Theories of Human Development in Psychomotor Domain
The psychomotor domain involves the development of muscle skills associated with mental processes. Psychomotor development progresses through cognitive, associative, and autonomic stages, where individuals learn to perform new skills that involve both the body and mind. In the cognitive stage, one needs to think hard about the skill being learned, while the associative stage sees smoother performance as the brain associates movements. Finally, in the autonomic stage, the skill becomes natural without conscious effort. Theoretical aspects of psychomotor development include motor, sensory, brain, and perceptual development, with various theories explaining motor skill development related to the central nervous system.
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HSD L4 TOPIC 2 MALUTI TVET BETHLEHEM Mrs C Schnetler
Theories of human development THE THEORETICAL ASPECTS OF PSYCHOMOTOR DEVELOPMENT PSYCHOMOTOR DOMAIN IS THE DEVELOPMENTAL DOMAIN DEALING WITH MUSCLE DEVELOPMENT ASSOCIATED WITH MENTAL PROCESSES. AS A PERSON DEVELOPS IN THIS DOMAIN, HE/SHE DEVELOPS SKILLS THAT INVOLVE THE BODY AND THE MIND. EXAMPLES OF PSYCHOMOTOR DEVELOPMENT IN INFANCY ARE LEARNING TO SIT AND TO CRAWL. PSYCHOMOTOR DEVELOPMENT OCCURS IN THREE STAGES: * COGNITIVE STAGE * ASSOCIATIVE STAGE * AUTONOMIC STAGE
Theories od human development IN THE COGNITIVE STAGE, YOU NEED TO THINK QUITE HARD ABOUT THE SKILL THAT YOU ARE LEARNING. EXAMPLE: IF YOU ARE NOT A DANCER, AND YOU LEARN TO DANCE, THE MOVEMENTS WILL NOT FEEL NATURAL AT THE BEGINNING. YOUR MOVEMENTS WILL BE CLUMSY AND YOU WON T REMEMBER THE SEQUENCE OF THE DANCE VERY WELL. YOU NEED TO DO THE MOVEMENTS SLOWLY, AND PERFORMANCE OF THE STEPS WILL NOT BE VERY GOOD. THIS CAN BE VERY FRUSTRATING, BECAUSE YOU STRUGGLE TO MASTER A NEW SKILL. WITH ENOUGH PRACTICE, YOU MOVE TO THE ASSOCIATIVE STAGE: YOU ARE ABLE TO PERFORM THE STEPS MORE SMOOTHLY AS YOUR BRAIN BEGINS TO ASSOCIATE THE MOVEMENTS WITH MOVEMENTS YOU ALREADY KNOW, SUCH AS WALKING, RUNNING OR JUMPING. THE MOVEMENTS ARE NOT YET NATURAL AND COMPLETELY SMOOTH, BECAUSE YOU HAVE NOT YET BECOME SUFFICIENTLY ACCUSTOMED TO THEM. YOU BEGIN TO BE MORE PROFICIENT AT THE NEW SKILL. IN THE AUTONOMIC STAGE, YOU NO LONGER HAVE TO THINK CONSCIOUSLY ABOUT THE NEW SKILL. YOU CAN STILL IMPROVE THE SKILL WITH MORE PRACTICE, BUT IT BECOMES NATURAL TO YOU IN THE WAY THAT WALKING AND RUNNING ARE NATURAL TO YOU. YOU NO LONGER NEED INPUT FROM AN INSTRUCTOR TO PERFORM THE MOVEMENTS. YOU CAN DO THEM INDEPENDENTLY.
