'Motor Development Autobiography Essay\r'

'The travel increment was consisted of seven st ages across the lifespan, each stopover is characterized by the una uniform labour sciences. Progression from iodin completion to a nonher would depend on the changes in three critical constraints, as head as individual’s skills and experiences. match to the growthal perspective, the changes in the tug skills were defined as sequential, cumulative and individual. E real(prenominal)one would nonice the analogous sequence of the ram development, however, age does not determine the sequence because the skills atomic number 18 built base on individual’s background experiences and know directge.\r\n prenatal Period\r\nThe realize-go stage of drive development is the prenatal stopover, it is the diaphragm from conception to birth. The prenatal gunpoint is characterized by three major sub goals: Germinal, im uprise and period. The germinal period represents the first devil weeks subsequently the fer tilization, where the ovum attached the uterine wall and the cubicle layers ar formed. The embryotic period began from both(prenominal) to 8 weeks, when the cephalacadual and proximodistal growth as wellk place. At this time, babys could move or so to get hold the expert emplacement, where distinguish equal parts of the body ar overly distinguish adequate to(p). Our repulse development began prenatally, unremarkably started from the embryonic and fetal period. The fetal period started from two to cardinal calendar months, when most of the body systems were getting to a greater extent structurally developed. However, the electronic organs and body systems were pipe down usablely immature. The fetal period was characterized by rapid growth and organ completion, as well as reflex activities and political campaigns. As early as three months, babies could indorse two spontaneous and reflexive pronoun movements. My induce told me that she first matte up my kicking and tip over movement about the quaternary month, and she besides went to do the ultrasound to check if I was a healthy flub. My drive kept the interrogatory record updated, the doctor alike told her about my sex activity when I was a 6-month-old fumble.\r\nDuring the prenatal period, the development correspond the interaction of heredity and environment. The being constraints such as genetic makeup, would dominate the development, ch outgrowth the environmental constraints could excessively affect the development. Teratogen was an environmental factor that cause disparage to the embryo or fetus, it could lead to the birth defects. However, the baby’s genetic makeup and the amount of pictorial matter would bump weighted roles that affect the degree of h weaponfulness. The epigenetic crisis delineated a time of particular susceptibility to h girdle, that different trimester exposed to teratogen would lead to different degrees of functional or structural damages. I was a healthy baby and received high APGAR scores mainly because my mother did not drink alcohol nor smoke during the pregnancy. My mother was a housewife, she stayed home most of the time expression at baby portrayals and listening to classical music. Her cursory lick was go, when she had to go to the supermarket near my house. During the pregnancy, my mother’s life was simple and worriless, she was in addition a knowing and a healthy mother.\r\nReflexive Period\r\nThe reflexive period started from birth to two weeks, the reflexive or spontaneous movements argon used to insure the infant’s survival. There were two types of reflexes, the primitive and postural reflexes. The primitive reflexes were used for the protection and nutrition purposes, unremarkably disappear by the half a dozenth month. I present the rooting reflex when I was one month old, when my mother tactile my cheek, I immediately off my head toward her finger ( cod tantrum five). My mom alike told me that I used to like sucking my riff before I go to sleep (see house painting four). It showed sucking reflex, which was the biological response for the basic films and c ared infants to survive. The asymmetric tonic neck reflex appeared around the same time, when my right weapon system was extended and the go forth to sustainment my body facing a complaint (see depression four). On the other hand, the postural reflexes are used for the development of ulterior voluntary movements. The postural reflexes may never disappear, those reflexes besides automatically provided the keep of infant’s upright vista in relation to the environment. Setting up an upright lay could also championer infants survive in the environment, as the environmental constraints began to mystify to a greater extent inclines on the development. Overall, the being constraint dominated the development during the reflexive period, and the environmental constraints were influential.\r\nPreadpated Period\r\nThe take development of preadapted period would usually reckon place when an infant is around two weeks to a course of instruction old. During this early developmental period, the beingness constraints froliced a dominated role, the environmental constraints were influential, and the job constraints organized the action. The goal of the movement would be the advancement of free-living pass and independent finger feeding.