CD 118: Chapter 5

• involuntary action or response
• automatic to some form of stimulation
• cant control 
• most gradually diminish over time

Stimulation: Sudden stimulation, such as hearing loud noise or being dropped

• Response: Startles, arches back, throws head back, flings arms and legs and then rapidly closes them to the center of the body
•  Survival reflex 

• Pattern
• disappears 3-4months

• S: Sole of foot stroked 
• R: Fans out toes then curls them in
• P: Disappears after 9months to a year

When something is stroked palm baby holds on to it

survival reflex

• S: cheek stroked or side of mouth touched 
• R:Turns head, opens mouth, begins sucking 
• P: Disappears after 3-4 months

• S: Object touching mouth
• R:Sucks automatically 
• P:Disappears 3-4 months

anything is in throat or have to much of it it comes out

• S:Infant placed on back 
• R: arms are over head 
• P: Disappears after 2 months

looking to see if these are diminishing timely ( 6-12months) if not there could be neurological problems or brain damage concerns

motor skills that involve large muscle activity, such as moving ones arms and walking

• Skills children develop that rely on their small muscles (e.g., holding materials, turning knobs, snapping buttons)
• Motor skills that involve more finely tuned movements

• BORN: Infants  reflex-Palmer- Involuntary 
• 2-3 Months: swipe at things but miss( Voluntary)
• 4 months- Reach and grab(Encourage this)
• 9 months- learn to use finger and thumb together(Pincher grasp)
• 1yo- able to voluntary release

• 2-5 yo- Becomes much more precise 
• Control moves down the arm
• Important: Practice with puzzles and string
• not always smooth 
• until 5yo it is unrealistic to expect a child to zip or start buttoning 
• independence plays a huge role
• provide silverware

• much more precise 
• introduce musical insturments 
• expect these kids to dress themselves 
• writing- 3rd grade- same size you will write your whole life

The ability to change the movement direction of the entire body in space, both rapidly and accurately. This is essential in simple games such as tag, soccer and tennis

• involves maintaining equilibrium both while standing still or moving. this is important for standing on one foot, hopping, jumping and running.
• gymnastic and dance

is the ability to perform motor skills smoothly and accurately. This is demostrated when a chld uses mre than one part of the body at a time, such as when child throw or catch a ball, a skill used later in many sports 

• ability to transfer energy into force at a fast rate
• ex kick a ball

• is the time elapsed between stimulation and the beginning of a reaction to that stimulation
• with practice children learn to anticipate where the ball will land and react quickly 

• the ability to perform a movement in a short period of time. Children are fascinated by speed 
• swimming/track 

running, jumping, climbing, throwing and catching

because of the cephalocaudal development, the toddlers center of gravity  is higher up on their body, making them top heavy and they fall easily 

• 1. Reflexes
• 2.prelocomoter 
• 3.Locomotor 

toddler practice and become proficient in their walking

• Primitive defense 
• Behaviors that contain elements of later voluntary behaviors 
• behaviors to help the infant respond to the enviorment

• the development of motor skills as the assembling of behaviors for perceiving and acting.  Perception and action are coupled
• In order to develop motor skills, infants must perceive something in the enviorment that motivates them to act and then use their perceptions to fine tune their movement Motor skills represent solutions to the infants goals ( Esther Thelen)

reaction that occurs when information contacts sensory receptors- the eyes, ears, tongue, nostrils and skin

the interpretation of sensations 

we directly perceive information that exists in the world around us. Perception brings people in contact with the environment in order to interact with it and adapt to it 

opportunities for interaction offered by objects that are necessary to perform activities 

a method developed by fantz to determine whether infants can distinguish once stimulus from another by measuring the length of time they attended to different stimulus

• the ability to relate and integrate information from two or more sensory modalities 
• such as hearing and vision