Developmental psychologyLesson 2 of 3 in the course Physical and Cognitive Development in Early Childhood (Ages 3 to 6)

Motor Development, Physical Activity, and Inclusion in Early Childhood

5 flashcards · 5 quiz questions · 5 match pairs · 5 fill-in sentences · English

Save course
Lesson progress
0 / 5

Your progress is kept in this browser only.Sign up to save it

Summary

Early childhood is a period of rapid growth in movement and coordination. Children become more capable of using their whole bodies and of making precise movements with their hands and fingers. This lesson introduces gross and fine motor skills, common developmental milestones, and developmental coordination disorder.

Motor skills are abilities involving movement. Psychologists commonly distinguish between large-body movements and smaller, more precise movements.

All flashcards

What are gross motor skills?
Movement abilities that use large muscle groups and involve the head, torso, arms, or legs, such as running, climbing, and jumping.
What are fine motor skills?
Precise movement abilities, especially involving the hands and fingers, such as drawing, using scissors, or fastening buttons.
What is dyspraxia?
A neurodevelopmental condition that can make planning and carrying out coordinated fine or gross motor actions difficult.
How do practice and brain development contribute to motor skills?
Practice provides opportunities to refine movements, while nervous-system development, including myelin formation, supports more efficient motor control.
What is an attitudinal barrier to activity?
A negative stereotype or misconception about what a child can do that limits participation.

Quiz questions

  1. What distinguishes gross motor skills from fine motor skills?Answer: Gross motor skills use large muscle groups; fine motor skills involve precise hand and finger movements.
  2. According to the WHO recommendations in these notes, what activity target applies to children ages 5–6?Answer: At least 60 minutes of moderate-to-vigorous activity daily, with vigorous aerobic activity on at least three days weekly.
  3. Which is an example of an attitudinal barrier to a child’s physical activity?Answer: Assuming a child cannot participate because of a disability.
  4. Which motor behavior has been reported, on average, as an area of relative strength for girls?Answer: Balancing on one foot or walking across a beam.
  5. Why might a young child use a batting tee when practicing hitting a ball?Answer: It adapts the activity so the child can practice hitting while coordination develops.

Based on Lifespan Development by Diana Riser, Rose Spielman, David Biek (OpenStax), licensed CC BY 4.0. Adapted into a summary, flashcards and quizzes.

More in Developmental psychology

All Developmental psychology lessons
Developmental psychologyLife Expectancy and Biological Changes in Late Adulthood5 flashcards · 5 quiz questions · 4 gamesPlay free →Developmental psychologyCognitive Aging: Intelligence, Memory, and Everyday Problem-Solving5 flashcards · 5 quiz questions · 4 gamesPlay free →Developmental psychologyAdolescent Physical Growth, Activity, and Participation5 flashcards · 5 quiz questions · 4 gamesPlay free →Developmental psychologyEarly Childhood Growth, Brain Development, Health, and Safety5 flashcards · 5 quiz questions · 4 gamesPlay free →Developmental psychologyDevelopment in Context: Ecological Systems, Cohorts, Identity, and Research5 flashcards · 5 quiz questions · 4 gamesPlay free →Developmental psychologyInfant and Toddler Development: Growth, Sleep, Feeding, Brain, and Health5 flashcards · 5 quiz questions · 4 gamesPlay free →