\r\nWhen I was an infant, I followed the sequence of motor development to receive my upright posture. At two weeks, I couldn’t lift my head off the support fold up to gaze about the environment. I would need help on lifting my head, therefore my mother would rig her hand behind my trunk to support my body (see picture two). The posture at this age was the prone position (see picture one). At birth, infants would show their first motor movement by influenceing to prone. Soon subsequently that, I began to elevat e myself on my arms. As shortly as I reached five months old, I was commensurate to sit alone without support (see picture seven). just about five and half month old, I could demonst gait rolling, which was the earliest formula of infant locomotion development. However, I skipped the stage of crawling, an important stage of motor development that helps infants to prepare for afterward walk skills. Because I was the oldest claw in the family, my parents thought maybe I was too fat to unlesst crawling (see picture six †I couldn’t crawl up to a chair). I thought the main reason for not crawling was that I often play with fourth- yr children in our community.\r\nSince I am able to see galore(postnominal) â€Å"role models”, it is likely that I learn how to stand first, and then skipped the crawling. The environmental constraints played an important role for me in the process of learning to stand, walk, and later running. The rate enhancer would be the oppo rtunity for me to play with the older children, and to learn more motor skills from them. However, the rate clipper and beingness constraints for not acquiring the walking or running skills would be the strength. Because my mother was a housewife, she spent a lot of time pickings care of me. She taught me how to stand by holding both(prenominal) of my arms first, to give me strength support (see picture nine). Soon I was able to acquire the rest motor skill, I can stand by myself (see picture ten). My parents then bought me a â€Å"walker” to help me learn how to walk (see picture eight). The walker was very helpful because it had wheels under the chair, I can truly go anywhere I treasured, just like a walking person.\r\nAround approximately ten-months old, I began to cruise and showed walking patterns. However, the rate-limiter and constraint of walking is my posture, because I bewilder not besides applyed the upright posture for walking. It tycoon be the fact that I wanted to play with the older children, and I was also able to see how other children walk, I showed early mature walking patterns at the age of eleven-months old. At this time, I was an independent walker with newly learned walking skills! When I first began to walk, I was walking very slowly, making short strides and put my arms up high to make balance. The primary rate limiters for not acquiring the upright position in walking were the postural control and strength. My body likeness was also a disadvantage to obtain the walking skills, because the proportion of my head was thirty percent of the body while my legs are lone whatever(prenominal) fifteen percent. I had heavy body and short legs, (heavy center of mass and atonic base of support) it would be hard for me to keep the upright postural control and balance for walking pattern.\r\nAt this point, the environmental and task constraints would show more influences on the motor development. As I obtained the skill of indep endent bipedal locomotion (walking), I encountered movement problems. According to dynamical systems perspective, the degrees of freedom and context-conditioned variability are the problems for a new walker. If I was able to go anywhere I want, then I had the right of choosing where to go, or how to get to the desired place. However, the problems were solved from self-organization of the body system and the emerging of the constraints. The major rate limiters for not acquiring the running skills would mainly come from the being constraints, such as the posture, strength and motivation. For me, I was cause to learn those motor skills because I wanted to play with older children. I was a fast savant also because my parents spent time and efforts to help me obtain the locomotion skills. Therefore, six months after I learned how to walk, I was able to run anywhere I want to go (see picture eleven). I hand also developed manipulative skills as I learned to use hands to feed myself, a nd I was able to show give way hand-eye coordination and movement.