EVERYTHING YOU NEED TO KNOW ABOUT A BABY’S MOTOR DEVELOPMENT

PROPER MOTOR DEVELOPMENT

• Why is the order important?
• The correct order of motor development in a nutshell.
• The correct order of motor development in detail.
• Why is the abdominal position important?
• Why is creeping important?
• Why is crawling important?

CONSEQUENCES OF ABNORMAL MOTOR DEVELOPMENT

• Why is s/he timid on the playground?
• Why can’t s/he tumble?
• Why does s/he hold a pencil so rigidly?
• Why can’t s/he sit still in school?
• Why is s/he dyslexic?

1^st MONTH

Motor development:

• the infant’s limbs are typically bent
• the fiery arm and leg movements are reflexive
• unstructured, mass movements are characteristic
• the so-called “fencing posture” appears in the supine position, indicating neck reflexes
• baby turns head in both directions in the supine position
• in a tummy position s/he lifts and turns head for a brief period
• holds head in line with his back for a moment when lifted to a vertical position
• keeps hands mostly closed and fisted, though not too tight

Sensory development:

• follows objects within his/her field of vision
• starts to respond to light and sound effects
• sucks on fist or fingers
• in addition to crying, makes brief throaty sounds

Cognitive functions:

• occasionally responds to faces and pleasant noises with a brief smile
• establishes eye contact with mother when she speaks

Abnormal:

• limbs are extended
• limbs are held asymmetrically
• muscle tone is variable, alternating between stiff and floppy tones
• torso is tilted, the body “bends” when lying on back
• head is mostly held in one direction
• baby barely moves
• missing baby reflexes
• movements are always tense
• increased baby reflexes
• cries a lot for no reason
• has difficulty suckling

2^nd MONTH

Motor development:

• responds to various stimuli with sudden twitches (Moro-reflex)
• flails about with arms and legs
• holds head for a few minutes in tummy position, even begins to push up a bit
• fingers begin to straighten
• when lifted to a vertical position, able to hold head straight for a short time before letting it drop

Sensory development:

• turns head while lying on the back, able to follow an object
• turns head towards both lights and sounds
• touch and taste are still significant stimuli, sucking on fingers

Cognitive functions:

• connects the mother to feeding
• a balance of alertness and sleep is starting to be established
• is interested in sounds

Abnormal:

• cannot follow the source of stimulus by moving (turning of head)
• has difficulty suckling
• cannot lift up and hold head for a few minutes in a tummy position
• stretches his/her head back while in a supine position
• his/her limbs are stiff
• movements are asymmetrical

3^rd MONTH

 Motor development:

• able to hold head in the middle while lying on back
• the gripping reflex is inhabited, fingers are often kept open
• holds head up for 5-10 minutes in a tummy position, pushing up on the elbows, resting several times
• able to rest equally well with head turned to either right or left
• when lifted to a vertical position, holds head steady for a brief period

Sensory development:

• looks from one object to another
• hits an object in front of him/her with a closed fist
• stops feeding in favor of observation
• discovers eyes and mouth with his/her hands
• brings hands in front and “plays” with them

Cognitive functions:

• a smile is now instant
• able to pay attention for half an hour
• human relationships become important

Abnormal:

• unable to hold head in the middle in a supine position
• hands are still forming fists
• does not hold head straight when lifted to a vertical position
• pushes head back when lifted to a vertical position
• cannot keep head lifted in a tummy position
• cannot put head down turned to the right or left while in a tummy position, just holds it up instead
• still has difficulties suckling

4-5. MONTH

Motor development:

• in a tummy position lifts and even turns head left and right for up to 20-30 minutes, with rest periods included
• begins to stretch arms at the elbows
• raises hips when lying on back
• rolls onto both his/her right and left side
• enjoys being lifted to a vertical position, holds head steady without support

Sensory development:

• head and eye movement are in sync
• pulls a swinging object towards himself/herself and to his/her mouth
• passes a toy from one hand to the other

Cognitive functions:

• smiles, squeals, babbles when being spoken to
• persistently interested in details, perceives colors
• initiates playing together

Abnormal:

• doesn’t push up on elbows in a tummy position
• cries after only a few minutes in a tummy position
• does not roll onto his/her sides
• only rolls onto one side
• doesn’t hold head steady when lifted to a vertical position
• doesn’t raise hips when lying on his/her back
• doesn’t hold objects
• thumbs are folded into palms

5-6. MONTH

Motor development:

• pushes up on hands and plays when lying on stomach
• rolls over from tummy to back and back to tummy
• discovers his/her legs and pulls them to her mouth

Sensory development:

• grips, grabs and even releases toys
• hand-eye coordination develops

Cognitive function:

