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Motor and Sensory Development Kat Hyatt December 8, 2010 5:00-6:00 pm.

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Presentation on theme: "Motor and Sensory Development Kat Hyatt December 8, 2010 5:00-6:00 pm."— Presentation transcript:

1 Motor and Sensory Development Kat Hyatt December 8, :00-6:00 pm

2 The Sensory Systems Exteroceptors: Taste, Touch, Smell, Sight, Sound Proprioceptors: Proprioceptive Sense, Vestibular Sense Interoceptors: Visceral Sense

3 And pulling them all together… Sensory Processing “is the normal neurological process of organizing sensations for our use in everyday life.” Kranowitz, Carol Stock. ((2003). The Out-of-Sync Child Has Fun. New York, New York: The Penguin Group. p. 3 Sensory Integration “allows for appropriate modulation or regulation of one’s level of arousal and is the glue that basically ‘holds it all together’.” Kashman, N., Mora, J. (2005) The Sensory Connection: an OT and SLP Team Approach Las Vegas, Nevada: Sensory Resources. p. 11

4 Activities to Promote: Healthy Sensory Processing/Integration Provide opportunities to interact with their environments, through play and chores Activities that require the use of more than one sensory system are most effective for promoting integration of the systems: maintaining a visual target while swinging, carrying something heavy towards a visual target, as they get older- object control sports Exposure to a variety of textures and somatosensory skills

5 Fine Motor Development 2 Years – holds crayon with thumb and all fingers, forearm turned so thumb is pointing down – can draw and copy a vertical line 2 1/2- 3 Years – strings large beads – snips paper with scissors – rolls clay/playdoh into "snake" – can draw and copy a horizontal line 3-3 1/2 Years – able to complete simple puzzles – can build a tower of nine small blocks or more

6 3 1/2- 4 Years – can place small pegs into small holes – able to string small beads – can hold a pencil with a "tripod grasp" (3 fingers), but moves forearm and wrist to write/draw/color 4-4 1/2 Years – can use scissors to follow and cut both straight and curved lines – can draw and copy a cross (one vertical and one horizontal intersecting lines) 4 1/2- 5 Years – folds paper in half, making sure the edges meet – prints some letters

7 5 Years – hand dominance is established – cuts square, triangle, circle, and simple pictures with scissors – able to draw and copy a diagonal line – uses a "tripod grasp" on writing utensils (thumb & tips of 1st two fingers) and uses fingers only (because small muscles of hand have developed) to write/draw/color 5 1/2- 6 Years – can build a five block "bridge" – sufficient bilateral hand coordination to cut out complex pictures, accurately following the outline – able to copy a sequence of letters or numbers correctly (11/25/10) ages-3-through-5.gs?content=724&page=2 (11/25/10)

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9 Promoting Fine Motor Development Increase web space Development of arches Differentiation of the two sides of the hand Precision skill and delicate touch Underlying hand strength Translation movements Promoting mature grasp development

10 Gross Motor Development 2 years – jumps in place with two feet together – stands on one foot while holding onto to a support – kicks a ball forward 3 years – mature gait pattern when walking – able to run around obstacles – uses slides independently – rides a tricycle – catches large balls – throws overhead – walks on tiptoe if shown how

11 4 years – runs with controlled starts, turns, and stops – able to gallop, hop on one foot, turn somersaults – able to catch, throw, bounce a ball – walks backwards toe to heel – walks up and down stairs using alternating feet 5 years – walks on a balance beam – skates – jumps rope through-5.gs?content=724 (11/25/10) (11/25/10) (11/25/10)

12 Promoting Gross Motor Development Underlying core and upper body strength, general fitness Crossing the midline Bilateral Integration: – Symmetrical movements – Asymmetrical movements

13 Self Care Milestones 2 years – puts on shoes, socks, and shorts; takes off shoes and socks – can use a spoon independently, keeping it upright with some spilling 3 years – gets dressed/undressed independently; only needs help with buttons; still confuses front/back for clothes, and right/left for shoes – eats with little or no spilling, drinks from a cup/glass with one hand – can pour own drink from a pitcher if not too heavy

14 4 years – can manage buttons, zippers, and snaps completely – holds a fork with fingers – eats soup with little or no spilling – puts a key in a lock and opens it 5 years – can get dressed independently, and laces but does not necessarily ties shoelaces – uses a knife to spread food items (jelly, peanut butter, mayo etc.), uses a dull knife to cut soft foods through-5.gs?content=724 (11/25/10) (11/25/10) (11/25/10)

15 Promoting Self Care Development Nutrition: eating, drinking, feeding Grooming: bathing, brushing hair and teeth Dressing Health/Hygiene: toileting, washing hands, blowing nose Evening routine

16 References Ayres, A. Jean. (2005). Sensory Integration and the Child. 25 th Ed. Los Angeles, California: Western Psychological Services. Case-Smith, J. (2001) Occupational Therapy for Children St. Louis, Missouri: Mosby. Kashman, N., Mora, J. (2005) The Sensory Connection: an OT and SLP Team Approach Las Vegas, Nevada: Sensory Resources. p. 11 Kranowitz, Carol Stock. ((2003). The Out-of-Sync Child Has Fun. New York, New York: The Penguin Group. Neistadt, M.E., Crepeau, E.B. (1998) Willard & Spckman’s Occupational Therapy, 9 th ed. New York, New York: Lippincott Yack, E., Aquila, P., Sutton, S. (1998) Building Bridges Through Sensory Integration. Las Vegas, Nevada: Sensory Resources. Pg. 72

17 References (cont.) chart.html (11/25/10) milestones-ages-3-through-5.gs?content=724 (11/25/10) (11/25/10) (11/25/10)


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