Psychomotor development

Psychomotor development

1. PSYCHOMOTOR DEVELOPMENT

 Psychomotor refers to the origination of movement
in conscious mental activity.

 It is important to understand if a child is developing
properly as it is a indicator of health, care and future
development.

Stages
 Cognitive:-
Slow and choppy movements whereby the
patient has to think about the movement before
attempting it.

 Associative:-
The movement require less think thinking
about it and is more fluid, however the movement is
not a permanent process.

 Autonomic:-
The learner can still refine the movement
though practice but require no thinking about the
movement and it is fluid.

2. Development Definition
 Development is the growth and change to a more
advance form.
 Occurs due to changes in the motor cortex, more
neural encoding to be precise.
Average Milestone Dates
6 Months
 By this stage they should have head control, might be
able to sit without support.
 Equally they should be able to grasp a rattle and
reach for objects. They show very generalised
reactions to things (e.g. if someone leans in to them
they usually throw their hands out and laugh).
 Most responses will be smiles and they should just
about be able to babble.
18 Months
 They should be sitting without support, walking and
running in terms of gross motor control.
 They should have a lot of fine motor control,
swapping objects between hands, pincer gripping,
turning pages of books, scribbling and stacking two
blocks.
 They will be able to say one to about 15 words and
might be able to just form sentences.
 They will also gain self awareness and object
permanence (idea that objects exist even if they
cannot be seen at the current point of time).

3. 30 Months
 By this stage they should be able to jump and go up
and down stairs without assistance.
 They should also be able to have symbolic thought
(pretending things are other things).

Gross Motor
 Head Control - 3 months.
 Sits with support - 6-8 months. CONCERN if not
sitting by 9 months.
 Walks - 12-15 months. CONCERN if not walking by
18 months.
 Runs - 16 months.
 Goes up and down stairs without assistance - 2 years.
 Jumps and walks on tip toes - 2.5 years. CONCERN if
cannot jump by school age.
 Stands on one foot (few seconds). Goes up stairs 1
foot per step, comes down 2 feet per step - 3 years.
 Hops. Goes up and down stairs like an adult. Heel and
tiptoe walk - 4 years.
 Skips - 5 years.
 Balance on one foot for 20 seconds - 7 years.
Fine Motor
 Grasp Rattle - 3.5 months
 Reaches for Objects - 4 months
 Object Hand Swapping - 7 months
 Pincer Grips - 9 months
 Turning Pages of Books - 12 months

4.  Scribbling - 13 months
 Stacking 2 Blocks - 15 months
 Communication and Language
 Smiling as a response - 6 weeks
 Babbling - 6 months
 One Word - 12 months
 15 Words - 18 months
 Sentences - 18 months to 3 years
Cognition
 Self Awareness - 8–12 months
 Object Permanence - 12 months
 Symbolic Thought - 24 months
Denver test
 Is a test to score children against average ages, like
those shown above to see if the difference should be
of any concern.
 It requires four categories of tasks from the children :
social contact, fine motor skill, language, and gross
motor skill.
Growth Example
 Average weight at birth = 3.6 kg
 Average weight at one year = 10 kg
 This shows most babies nearly triple in weight,
however premature babies can increase in weight by
ten times their birth weight.

5. Factors of Development
 Development occurs from head to caudal(tail), so
initially the baby is able to see its mother, feed and
breathe.
Factors in development include:
 Biological
 Genetics
 Intrauterine exposure
 Early illnesses/prematurity
 Unknown
Note:- Bonding between mother and child occurs by eye
contact, physical contact, feeding and communication.
Maternal factors of development
 Psychological
 Bonding and attachment
 Maternal Depression
 Social
 Mother's education and employment
 Family child rearing practices
 Community Values and expectations
 Environmental factors such as housing, violence etc.
Terms
 Initial age – first show ability
 Mean age – 50% show ability
 Limit age – most show ability – need assessment
Problems

6.  per 1000 children
 200 behavioural
 200 Speech
 20 learning
 2 Autism
 2 Deafness
 0.4 Blindness
Healthy child screening program
 A national health programme design to track and
ensure a child is developing for birth to nineteen
years.
 Screening
 Immunisation
 Development reviews
 Guidance
 Optimal health and wellbeing aims

 Motor behavior, motor performance, and motor
learning are discussed at length within the context
of infant and child development.

 Individual chapters focus on the following: the
sensory-motor behavior of infants; analysis of
selected perceptual-motor programs.

7.  Beginnings of movement in infants; gross motor
attributes in early childhood; visual perceptual
development; body image; manipulative behavior;
scribbling and drawing.

 Motor development in children from six to twelve;
social development; the child in competitive sport;
the awkward child; and physique and ethnic
background. Attention is also addressed to the
reasons for possible individual differences in
performance and learning (race, ethnic background,
physique, etc.).


 References, questions for discussion, and
suggested projects, observations, and learning
experiences are provided at the end of each
chapter, and an index is included at the end.

 The book is designed primarily for use as a text in
motor and child development courses.

Factors affecting psychomotor skills
 Psychological feedback
 Amount of practice
 Task complexity
 Work distribution
 Motive-incentive conditions

8.  Environmental factors

 Psychomotor learning is the relationship between
cognitive functions and physical movement.

 Psychomotor learning is demonstrated by physical
skills such as movement, coordination,
manipulation, dexterity, grace, strength, speed;
actions which demonstrate the fine motor skills such
as use of precision instruments or tools.

 Behavioral examples include driving a car, throwing
a ball, and playing a musical instrument.

 In psychomotor learning research, attention is given
to the learning of coordinated activity involving the
arms, hands, fingers, and feet, while verbal
processes are not emphasized.

Reference:-
 Kapitan Pediatrics Book
 GHAI Essential Pediatrics (Eighth Edition)
 Health line ( https://www.healthline.com )
 WebMd ( https://www.webmd.com )
 Mayo Clinic ( https://www.mayclinic.org )
 My Self