Justification

Gross Motor Development in Early Childhood is an area I have less knowledge in. We are often tempted to focus on what we know because it is easier to succeed.

This year I decided to select a topic that will challenge me and focus on a subject I don't know enough of.

Gross Motor Development in children aged 3 - 5 years

Research Question 2020-2021

Growth happens within a uniquely individual time span and usually it has stopped completely by age 25.

Growth happens from top to bottom – the scientific term is Cephalocaudal – which means that growth starts at the head and then spreads down to the toes.

Growth also works from the core (tummy area) out to the fingers and toes – this is called Proximodistal – and means that the core of the body must be strong and stable long before movements like writing and drawing are achieved.

Most children between 3–4 years are top heavy and as they mature their necks will lengthen, chests enlarge, shoulders broaden and tummies flatten as core strength develops.

Sleep is vitally important to children’s growth because growth hormone is actually secreted during sleep.

Many body movements occur during sleep that contribute to building muscle strength and mobility.

Physical activity such as hanging from monkey-bars, pushing and pulling things around and whole-body movements like rolling, crawling, walking, running, jumping and climbing is important to provide children with opportunities to enjoy activities that encourage bone growth.

Being active improves blood flow in the lymphatic system so the immune system may respond quickly to viruses and infections.

Being active outside also supports the manufacture of vitamin D that promotes healthy bone growth.

What I hope to learn..

Psychological links to gross motor development:

confidence,
self-belief.

Social and emotional links to gross motor development:

team work,
friendship,
community,
challenge.

Physical links to gross motor development

coordination,
spatial awareness,
red flags - what if children struggle to master gross motor development skills, how to identify red flags.

Findings Semester 1

Children at the beginning of the year are cautious about using their bodies, they need adult support most of the time when attempting to use playground equipment such as the monkey bars, swings or climbing a hill.

As the semester progressed more confidence was shown and towards the end of this semester it was evident that children had learned to trust their bodies and in doing so took more risks such as jumping from heights.

An additional area of learning through the practice of gross motor skills was that children were learning problem solving skills and working in groups or pairs to figure out how to achieve a goal and then experiment with the different resources available to them to solve a problem or achieve a goal.

These are strong foundational skills for children to develop: confidence, self-belief and problem solving skills.

An interesting link was that all these skills were learned on the playground whilst engaged in gross motor skill activities. This has taught me as part of my research, that gross motor development is linked to other areas of learning both in and out of the classroom.

When we have confidence and self-believe, we are able to learn anything in life, academically, socially or physically.

These qualities are essential foundations for learning. We need confidence to motivate us to try something new.

When we learn problem solving skills we are able to manage the many challenges we face in life we are able find solutions.