Planning the steps Sequencing the steps Making mid-course corrections Impacts math, handwriting, and reading skills The term “motor coordination” generally refers to the ability to think through and carry out an activity that requires a series of movements. Meanwhile, the terms “Motor Planning” and “Motor Sequencing” refer to the ability to plan the moves and to carry them out in order. Coordination of motor
Steadies the head – to aid visual perception Steadies the arms – to aid fine motor skills Skills relating to postural control and fine motor skills tend to be learned as a child develops. The ability to control posture usually moves forward in an age-related manner. For example, the ability to sit erect tends to be learned by 6 months of age. Therefore, the
Features that reinforce success! Motor Planning is a term used to describe the ability to plan and carry out a skilled motor act in the correct sequence from beginning to end. Motor planning is a feature of coordination that allows for mid-course corrections during a motor act. Body awareness, muscle strength, and functional vision are three elements of motor planning that are usually integrated during
Bilateral Motor Control refers to incorporating use of both sides of the body during motor activities. The processes are also commonly referred to as Bilateral Motor Integration. Typically, bilateral motor control refers to incorporating either symmetrical or reciprocal motor patterns. An example of symmetrical motor patterns is shown above as the children lift both arms of their bodies in a joyous expression. An example
As a sensory modality, vision tends to guide many of our motor moves. Vision is designed to work with balance, control of posture, language, motor skills and intellectual development. For example, a baby learns early on how to use vision for guiding muscles of the neck and mouth toward a nipple for food and comfort. Later on, the infant will learn how to use
For children who have Sensory Processing Disorders, using vision, especially when approaching unexpected sights, can be challenging. Features such as “Gaze Aversion”, redirecting eye gaze away from an image they find to be disquieting (for instance a face), impacts their ability to interact with the environment, avoiding obstacles in a typical way. Parents of these children are familiar with the types of frequent collisions
Fingertip prehension patterns begin early on in life, but are some of the last motor functions to mature completely. In some part, this is because such a large part of the motor region in the brain is dedicated to coordinating movements of the hand. This means that it takes more focused attention and mental effort to move the hand and fingers, than it does
Functional vision – incorporates use of the visual system to identify the layout of the near, distant, and peripheral environment while orienting oneself to objects within those confines. Many children who have sensory processing disorders have difficulty with various aspects of functional vision. Visual pursuits – the ability to coordinate movements of the eye muscles in order to follow movement of an object, such
Developing proficiency in hand function skills typically requires the support of two distinct sensory processing systems. While components of the visual processing system alert us to where and what the objects are that we will be working with, the sensory receptors in the joints, skin and muscles of the somatosensory system alert us to touch and movement sensations occurring as the objects are manipulated..
The ability to incorporate use of both sides of the body represents acquisition of important developmental milestones. We see this first when a baby holds a bottle with both hands to drink and hold toys, next when we see the toddler using all four extremities to crawl, and later on when the toddler begins to walk. Use of both hands to work with tools