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MTTC CI (115)
Gross Motor/Fine Motor Development and Abilities
| Question | Answer |
|---|---|
| infancy | Gross motor skills begin developing in _______ as children learn to crawl and walk. |
| 2-3 years old (gm) | At ages __-__, children transition from toddling to walking, then learn to jump, run, hop, throw, catch, and push themselves in riding toys with their feet. |
| 3-4 years old (gm) | Children ages __-__ become skilled at stair climbing; they also jump higher and develop better upper body mobility; they develop the ability to ride a small bike and kick large balls accurately |
| 4-5 years old (gm) | At ages __-___, children can go up and down stairs with ease; they develop running mobility skills and speed and have more control when riding bikes |
| 5-6 years old (gm) | Children ages __-___ fine tune previously learned gross motor skills; more adept at physical play skills; demonstrate interest in organized sports and other extracurricular activities |
| 2-3 years old (fm) | Children ages __-___ begin to make things using their hands (block towers); they can scribble with writing utensils and manipulate sensory items; demonstrate conceptual knowledge of basic puzzles; demonstrate right/left-hand dominance |
| 3-4 years old (fm) | Adjusting fasteners, independently dressing and undressing, and cutting with scissors are fine motor milestones for children ages ___-____. |
| 4-5 years old (fm) | Children ages ___-___ improve their fine motor skills; their artistic skills become more refined as they become more confident in hand dominance and drawing |
| 5-7 years old (fm) | Children ages ___-_____ begin to demonstrate fine motor abilities (writing letters and numbers, creating shapes..); use utensils and writing tools with greater ease; can complete self-care tasks independently (teeth brushing) |
| 18 months - 2 years | Toddlers __ _______ - ___ _____ old typically begin to demonstrate their independence and show an increasing interest in communication; begin to imitate actions of familiar adults and engage in pretend play/side-by-side play instead of cooperative play |
| 3 - 4 years old | Preschoolers _____ - _____ continue to demonstrate independence and build on communication skills; able to verbalize a wider range of emotions, esp. when they don't get what they want or struggle communicating; mainly cooperative & independent play occur |
| 5-6 years old | when children typically enter kindergarten; begin to exert independence and test boundaries at home and school; show a preference in playing with kids their own age and sometimes gender; conversational language grows the more they interact with peers |
| 7-8 years old | children this age start to become aware of what others might think of them; may be more sensitive to interpersonal relationships with their peers; can aptly express their feelings but get frustrated when they don't have correct words |
| 9-10 years old | children this age begin getting selective with their peer friendships; may prefer a few close friends over getting along with everyone; begin to demonstrate more independence and start attempting to develop their own identities |
| Piaget's 4 stages of cognitive development | sensorimotor, preoperational, concrete operational, and formal operational |
| sensorimotor stage | birth-18 mths; newborn infants only have a minute awareness; as they grow, they begin to interact with environments before developing object permanence at 7-9 months; early language development appears here |
| preoperational stage | 18-24mths to 7 years old; infants grow into young children and their language becomes more meaningful; develop memory and imagination but can't grasp complex concepts (cause and effect) |
| concrete operational | ages 7-12; characterized by concrete reasoning; become more aware of the world around them and are less egocentric; they cannot yet think abstractly or hypothetically |
| formal operational stage | adolescence to adulthood; adolescents are able to engage in abstract thinking; now able to formulate hypotheses and demonstrate logical thought and deductive reasoning |
Created by:
jmeeker
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