Motor Skills Acquisition in the Developmental Phase
MotorSkills Acquisition in the Developmental Phase
MotorSkills Acquisition in the Developmental Phase
Growth is one of the most spontaneous yet engaging phases of humandevelopment that most individuals undergo. The process is not thereby choice as the body kick-starts it subconsciously. Motordevelopment is a part of such development. It entails the physicaland psychological development shown by kids (the ability tomanipulate the environments and growth of bones and muscles) whichfall into two categories the fine and gross motor development. Myprimary objective in this paper is to define motor development, giveits developmental stages highlight is significance and possiblypinpoint some of the disorders that could arise if this developmentis incomplete or disrupted.
Wang, M. V., Lekhal, R., Aarø, L. E., & Schjølberg, S.(2014). Co‐occurringdevelopment of early childhood communication and motor skills:results from a population‐basedlongitudinal study. Child: care, health, and development,40(1), 77-84.
This article highlights the background in communicative and motordevelopment fields. The author investigates both of the mentionedskills at one and a half and three years, aged children. This paperis crucial in my research in that is the focus in the earlydevelopmental stage of motor skills which is a section if the largerprocess. I will use the paper to assess the specific communicativeand motor traits that children at the early age of one and a half tothree years already possesses and symptoms of underdevelopment in thementioned skills.
John, T. S., Estes, A. M., Dager, S. R., Kostopoulos, P., Wolff,J. J., Pandey, J., … & Hazlett, H. (2016). Emerging executivefunctioning and motor development in infants at high and low risk forautism spectrum disorder. Frontiers in Psychology,7.
The authors of this paper consider executive functioning deficits aspart of symptoms in 3year old children affected by autism spectrumdisorder. The authors then assess how the EF affects the motor skillsof such children. This paper is essential in my research, especiallywhen considering the possible disorders that could arise and affectthe motor skills in young children. The article will also aid me incoming up with mitigative, medical or therapeutical approaches tohelp the children with these developmental disorders.
Grace, T., Bulsara, M., Robinson, M., & Hands, B. (2016). Theimpact of maternal gestational stress on motor development in latechildhood and adolescence: a longitudinal study. Childdevelopment, 87(1), 211-220.
The authors of this article assess how stress experienced duringgestational periods by mothers` affect the growth of motor skills inchildren and later in their adolescence stages. I integrate thearticle in my research when combing the range of factors that eitherpositively or negatively affect the development of motor skills andother communicative aspects. The article will form a part of thelarger research on how to prevent some of the developmental andlearning disorders that mostly arise in young children andadolescents.
Leonard, H. C., & Hill, E. L. (2014). Review: the impact ofmotor development on typical and atypical social cognition andlanguage: a systematic review. Child and Adolescent MentalHealth, 19(3), 163-170.
The authors highlight the fact that despite the crucial role thatmotor development plays childhood and infant knowledge acquisition,most people often ignore it. The authors highlight the connectionbetween motors skills and acquired social skills which determinehuman relationships. The article is significant in my study as itwill from a larger section of the importance of the motordevelopment. The article will also aid in highlighting the effectivetechniques to use for children experiencing difficulties indeveloping motor and social skills, and language acquisition.
Simmonds, D. J., Hallquist, M. N., Asato, M., & Luna, B.(2014). Developmental stages and sex differences of white matter andbehavioral development through adolescence: a longitudinal diffusiontensor imaging (DTI) study. Neuroimage, 92,356-368.
The article focuses on the continued development of the white matterduring adolescence, which in turn affects the acquisition andmaturing of cognitive abilities. The authors limit the article todevelopmental trajectory phases by indicating he Behavioral and sexbehaviors affected by the development of white matter in both malesand females during the given stage. This article will aid inrecognizing the different behaviors associated with eachdevelopmental phase and possibly explain the existence of thesebehavioral traits with their impact on cognitive capabilities.
Researchquestion: The main aim of this research is to define motordevelopment, highlight its developmental stages associated with eachage, pinpoint the significance of the motor development and evenconsider some of the disorders that could arise if this developmentis incomplete or disrupted.
Symptoms of given developmental disorders are a manifestation of someexisting neuro-underdevelopment.
The experiences of stressors in late pregnancy stages have an adverseimpact on motor development in early childhood and adolescent stages.
Understanding the significance of motor development can allowpractitioners to come up with intervention techniques of deal withchildren at risk of poor development in motor and social skills anddifficulty in language acquisition.
Earlier development of white matter leads to fast growth, enhancedresponse and improved inhibitory control due to more devolvedcognitive abilities. Males` white matter continually develops, whilethat of females mainly grows during the mid-adolescence phase.
Autism spectrum disorder leads to executive functioning deficits,which in turn affects the acquisition of motor skills in children.
The research will be based on 600 participants (children, fathers andmothers). The mothers will be in gestational periods (between 15th to19th week periods). All the participants are in thedevelopment phase (from 1.5 years to 61years).The participants had toproficient in English except for children whose details would befilled in by their parents. The mothers were expected to deliver at aparticular hospital (King Edward Memorial Hospital in this case).This would allow for following up on children traits. Additionally,the research participants will have no past or any neurological/psychiatric malformation that is known of or affiliated with theirfamilies.
The first set of data would be collected from both parents before thechild is born (during gestational periods at week 16 and week 30).The parents would fill in the necessary details. More informationwould be collected when children were 6, 16 and 48 months of age.Different data questionnaires would be applied whereby in each periodthe questions posed would vary. Birth registry data from the KingEdward Memorial Hospital would be applicable. Maternal stressorinformation filled in during the gestation period inquired if themother had experienced any stressing event in their lives based onthe listed number of events or any to another occurrence that was notincluded on the list. A licensed medical practitioner assessed theparticipants for cognitive capabilities, social development, and EFcapabilities.
The other set of data would come from a MAGNETOM Allegra scanner. Thescanner relied on a circulatory polarized head coil which would allowfor the acquisition if diffused-weighted high definition images.Before the scan, participants were educated about remaining stilluntil the scan collected the auditory feedback data. Pillows wouldstabilize the participants head until the procedure was completed.The spin echo planar imaging technique would be useable in thecollection if the images.
Concluding the study.
Later on after collection of the necessary information, theparticipants would be given information regarding the research’snature, hypothesis, and research question. They would be told as towhen to expect the data once it was processed. Additionally, KingEdward Memorial Hospital promised to offer research participants a 14week free checks and scan after the research.
Grace, T., Bulsara, M., Robinson, M., & Hands, B. (2016). Theimpact of maternal gestational stress on motor development in latechildhood and adolescence: a longitudinal study. Child development,87(1), 211-220.
John, T. S., Estes, A. M., Dager, S. R., Kostopoulos, P., Wolff, J.J., Pandey, J., … & Hazlett, H. (2016). Emerging executivefunctioning and motor development in infants at high and low risk forautism spectrum disorder. Frontiers in Psychology, 7.
Leonard, H. C., & Hill, E. L. (2014). Review: the impact of motordevelopment on typical and atypical social cognition and language: asystematic review. Child and Adolescent Mental Health, 19(3),163-170.
Simmonds, D. J., Hallquist, M. N., Asato, M., & Luna, B. (2014).Developmental stages and sex differences of white matter andbehavioral development through adolescence: a longitudinal diffusiontensor imaging (DTI) study. Neuroimage, 92, 356-368.
Wang, M. V., Lekhal, R., Aarø, L. E., & Schjølberg, S. (2014).Co‐occurring development ofearly childhood communication and motor skills: results from apopulation‐basedlongitudinal study. Child: care, health, and development, 40(1),77-84.
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