• observes lip movements and experiments with sound formation
• gives voice to dislikes and resists a toy being taken away

Abnormal:

• doesn’t push up on hands when lying on stomach
• doesn’t roll over
• rolls over in only one direction
• rarely rolls over
• doesn’t pull feet to mouth
• doesn’t hold head without support when lifted to a vertical position
• doesn’t grab objects
• infant reflexes are still present and active

6-7. MONTH

Motor development:

• rolls around constantly, gets to toys by rolling
• turns around his/her axis both when lying on stomach or on back
• in a tummy position pushes himself/herself with hands, moving backwards at first
• begins to sit with a little help, leaning forward, then sitting back up
• sitting supported by leaning on hands – this is NOT to be practiced, we use it only for testing purposes

Sensory development:

• holds two separate objects in each hand
• is actively playing
• turns around and studies his/her toys
• tears up pieces of papers

Cognitive functions:

• expresses different feelings with sound effects (happiness with babbling, excitement with squealing, joy with laughter)
• volitional qualities gradually appear

Abnormal:

• doesn’t like playing in a tummy position
• doesn’t roll over
• doesn’t turn around his/her axes
• doesn’t hold head and torso steady when lifted up
• is not active
• doesn’t express feelings

7-8. MONTH

Motor development:

• creeps or crawls
• pushes up on hands and plays while lying on stomach
• in a sitting position leans forward and sits back up
• supports weight on legs when standing and bounces

Sensory development:

• manipulation is getting better, taps two objects together
• fingers can move smoothly, holds spoon and plays with it
• able to firmly focus attention
• compares different activities
• reaches toward his/her reflection and tries to stroke it
• grabs food offered to him/her and eats it

Cognitive functions:

• reacts to strangers with fear
• enjoys funny situations, laughs when a parent laughs
• protests against things s/he does not want to do

Abnormal:

• is inactive
• doesn’t like playing in a tummy position
• doesn’t hold head and torso in a sitting position
• when held in an upright position, pulls feet up instead of trying to put weight on them
• tiptoes when held in an upright position
• doesn’t try to crawl

8-9. MONTH

Motor development:

• moves along quite fast, creeping with alternating legs
• rocks back and forth on hands and knees
• keeps trying to crawl
• crawls properly
• practices pinching, picks up small round objects

Sensory development:

• searches for objects hidden behind a cloth
• plays with determined, practiced motions
• pinching and finger grasp is developed

Cognitive functions:

• turns towards his/her mother with affection
• is worried about getting separated from the mother (separation anxiety)
• recognizes recurring words

Abnormal:

• doesn’t creep quickly
• doesn’t try to push up on all fours and rock
• doesn’t practice pinching motions

9-10. MONTH

Motor development:

• crawls quickly, properly, with alternating legs
• gets into a sitting position without help
• is able to get into a sitting position to both left and right side from a crawling position
• plays in a sitting position with his/her back straight
• able to kneel with support

Sensory development:

• recognizes differences in the size of objects
• looks forward to completing an activity successfully and is awaiting praise
• performs activities persistently

Cognitive functions:

• learns to keep objects and fights to have them
• considers how people behave
• observes how others play
• selects toys
• uses the words “mom” and “dad” properly
• in addition to his/her own name, s/he also understands one or two words in relation to behavior (e.g. no, please)

Abnormal:

• doesn’t push up to hands and knees
• doesn’t crawl
• doesn’t crawl properly, e.g. pulls both feet simultaneously, or puts one foot down to the side
• cannot get into a sitting position; proper sitting has to start from a crawling position by putting buttocks down sideways
• can only get into a sitting position to one side from crawling
• cannot play while sitting
• isn’t interested in surroundings

10-11. MONTH

Motor development:

• crawls properly and very fast
• pulls to standing position and sits down again
• deftly alternates movements (crawls, sits up, kneels, stands up, sits down)

Sensory development:

• examines surroundings (crumples paper, shakes rattle, listens to the clock ticking)
• uses index finger for various operations (points, pokes, hooks it through a cup handle)
• imitates (soaps his/her body, feeds others)
• points to body parts during identification games

Cognitive functions:

• gender specific behaviors start to develop
• emphasizes the meaning of the word “no” by shaking head
• waves farewell when hearing “bye-bye”
• tries to eat on his/her own more or less successfully

Abnormal:

• motor development stalled at creeping
• doesn’t crawl, but instead skips to sitting or standing
• flexes head or trunk when sitting or standing
• bends head or trunk forward when sitting or standing
• doesn’t manipulate objects
• doesn’t play with his/her voice

11-14. MONTH

Motor development:

• walks around holding on to furniture
• bends down for toys while holding on to furniture
• plays while standing, holding on to furniture
• turns his/her trunk to the side while standing
• climbs up on stairs and furniture, and is learning to climb down as well

