WestEd.org Infant & Toddler Group Care Supporting Perceptual and Motor Development

WestEd.org Learning Objectives: Participants will be able to: Describe the perceptual and motor competencies of infants at three developmental points: 8, 18 and 36 months. Discuss how the infant’s perceptual and motor skills are interrelated and how best to support the natural progression of perceptual and motor development. Arrange the children’s learning environment with a variety of resource materials, equipment both indoors and outdoors in ways that facilitate infants’ and toddlers’ perceptual and motor skills.

WestEd.org Perceptual-Motor Foundations Perceptual Development Gross Motor Development Fine Motor Development

WestEd.org Small Group Discussion: When you think of perceptual development, what comes to mind? What are the primary perceptual senses?

WestEd.org What is perception? Perception refers to the process of taking in, organizing and interpreting sensory information. Perception is multimodal, with multiple sensory inputs contributing to motor responses. “The fact that the senses provide overlapping information…is a cornerstone of perceptual development” (Bahrick, Lickliter, and Flom, 2004). California Infant/Toddler Learning & Development Foundations, California Department of Education, 2009, p. 89.

WestEd.org How infants use perceptual skills: As infants develop increasing motor competence, they use perceptual information to inform their choices about which motor actions to take (Adolph and Joh, 2007). For example, they may adjust their crawling or walking in response to the rigidity, slipperiness or slant of surfaces (Adolph, 1997). California Infant/Toddler Learning & Development Foundations, California Department of Education, 2009, p. 89.

WestEd.org Definition & Progression of Perceptual Development “ The developing ability to become aware of the social and physical environment through the senses.” ( California Infant/Toddler Learning & Development Foundations, p. 94) At around 8 months of age, children use the senses to explore objects and people in the environment. At around 18 months of age, children use the information received from the senses to change the way they interact with the environment. At around 36 months of age, children can quickly and easily combine the information received from the senses to inform the way they interact with the environment.

WestEd.org Introduction to Perceptual-Motor Development California Infant/Toddler Learning & Development Foundations, California Department of Education, 2009

WestEd.org Perceptual Development California Infant/Toddler Learning & Development Foundations, California Department of Education, 2009.

WestEd.org Definition & Progression of Gross Motor Development “The developing ability to move the large muscles.” (California Infant/Toddler Learning & Development Foundations, p. 96) At around 8 months of age, children demonstrate the ability to maintain their posture in a sitting position and to shift between sitting and other positions. At around 18 months of age, children move from one place to another by walking and running with basic control and coordination. At around 36 months of age, children move with ease, coordinating movements and performing a variety of skills.

WestEd.org Gross Motor Development California Infant/Toddler Learning & Development Foundations, California Department of Education, 2009.

WestEd.org Definition & Progression of Fine Motor Development “The developing ability to move the small muscles.” (California Infant/Toddler Learning & Development Foundations, p. 98) At around 8 months of age, children easily reach for and grasp things and use eyes and hands to explore objects actively. At around 18 months of age, children are able to hold small objects in one hand and sometimes use both hands together to manipulate objects. At around 36 months of age, children coordinate the fine movements of the fingers, wrists, and hands to skillfully manipulate a wide range of objects and materials in intricate ways. Children often use one hand to stabilize an object while manipulating it.

WestEd.org Fine Motor Development California Infant/Toddler Learning & Development Foundations, California Department of Education, 2009.

WestEd.org Guiding Principles in Supporting Perceptual & Motor Development Recognize the child’s developing ability Encourage self- directed movement Respect individual differences Provide a safe place for each age group Be available to children as they move and explore.

WestEd.org Activity: Move About Move about the room and list the support strategies you noted earlier as you watched the DVD clips on the appropriate chart. Put a check mark next to items that duplicate any of yours. After you have completed posting your items, note other items that you did not include and add them to your notes to support future curriculum planning.

WestEd.org Revisit Perceptual & Motor Learning Objectives Participants will be able to: Describe the perceptual and motor competencies of infants at three developmental points: 8, 18 and 36 months. Discuss how the infant’s perceptual and motor skills are interrelated and how best to support the natural progression of perceptual and motor development. Arrange the children’s learning environment with a variety of resource materials, equipment both indoors and outdoors in ways that facilitate infants’ and toddlers’ perceptual and motor skills.