Question

1. EXPLAIN WHY MOTOR DEVELOPMENT IS VIEWED AS CHANGE IN MOTOR BEHAVIOR (SPECIFICALLY IN GROWTH, DEVELOPMENT, AND MOTOR SKILLS). WHAT DOES THAT MEAN TO THE CONCEPT OR STATUS OF MOTOR DEVELOPMENT? IF WE WANT TO DESCRIBE A CHILD’S MOTOR DEVELOPMENT, HOW DO WE DO IT?

Answer 1

1. Experience facilitates improvements in motor behavior and infants accumulate immense amounts of experience with all of their basic action systems. At every point in development, perception guides motor behavior by providing feedback about the results of just prior movements and information about what to do next. Reciprocally, the development of motor behavior provides fodder for perception. More generally, motor development brings about new opportunities for acquiring knowledge about the world, and burgeoning motor skills can instigate cascades of developmental changes in perceptual, cognitive, and social domains.Motor behavior includes every kind of movement from involuntary twitches to goal-directed actions, in every part of the body from head to toe, in every physical and social context from solitary play to group interactions.The development of motor behavior bridges the entire lifespan from the first fetal movement to the last dying breath.Although movements fundamentally depend on generating, controlling, and exploiting physical forces, managing forces requires more than muscles and biomechanics. At every point in development, adaptive control of movement relies on core psychological functions.Perception and cognition are required to plan and guide actions.Social and cultural factors spur and constrain motor behaviors.Motor behaviors, in turn, provide the raw material for perception, cognition, and social interaction.Movements generate perceptual information, provide the means for acquiring knowledge about the world, and make social interactions possible.According to a developmental systems view, motor behaviors cannot be understood in isolation, divorced from the bodily, environmental, and social/cultural context in which they occur. Movements are inextricably nested in a body-environment system. The body and the environment develop in tandem. New or improved motor skills bring new parts of the environment into play and thereby provide new or enhanced opportunities for learning and doing. Caregiving practices facilitate and constrain motor development.As a consequence, differences in the way caregivers structure the environment and interact with their children affect the form of new skills, the ages when they first appear, and the shape of their developmental trajectory.New motor behaviors can emerge from a mix of interacting factors, some so pervasive that we mistakenly take them for granted, and some so subtle or non-obvious that we fail to recognize the link. Developmental changes in one domain can have cascading effects on development in other domains, sometimes far afield from the original accomplishment.Moreover, the context in which behavior develops can be very different for individual children, resulting in developmental pathways that sometimes converge at the same outcome and sometimes veer off in unique directions.

2. Motor development refers to the development of a child's bones, muscles and ability to move around and manipulate his or her environment. Motor development can be divided into two sections: gross motor developmentand fine motor development.These muscles allow us to sit, stand, walk and run, among other activities.These steps included the cognitive stage, the associativestage, and the autonomousstage.

3. Motor development means the physical growth and strengthening of a child's bones,muscles and ability to move and touch his/her surroundings. A child's motor development falls into two categories: finemotor and gross motor.Early childhood development includes acquiring fine and gross motor skills. While both these skills involve movement, they do have differences: Finemotor skills involve movement of the smaller muscle groups in your child's hands,fingers,and wrists.