Sensory development:

• able to use hands alternately or together
• recognizes the connection between the container and what is in it
• packs small object in and out of a container for an extended period of time
• repeats and compares the same motion with both sides of his/her body
• performs exercises using various objects (e.g. pushes a chair)
• views pictures in picture books

Cognitive function:

• isn’t always willing to cooperate
• stubbornly resist forceful teaching attempts

Abnormal:

• doesn’t crawl properly, see above
• movements are not symmetrical
• cannot get into a sitting position
• cannot pull up to standing
• stands on tiptoes when held in a standing position
• keeps legs bent and pulls them up when held in a standing position
• moves very little and moves slowly

12-15. MONTH

Motor development:

• crawls, stands up, sits down, quickly varies movements
• stable when standing up and holding on to something
• easy to walk with both hands raised, but never walk him/her like that
• can be walked equally well with left or right hand
• can take a few steps alone
• walks alone with feet wide apart, slightly precarious

Sensory development:

• studies the movement of objects
• groups toys according to color and shape
• experiences with dressing up

Cognitive function:

• relates to surroundings with rich and varied emotions
• tries to enforce his/her will by hysterical outbursts
• understands his/her role during playing, and deftly performs his/her tasks
• insists on feeding himself/herself
• speech sounds like “gibberish”
• practices intonation, rhythm, facial expressions
• recognizes the meaning of words (e.g. looks up at the sky when hears “airplane”, tries to bark when sees a dog)

Abnormal:

• movements are uncoordinated
• is inactive during play or in speaking
• cannot stand up
• doesn’t walk around holding on to furniture
• cannot be walked equally well with left or right hand
• doesn’t walk independently

Our baby’s motor development actually ends with taking the first independent steps. After all babyhood is over, and we now have a toddler.

Of course, a young child’s motor development does not end at 15 months, and it can best be described with three words: practice, practice, and more practice. The harmonization of movements continues, and there is plenty of time left for the intensive development of balance. These will be problem-free if both crawling and independent walking came about properly, symmetrically. You must keep adhering to the expected motor development during the coming season as well, because while individual deviations are allowed, a several-months delay warrants turning to a professional. The continuity of development and the symmetry of movements should therefore be monitored in the next period as well.    

The correct order of motor development of toddlers is as follows:

1. the broad-based gait disappears, s/he hurries and runs (15-18 month)
2. runs, resolves balance situations, is able to maneuver stairs with alternating legs though still holding on to something (2 years)
3. practices the various movements of a playground independently (2-3 years)
4. alternates legs on stairs without a need for railing, jumps with both legs (4 years)
5. hops on one foot, an equal amount on left and right leg (4.5 years the latest)
6. rides a bicycle (4-5 years)

the CONSEQUENCES OF ABNORMAL MOTOR DEVELOPMENT

Why is s/he timid on the playground?

The causes of shyness can be traced back to infancy. When we lift our newborn baby up to a vertical position, the reflexes responsible for keeping the head and torso upright help holding the head in the center as early as 3 months of age. At this age a slightly obliquely held head, or if s/he preferred to turn the head to only one side, might be enough for the neck and trunk muscles to be stiff, preventing baby to center his/her head at all times. The head-holding reflex cannot become stable due to these tense muscles. On the playground, in a sudden equilibrium situation (swing, slide), the premature muscle fatigue will prevent the head-holding reflex from working properly, so our child’s balance will be uncertain. And we will see him/her as shy and timid.

Why can't s/he tumble?

In a normal situation, when our baby sits and then stands up alone, his/her torso is held upright by reflexes responsible for certain postures. These reflexes can be overactive prior to the time for sitting and standing. Signs of this overactivity in the back and neck muscles are noticeable as early as a few months of age (e.g. our 1-2 month old baby does not rest his/her head on our shoulders but rather holds it straight up; in a tummy position keeps his/her head up for a long time, but cannot relax with his/her head turned to the side and laid on his/her ear; s/he cries a lot causing us to believe s/he is colicky; is restless, suckles badly, and wakes up many times at night). The increased activity of the muscles that keep the baby’s head and torso straight prematurely activates the reflexes responsible for the erect positon. Unfortunately, while learning standing and walking, these overactive muscles are also responsible for standing and walking on the tips of toes. The overactive reflexes do not allow the muscles by the spine to relax and stretch. During tumbling, we have to roll on the neck, back and lumbar sections of the spine, being able to stretch all of them section by section. In the case of overactivity, the muscles and reflexes do not allow this stretching. Because of this, the child will be unable to tumble, or will practically fall over with a straight back.       

Why does s/he hold a pencil so rigidly?

