1. CHAPTER 10: Motor Development and Learning Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

2. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-2 Capacities Reflexes The body ’ s automatic reaction to certain physical events… most support feeding, gazing, grasping, and breathing.

3. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-3 Capacities Bodily Self-Awareness  in relation to the sizes of openings and objects  as a group of parts that work together in many ways to make a whole

4. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-4 Attributes Gender Physical differences in size and weight Stereotypical experiences “ The typical boy differs little from the typical girl on activity level, but the most and least active children in a group are likely to be a boy and a girl, respectively ” (Eaton, 1989)

5. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-5 Temperament An element in a child ’ s willingness to try motor activities, influenced by encouragement and opportunities to practice.  Motor driven  Motor cautious

6. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-6 Development and Learning through Relationships Culture and Motor Development Wide cultural differences in opportunities for movement Carrying the baby at all times Encouraging walking at 7 months Feeding/dressing toddlers Cultural values need to be considered in planning motor curriculum.

7. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-7 Development and Learning through Relationships Principles and Progression  Cephalocaudal  From the head down  Proximal-distal  Beginning with mid-line and progressing outward  Large muscle groups to small groups

8. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-8 Development and Learning through Relationships Movement

9. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-9 Dynamic systems approach  Adolph, Thelen, Gibson  Learning to learn to move  Developing motor skills as solutions to problems posed by the interplay between perception and action

10. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-10 Motor sensory systems Vestibular  Affects balance, muscle tone, equilibrium responses, the ability to use both sides of the body together, and coordination of the head, neck, and eye movements. Proprioceptive  Gives the nervous system input on the position of muscles, joints, and tendons.

11. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-11 Affordances for motor development  The way the environment is perceived as having possibilities for action  Affordances in infancy can predict motor and cognitive success later in life  Thinking in terms of possibilities is an effective intervention.

12. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-12 Baby walkers are dangerous! Even when babies are supervised, they can be injured while using baby walkers. Documented injuries include the following:  Rolling down stairs: Most common accident causing broken bones and head injuries  Burns: Higher reach and mobility lead to burns from coffee cups, pots on stoves, radiators, fire- places, and space heaters  Drowning: Falls into pools, bathtubs, or toilets  Poisoning: Higher reach for access to household chemicals  Pinched fingers and toes: Caught between walker and furniture Source: AAP (2004)

13. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-13 Unique beginnings Cerebral palsy  A group of motor, postural, and physical disorders that result from a brain injury or abnormal brain development. Spastic CP  Muscles are stiffly and permanently contracted; affects 70% to 80% of patients. Athetoid CP  Uncontrolled, slow, writhing movements of the hands, feet, arms, or legs and, in some cases, the muscles of the face and tongue, causing grimacing or drooling.

14. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-14 Warning signs of motor disorders  The child’s limbs are stiff.  The child’s muscles seem floppy and loose.  The child doesn’t walk within expected parameters.  The child walks on her toes.  The child favors one hand or one side of his body.  The child seems very clumsy.  The child is constantly moving.  The child has trouble grasping and manipulating objects.  The child drools and has difficulty eating.  The child’s motor skills are regressing Baby Center (2008)

15. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-15 Programs that enhance motor development and learning Child development and education programs  Physical activity is fun and encouraged  Any equipment used to restrain babies may have harmful effects

16. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-16 Physical and Occupational Therapy  Neuromuscular system  Tonicity  Hypotonia – low muscle tone  Hypertonia – high muscle tone  Mobility  The ability to move freely, independently  Stability  The ability to maintain a posture

17. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-17 Movement psychotherapy The way we move our bodies is an expression of our experiences, our relation- ships, and our understanding of the world.  Quality of movement as communication  “What might this child be trying to tell me through these actions?”

18. Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved 10-18 The movement psychotherapist “tries on” the child’s movement patterns, imitating them to see how they feel. Is there discomfort? Is there a feeling of constraint? No sense of control? The therapist then uses her ability to imitate the child’s movements with variation to begin a nonverbal dialogue with the child.