Theories of human development ASPECTS OF PSYCHOMOTOR DEVELOPMENT: MOTOR DEVELOPMENT SENSORY DEVELOPMENT BRAIN DEVELOPMENT PERCEPTUAL DEVELOPMENT
Theories of human development THEORIES OF MOTOR DEVELOPMENT MCGRAW S THEORY OF MOTOR DEVELOPMENT ACCORDING TO MCGRAW, MOTOR DEVELOPMENT OCCURRED AS A DIRECT RESULT OF THE DEVELOPMENT OF THE CENTRAL NERVOUS SYSTEM. BY OBSERVING THE WAY IN WHICH BABIES MOTOR SKILLS DEVELOPED, AND BY MAPPING OBSERVATIONS ABOUT NERVOUS SYSTEM DEVELOPMENT, MCGRAW RECOGNISED FOUR STAGES OF NEURAL DEVELOPMENT IN BABIES: 1. STAGE IN WHICH THE BABY S REFLEXES DEVELOPED 2. STAGE IN WHICH THE BABY S REFLEXES BECAME LESS OVERT 3. STAGE IN WHICH VOLUNTARY OR DELIBERATE ACTIONS BECAME DEVELOPED 4. STAGE IN WHICH THE DIFFERENT PARTS OF THE NERVOUS SYSTEM INTEGRATED WITH EACH OTHER TO PRODUCE SMOOTH MOVEMENTS IN THE BABY.
MCGRAW SUGGESTED: * THE MATURATION OF THE CENTRAL NERVOUS SYSTEM (CNS) DRIVES MOTOR DEVELOPMENT. * AS THE STRUCTURES OF THE CNS DEVELOP, THE INDIVIDUALS FUNCTIONS DEVELOP. * AN INDIVIDUAL S PHYSICAL ACTIONS DO NOT PROMOTE THE DEVELOPMENT OF THE BRAIN S NEURAL STRUCTURES. * MOTOR DEVELOPMENT HAPPENS FROM THE TOP OF THE BODY TO THE BOTTOM, AND FROM THE CENTRE OF THE BODY TO THE PERIPHERY. * EXTERNAL FACTORS CANNOT DETERMINE THE RATE OF MOTOR DEVELOPMENT, BECAUSE THE FACTORS CONTROLLING MOTOR DEVELOPMENT ARE ALL INTERNAL. MCGRAW S APPROACH IS A NEUROMATURATIONAL APPROACH: THE MATURATING OR DEVELOPMENT OF THE NERVES AND THE NERVOUS SYSTEM
GESELLS THEORY OF MOTOR DEVELOPMENT GESELLALSO BELIEVED THAT MOTOR DEVELOPMENT HAPPENED AS A RESULT OF CNS MATURATION. HE PROPOSED THAT HUMANS DEVELOP IN FOUR DIFFERENT AREAS AND THAT THESE AREAS DEVELOP IN A SPECIFIC SEQUENCE: * ADAPTIVE BEHAVIOUR * MOTOR BEHAVIOUR * LANGUAGE BEHAVIOUR * PERSONAL-SOCIAL BEHAVIOUR. THESE AREAS COULD ONLY DEVELOP ONCE THE CNS HAD DEVELOPED ENOUGH TO ACCOMMODATE THEM. GESELL S APPROACH IS A NEUROMATURATIONALAPPROACH: THE MATURATING OR DEVELOPMENT OF THE NERVES AND THE NERVOUS SYSTEM
Theories of human development THE DYNAMICAL SYSTEMS THEORY OF MOTOR DEVELOPMENT ACCORDING TO THIS THEORY, CNS DEVELOPMENT IS NOT SOLELY RESPONSIBLE FOR MOTOR DEVELOPMENT. MOTOR DEVELOPMENT IS A RESULT OF A SERIES OF DYNAMIC FACTORS. THE INDIVIDUAL IS A COMPLEX SET OF SYSTEMS THAT DEVELOP IN AN INTERWOVEN WAY.
