Developmental Patterns

1. Developmental Patterns And the relationship between early movement experiences

2. Early emphasis: the CNS • The differences in movement skills thought to be attributed to maturation of the central nervous system (CNS) • Called the Neuromaturational theory approach

3. Added considerations: The DST • Instead of just maturational theory, now a Dynamic Systems Theory is considered as well • Developmental patterns include taking into consideration: • The task being performed • The environment • The unique characteristics of the person

4. The Ecological perspective • Individual differences are considered where by each individual is unique • Total prediction of physical performance is not going to be the same because of factors like: • Childs life experiences • Family setting • Cultural values

5. The combination • Most assessment tools now reflect both of these theories • The domains are now considered intertwined

6. Why do we need to know the patterns? • To provide sequential teaching • To understand what to expect next • Special students may be at a variety of stages • To simply make us better teachers • To be able to develop-DAP (Developmentally Appropriate Practice)

7. Other Major considerations • The most rapid rate of motor development takes place in the first few years. • Certain discernable patterns occur roughly at each year of age • Significant difference occur in any age group • In adolescence, the development becomes even more individualistic

8. It is often very difficult to determine if a child with a disability is ready to learn a new skill • This Readiness is the state of development in which the child has acquired the physical, mental, and emotional capacities to comprehend the requirements of the task and to execute them

9. The rate of development is different for each child due to factors like: • Inherited or genetic factors • Socioeconomic background • Educational environment

10. Principles of Development • We’ll look at Two Sections: • Principles of Motor Development • Principles of Physical Growth

11. Principles of Motor Development • 1. Maturation-changes occur as growth proceeds in time • 2. Cephalocaudal –Head to Tail- • Muscular control and coordination advances in an orderly sequence from head to foot • The Sequence-neck, to the back, lower back, upper leg, lower leg, and foot

12. 3. Proximodistal-Point of origin to End • Controlling body parts proceeds from the center of the body to the periphery • Torso and shoulder proceeds controlled movements of the elbow, wrist, and fingers. • In the lower body-control of the hips precedes control of the legs, feet, and toes • 4. Mass to Specific-gross motor before fine

13. 5. Bilateral to Unilateral- use either hand or foot without prefence. • At about age 4, children exhibit a preference for one side of the body-called dominance. Yes, some are ambi,

14. 6. Phylogenic versus Ontogenetic • Phylo- developmental changes over time • Grasping • Reaching • Crawling

15. Onto-changes that depend largely on learning and environmental influences • Don’t occur automatically but are taught • Examples: throwing • Catching • Riding a bike

16. 7. Every person is a Unique Individual • Heredity, learning styles, and just plain differences in each person makes motor development interesting

17. Principles of Physical Development • Although there are principles associated with Growth, it must be stressed that Growth is not smooth

18. The Principles • 1. Genetic aspects • 2. Effects of Health status at time of birth • 3. Nutrition Effects- • poorer nutrition-smaller adult • Low socioeconomic- shorter/lighter • 4. Effects of Disease-illness’ slow growth patterns

19. 5. Psychosocial Stress-retards growth • 6. Birth Order-younger children in a family tend to grow at a slower rate-first born taller at same age-but diminishes as adulthood is reached • Secular(worldly) trends-children are getting bigger-taller and heavier