closely and reciprocally linked with progress in gross and fine motor skills; the action-perception cycle – the link between motivation, action and feedback – creates the impetus and the learning. Children adapt and modify their movements and activities according to their growing bodies, changing cognition and skill levels (Adolph and Berger 2006). Their brain, body and experiences make a continually self-organising dynamic system driving the progression of skills (Thelen 1995) (see Table 13).
Perceptual-cognitive development and cognition of movement
Published in Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize, Developmental and Adapted Physical Education, 2019
Michael Horvat, Ronald V. Croce, Caterina Pesce, Ashley Fallaize
As we relate teaching and learning to information processing, we see that if the amount of sensory information is inadequate or not retained, the child will have difficulty making a precise decision concerning the appropriate motor output. Likewise, if the decision-making capabilities or past experiences (LTM) are compromised, the child again is placed at a disadvantage in selecting the appropriate motor output. By determining where in the input – processing – output – feedback sequence the breakdown in skill development occurs, the teacher can devise the most appropriate motor education program. Then, the teacher can teach to the specific area of deficit or compensate by providing a more appropriate input modality that may be more efficient for the child. In either case, the ability to process information and the extent of perceptual development is essential for learning to occur. We cannot assume that the child is processing all the information that is being presented and using all of the feedback appropriately. Teachers must be aware of the most efficient modality of learning and present information that the child can assimilate to properly execute the intended task.
Psychology and Human Development EMIs
Published in Michael Reilly, Bangaru Raju, Extended Matching Items for the MRCPsych Part 1, 2018
Each option may be used once, more than once or not at all.Select the option relating to perceptual development and constancy above that most closely answers the following.The ability to see three-dimensional space and to accurately judge distances emerges at about this age in an infant.The nearly universal emergence of depth perception suggests that it is more related to this factor.In the Ames room experiment people see the person ‘shrink’ and ‘grow’ because of this factor.When a stimulus is repeated without change, the orientation response decreases. This response is known as what?
Typical Development of Finger Position Sense From Late Childhood to Adolescence
Published in Journal of Motor Behavior, 2023
Jinseok Oh, Arash Mahnan, Jiapeng Xu, Hannah J. Block, Jürgen Konczak
Proprioception and motor control are intricately linked. Proprioceptive afferents are used by the nervous system to regulate muscle tone, spinal stretch reflexes, and postural reflexes. Moreover, cerebro-cerebellar and somatosensory motor cortical networks process proprioceptive signals for voluntary motor control. It is firmly established that the networks undergo structural and functional changes during development (Cadwell et al., 2019; Van Essen et al., 2018), yet the exact neural mechanisms underlying proprioceptive development in humans are still not fully delineated. It would be useful to know what features of neural development are consistent with behavioral markers of proprioceptive development such as those reported here. It is unlikely that morphological changes in proprioceptive mechanoreceptors can explain such perceptual development, because muscle spindles are not going through significant morphological changes after 3 years of age in humans (Osterlund et al., 2011). However, there is evidence that an age-related increased sensitivity of the muscle spindles as stretch reflex responses increase across age in children from 7 to 11 years in TD (Grosset et al., 2007). Improved muscle spindle sensitivity will result in afferent signals that allow the proprioceptive system to differentiate between smaller differences in finger position, which could translate in more precise perceptual judgments.
Audiovisual speech perception in children: a scoping review
Published in Speech, Language and Hearing, 2022
Carolina Salinas-Marchant, Andrea A. N. MacLeod
Research suggests that visual speech cues can enhance the perception of the auditory flow of speech by providing redundant audiovisual information. This model, known as the Intersensory Redundancy Hypothesis (IRH), proposes that selective attention is essential for intersensory redundancy during early cognitive and perceptual development (Bahrick & Lickliter, 2000; Bahrick, Flom, & Lickliter, 2002; Bahrick, Lickliter, & Flom, 2004). Temporal synchrony between two or more sensory systems generates an intersensory redundancy that promotes attention to events because they are highly salient. Young children likely benefit from redundant audiovisual speech, compensating for the scarcity of attentional resources in early childhood (Bahrick & Lickliter, 2000; Bahrick et al., 2002).
Development of Gross Motor Evaluation for Children Aged 18 to 42 Months
Published in Developmental Neurorehabilitation, 2021
Tamis W Pin, Beverley Yiu, Teresa Wong, Cyrus Wai-Yin Chan, Cynthia Leung, Catherine Lam, Florence Lee
There are many commonly-used motor assessments for children, but tools specific for preschool children aged 2 to 4 years are limited.8–10 Peabody Developmental Motor Scales version 2 (PDMS-2)11 and the Bayley Scale of Infant Development (Bayley-III)12 are the assessments most commonly used with this age group. Bayley-III is a global assessment covering different developmental domains but the norms were developed based on data from children using English as their primary language and its full application for non-English speaking children is unknown.13 Establishing local norms for the Bayley III is not an easy option as it is very costly and time-consuming to translate all testing materials and then conduct the validation and norming studies afterward. Another shortcoming of many assessment tools for preschool children is that the tools examine only one or two domains of the development. For example, the PDMS-2 assesses gross and fine motor skills only. The Alberta Infant Motor Scale assesses only gross motor development in infants aged up to 18 months or before they have mastered independent ambulation.14 The Test of Gross Motor Development evaluates children aged 3 years to 10 years 11 months but on their locomotion and ball-handling skills only.15 The development of GM skills is not a stand-alone process; it inter-twines with cognitive, language, fine motor and perceptual development.,1617 Assessments that can address different domains of development would be preferred for providing an overview of the toddler’s strengths, weaknesses and needs. An alternative is to combine assessments on different domains but this would be resource-intensive and still may lack the sensitivity needed to provide a holistic view of the toddler being assessed.