DIFFERENCE BETWEEN NEUROMATURATIONAL THEORY AND DYNAMIC SYSTEMS THEORY: NEUROMATURATIONAL THEORY: AN INFANT WILL START SITTING UP WHEN THE CNS IS MATURE ENOUGH TO ALLOW THE INFANT TO CONTROL HIS MUSCLES SUFFICIENTLY TO DO SO. DYNAMIC SYSTEMS THEORY: THE INFANT S MANY SYSTEMS WORK TOGETHER TO DEVELOP MOTOR CONTROL. IF, FOR EXAMPLE, THE INFANT WANTS TO MOVE TOWARDS HIS MOTHER TO PICK HIM UP, HIS BRAIN ENCOUNTERS A PROBLEM: HE CANNOT GET CLOSER TO HIS MOTHER BECAUSE HIS MUSCLES AREN T ABLE TO RAISE HIS BODY TO A SITTING POSITION. HIS VISUAL PERCEPTION OF HIS MOTHER AND HIS PHYSICAL ABILITY THEN WORK TOGETHER TO STIMULATE HIS CNS TO DEVELOP INTO A SYSTEM THAT CAN SUPPORT HIS BODY IN A SITTING POSITION. IN THAT WAY, HE IS ABLE TO REACH FOR HIS MOTHER AND TO EXPLORE HIS ENVIRONMENT MORE THOROUGHLY. HE HAS SOLVED THE PROBLEM OF NOT BEING ABLE TO REACH FAT ENOUGH FOR HIS MOTHER, USING A SET OF DYNAMIC SYSTEMS.
BRAIN, SENSORY AND PERCEPTUAL DEVELOPMENT THE BRAIN DEVELOPS IN FOUR WAYS: * VISUAL AND AUDITORY DEVELOPMENT * LANGUAGE DEVELOPMENT * PHYSICAL AND MOTOR DEVELOPMENT * EMOTIONAL AND SOCIAL DEVELOPMENT SENSORY DEVELOPMENT: THE BABIES SENSES ENABLE BABIES TO EXPLORE THEIR ENVIRONMENTS WHILE MINIMISING THEIR CHANCES OF GETTING HURT. PERCEPTUAL DEVELOPMENT: INFANTS DEVELOP TO PERCEIVE DEPTH, FOCUS ABILITY, COLOUR DIFFERENCES AND HEARING RECOGNITION. BRAIN, SENSORY AND PERCEPTUAL DEVELOPMENT ARE CLOSELY LINKED: SEE TABLE THAT FOLLOWS.
Theories of human development AGE BRAIN DEVELOPMENT AS SEEN THROUGH BEHAVIOUR 4 months The infant s brain responds to every sound produced all around him/her. 8 9 months Infants can form specific memories from their experiences, such as how to push a ball to make it roll. 10 months Babies can now distinguish and even produce the sounds of their own language (such as da-da) and no longer pay attention to the sounds of foreign languages. 12 months Babies whose parents say, for example, Lookee at the doggee , will go to the appropriate picture of a dog in a picture book more often that those babies who are talked to in normal, flatter voices. 12 18 months Babies can recall something that has been hidden in the memory and find it again, even if it has been completely covered up. They can also hold memory sequences of simple activities, such as winding up a toy. 24 months Pre-school children now have clear pictures in mind of people who are dear to them, and they get upset when separated from these people. 30 months Pre-school children can hold in mind a whole sequence of spatial maps and know where things are in their environment. 36 months A pre-school child can now hold two different emotions in his mind at the same time, such as being sad that he has spilled ice cream on his clothes, but glad that he is at a birthday party.
Theories of human development POSSIBLE QUESTIONS 1. COMPARE DIFFERENT THEORIES OF MOTOR DEVELOPMENT. 2. LIST THE FOUR STAGES OF NEURAL DEVELOPMENT IN BABIES ACCORDING TO MCGRAW. 3. LIST THE FOUR AREAS OF HUMAN DEVELOPMENT ACCORDING TO GESELL. 4. EXPLAIN THE DIFFERENCE BETWEEN NEUROMATURATIONAL AND DYNAMICAL SYSTEMS THEORIES. 5. LIST THREE STAGES OF PSYCHOMOTOR DEVELOPMENT. 6. NAME FOUR WAYS OF BRAIN DEVELOPMENT. 7. ILLUSTRATE THAT BRAIN, SENSORY AND PERCEPTUAL DEVELOPMENT ARE CLOSELY LINKED.
