Крупная моторика: развитие движений у детей.

Motor skills involving large muscle groups

Gross motor skills are the abilities usually acquired during childhood as part of a child's motor learning. By the time they reach two years of age, almost all children are able to stand up, walk and run, walk up stairs, etc. These skills are built upon, improved and better controlled throughout early childhood, and continue in refinement throughout most of the individual's years of development into adulthood. These gross movements come from large muscle groups and whole body movement. These skills develop in a head to toe order. The children will typically learn head control, trunk stability, and then standing up and walking. It is shown that children exposed to outdoor play time activities will develop better gross motor skills.

Motor skills are movements and actions of the muscles. Typically, they are categorized into two groups: gross motor skills and fine motor skills. Gross motor skills are involved in movement and coordination of the arms, legs, and other large body parts and movements. Gross motor skills can be further divided into two subgroups of locomotor skills and object control skills. Gross locomotor skills would include running, jumping, sliding, and swimming. Object control skills would include throwing, catching and kicking. Fine motor skills are involved in smaller movements that occur in the wrists, hands, fingers, and the feet and toes. They participate in smaller actions such as picking up objects between the thumb and finger, writing carefully, and even blinking. These two motor skills work together to provide coordination. Less developed children focus on their gross movements, while more developed children have more control over their fine movements.

Gross motor skills, as well as many other activities, require postural control. Infants need to control the heads to stabilize their gaze and to track moving objects. They also must have strength and balance in their legs to walk. Newborn infants cannot voluntarily control their posture. Within a few weeks, though, they can hold their heads erect, and soon they can lift their heads while prone. By 2 months of age, babies can sit while supported on a lap or an infant seat, but sitting independently is not accomplished until 6 or 7 months of age. Standing also develops gradually across the first year of life. By about 8 months of age, infants usually learn to pull themselves up and hold on to a chair, and they often can stand alone by about 10 to 12 months of age.

Walking upright requires being able to stand up and balance position from one foot to the other. Although infants usually learn to walk around the time of their first birthday, the neural pathways that control the leg alternation component of walking are in place from a very early age, possibly even at birth or before. This is shown because 1 to 2 month olds are given support with their feet in contact with a motorized treadmill, they show well coordinated, alternating steps. If it were not for the problem of switching balance from one foot to the other, babies could walk earlier. Tests were performed on crawling and walking babies where slopes were placed in front of the path and the babies had to decide whether or not it was safe. The tests proved that babies who just learned how to walk did not know what they were capable of and often went down slopes that were not safe, whereas experienced walkers knew what they could do. Practice has a big part to do with teaching a child how to walk.

Development in the second year of life, toddlers become more motorically skilled and mobile. They are no longer content with being in a playpen and want to move all over the place. Child development experts believe that motor activity during the second year is vital to the child's competent development and that few restrictions, except for safety, should be placed on their motoric adventures.

Children with disabilities who are as young as seven months can learn to drive a power wheelchair. This will give specific benefits to the leg, is paralyzed. This chair may decrease the rate of development of the child's gross motor skills, but there are ways to compensate for this. These children usually work with a physical therapist to help with their leg movements. Walkers and other devices are used to help aide this process and avoid obstacles. The negative side to this is that they are limited in their mobility. There is research out to find a device to encourage children to explore their environment while gaining their gross motor skills. This will also hopefully help them with their exercise.

Early childhood is a critical period for the development of fundamental motor skills. Children in preschooler, develop depending on their interactions with the surrounding environment. A child in an encouraging environment with constructive feedback will develop fundamental motor skills at a faster rate. Typically, females perform better fundamental movement skills at an earlier age than males. Although many studies prove this to be true, it is dominantly true in walking. Girls typically go through maturity faster than boys do, causing them to also be less active. This allows boys to be deemed more active, due to the fact that they mature much later than their opposing gender. However, this does not give a clear answer as to whether or not girls learn to walk before boys. One would think that learning to walk sooner would allow for a higher activity level, though since girls have a noticeably lower activity level than boys, one would assume that this would mean that girls would learn to walk after boys. But since they mature earlier, that would involve the walking stage. As they grow older, children become more proficient in their tasks allowing them to use their high developed skill for events such as sports where these motor skills are highly required. Children who do not master fundamental motor skills are less likely to participate in sport games during childhood and adolescence. This is one explanation of why boys tend to be more or less athletic than their opposite gender. Children at a younger age might not be able to perform at the level of older children, but their ability to learn and improve on motor skills is much higher. At 3 years of age, children enjoy simple movements, such as hopping, jumping, and running back and forth, just for the sheer delight of performing these activities. However, the findings in the article "The relationship between fine and gross motor ability, self perceptions and self worth in children and adolescents" it stated that there was not a statistical significance in athletic competence and social competence. This correlation coefficient was .368 and simply means that there is a low correlation between those two relationships. A child being able to perform certain gross and fine motor skills does not mean that they will have the ability to demonstrate social skills such as conversation, social awareness, sensitivity, and body language. This Their body stability is focused on the child's dynamic body base and is related to their visual perceptions such as height, depth, or width. At age 4, children continue to do the same actions as they did at age 3, but further their moving. They are beginning to be able to go down the stairs with one foot on each step. At 5 years of age, they are fully able to go down the stairs one foot at a time in addition to improvements in their balance and running. Their body stability becomes more mature and their trunk is fixed on their posture. Performances are more fluent and are less influenced by factors such a slope and width. During middle and late childhood, children's motor development becomes much smoother and more coordinated than it was in early childhood. As they age, children become able to have control over their bodies and have an increased attention span. Having a child in a sport can help them with their coordination, as well as some social aspects. Teachers will suggest that their students may need occupational therapists in different situations. Students could get frustrated doing writing exercises if they are having difficulties with their writing skills. It also may affect the teacher because it is illegible. Some children also may have reports of their "hands getting tired". There are many occupational therapists out there today to give students the help they need. These therapists were once used when something was seriously wrong with your child but now they are used to help children be the best they can be. According to the article "The Relationship Between Fundamental Motor Skills and Outside School Physical Activity of Elementary School Children", the developmental level of overhand throwing and jumping of elementary kids is related to skill specific physical activity outside of school. In the studies done boys were seen to have higher scores in developmental level of overhand throwing and higher scores for the Caltrac accelerometer, rapid trunk movement, and motor skill related physical activity. Girls were seen to have higher scores in lower intensity physical activities and physical inactivity. The study showed that the developmental level of the fundamental skills (Overhand throwing and Jumping) are related to skill specific physical activity outside of school in elementary children. We can conclude that boys at a younger age develop fundamental motor skills quicker than girls will. In other studies it has been seen that having a higher motor proficiency leads to kids being more active, and in most cases more athletic. This can lead to some issues in childhood development such as issues with weight, and increasing the public health epidemic of childhood obesity.

Between the ages of 7 and 12 there is an increase in running speed and are able to skip. Jumping is also acquired better and there is an increase in throwing and kicking. They're able to bat and dribble a ball. (Age) Gross motor skills usually continue improving during adolescence. The peak of physical performance is before 30, between 18 and 26. Even though athletes keep getting better than their predecessors—running faster, jumping higher, and lifting more weight—the age at which they reach their peak performance has remained virtually the same. After age 30, most functions begin to decline. Older adults move slower than younger adults. This can be moving from one place to another or continually moving. Exercising regularly and maintaining a healthy lifestyle can slow this process. Aging individuals who are active and biologically healthy perform motor skills at a higher level than their less active, less healthy aging counterparts.