A newborn’s reflexive hand movements begin early, by patting and gripping already inside the womb. The hands are in a closed fist after birth, the thumb normally being on the outside. This so-called grasping reflex gradually dissolves, and is transformed into a grasp-release by 4 months of age. If the grasping reflex persists to some level, the child will hold a pencil rigidly. For what reasons might the grasping reflex persist? It may be associated with muscle tone distribution disorder, cerebral hypoxia, and intrauterine position abnormalities. In all of these cases, the tense muscles and tendons are responsible for the overactive grasping reflex. Tension may occur in the muscles of neck, back, abdomen or the upper limbs. If the tension in these areas is only partially released, the reflex cannot be completely inhibited. As we can see, the persisting grasping reflex also has its origin in infancy, because the tense muscles didn’t allow the hand to develop the ability to relax. During drawing and writing we use a special combination of squeezing and loosening. We hold the pencil with medium force, but at the same time move it with a loose motion to color and write. If the grip is too forceful due to the persisting grasping reflex, loose motions will not be possible ad the paper will almost be punctured.

Why can't s/he sit still  in school?

To understand this, we also have to go back to infancy. Around 7 months of age proper (commando style) creeping begins, i.e. babies pull themselves forward on their bellies with alternating arm-leg movements. The Galant reflex helps in pulling legs to the side. It is triggered the following way: in a tummy position we run our hands over the baby’s back in the lumbar region next to the spine, and in response s/he will pull up his/her leg to the side. This reflex helps the creeping motion, and once it reached its goal its activity is supposed to diminish. However, if it stays active once creeping has began, the child will be bothered by the waistline of pants, a belt, or the back of a chair, resulting in constant fidgeting when sitting. This is reflex is also connected to bladder function, so if it stays active it will be responsible for delayed potty training and bedwetting at night. This reflex should be of equal strength on both sides. If it is only active on one side, the baby will only pull up one leg when creeping. Creeping is responsible for connecting the left and right hemispheres of the brain, and its absence hinders the harmonious cooperation of the left and right sides of the body during movement, vision and possibly even thinking.

Why can s/he become dyslexic?

Dyslexia is an insidious learning disorder. It can be caused by lack of oxygen during birth, neurological abnormality, genetic mutation or even abnormal intrauterine positions. The early warning sign may be: delayed speech, fatigue, slow pace of development, poor sense of rhythm, behavioral problems, anxiety, frustration, poor vocabulary, clumsy fine motor skills.

Learning to crawl is a long process. It starts at the age of 1-2 months by pushing up on the elbows, which should be perfected by 6-7 months of age. By this age the baby should be able to push up on his/her equally stretched arms. In terms of coordination, this means lifting the upper part of the body off the ground and balancing on both, or even on only one hand when, for example, reaching for a toy. Coordination further develops at the age of 7-8 months. The baby pulls his/her legs under his/her tummy and begins to balance on all fours, swaying back and forth. This is followed by moving the opposite hands and feet, and then crawling begins, which is the foundation of our coordination. This usually happens by 8-9 months, while walking usually starts at 12-15 months. Babies can thus practice alternating hand and foot movement, the basis of coordination, for about 4-5 months crawling on all fours, while at the same time also improving their spatial vision.

Spatial vision plays an important role in preventing dyslexia, because as the baby steps forward with his/her right hand, the left eye also looks at this right hand. The eyes learn took look across the centerline of the body. This will become important during reading, as the eyes will not lose the line in the middle of the page. If the eyes keep losing the line, unfortunately the text becomes meaningless and does not motivate the child to learn. Instead, s/he will be disrupting the lesson and the teachers will suspect hyperactivity. This is the connection between the omission of crawling, reading-learning difficulties, and behavioral problems.

Today there are several methods to help change a child’s life, so dyslexia wouldn’t lead to self-esteem and behavioral problems. The Cserne method for combating dyslexia was developed twelve years ago by István Cserne, Head of Reading Clinic.    

Another popular method in Hungary is the Meixner-method, where students learn letters in a special order, allowing for the longest time possible between very similar letters. An important element of the method developed by Ildikó Meixner is that they examine each letter by sight, sound and touch. For example, they write it down on a large piece of paper, they trace the lines of the letter in motion, and they cut it out of sandpaper and scan in with their fingers. 

A special hearing test revealed that many dyslexics are better than average in perceiving certain pitches. Therefore, they have to pay more attention, get tired sooner, and the consequence is attention and behavior disorder.  The essence of hearing-enhancing therapy is that patients listen to a strange music for half an hour twice a day for ten days, which is annoying and uncomfortable for average people as it is missing sounds of a certain pitch, but is liked by those with speech impairments. This is said to greatly improve their speech comprehension and behavior.