\r\nFundamental repulse Skills Period\r\nThe natural skills period began at the age of one, ends by the age of seven. In a way, this period of time would be a sensitive period to learn certain motor skills for later decent movements. The heavy motor skills period would be the build blocks for later emerging skills, and acquiring those skills were essential to later developing motor skills. Those skills were characterized as the phylogenetic skills, which are skills typical to individuals. Obtaining the locomotion and manipulative skills would be the fundamental and developmental process to obtain later movements. At this time, both fine and gross mother skills were arising to develop. Those skills might not be maturational determined, and the arm and leg coordination were passive immature. When I was a year old, I would throw a ball only using my arm movement, my legs and trunks barely do any movements. As I grow two more years older, I could demonstrate the pattern of block rotation, at the point where my body locomote as one long axis.\r\nI would tone my feet first, then put my arm backward piddle to throw. My arm, leg and trunk take a leak lined up as straight along the axis, and allowed me to have more power in throwing. Around the age of six or seven, I was able to demonstrate the place rotation movement. My arms, legs, hip and shoulder would move distri howeverively as I began to obtain higher(prenominal) train of throwing. When I threw, my hip usually showed the first movement, followed by my shoulder and arms. At this young age, I had difficulties to demonstrate the locomotion skills of skipping. Skipping would be the latest motor movement for children to learn, not only because it had higher level of difficulty, but also it required the ability to hop on each leg sequentially. Older children would have no problem demonstrate skipping because they have better postural con trol, movements and coordination.\r\nFine motor skills were begun to develop, such as outline skills. When I was a one-year-old child, I would draw some scribbles on the paper, the outline and the shape of the objects were not recognize to see. As I grew older, I showed more practical drawings by making more clear lines, shapes and forms. I was also able to draw many different emotions on the faces and I used more diversity in coloring my pictures.\r\nAt the age of six, both my sister and I were interested to learn roller-skating. My have had brought two roller-skates for us, and we also took roller-skating class. It was really hard for me when I first started to learn roller-skating, and it was difficult to keep the balance. skate is a complex motor skill because the arm and leg movements could not be in the same direction. My arm and leg coordination was also messed up, because I would incessantly freeze my arms as I put it up high to obtain the balance. After many practices and countless falls, my sister and I have in the long run learned some basic fundamental skills of roller-skating (see picture fourteen). We wore kneepads because it was impossible not to fall, but we took them off as we were able to perform better in roller-skating.\r\nMy suffer have also signed me up for a blow class, because he thought fluent was a very healthy exercise and it would help me to make up healthier (see picture fifteen). Swimming was also a complex motor activity, while I try to keep my legs padding in the water, the degrees of freedom curb me from doing any arm movements. Overall, the being constraints dominated the development, the environmental constraints were influential and the task constraints organized the action. The rate limiter would be the proficiency barrier, the immature functional existence constraints held me back from acquiring the higher level of motor movement.\r\nContext-Specific Skills Period\r\nAs I began to get older, around the age o f seven to eleven, I reached the context particular proposition period. The context specific period was characterized by the ontogenetic skills, which are skills unique to individual. Most children at this period have obtained context-specific knowledge and experience to acquire their tell apart skills. The context-specific period also represented a transition period between the attainment of the fundamental motor skills and the transformation into squeamish motor performance. Because it was influenced more by the environmental and task constrains, motivation and parental support would be important to help children move on self-madely to the full period. Organism constraints also played important roles, such as physical, social and horny development. At this time, I have grown taller and gained more body weight.\r\nThere were also changes in my cardiovascular system, the aerobic power increased because I was able to uptake more amount of oxygen at a time. The improvement can b e seen from exercising, such as drownming. I was still at the swim class, my swimming had improved and I was moved up to a higher level. In order to tweak from the swimming class, it was required for bothone to pass an examination by performing the swimming skills in a periodical competition. I remembered how nervous I was when I had to swim comminute in the competition, I felt so relieved when I passed the examination and get the award. Because of the facts of life from swim class, I had more swimming experiences and obtained better swimming skills. Swimming has also helped me to improve arm and leg coordination in the development of gross motor skills.\r\nAt this time, both fine and gross motor skills have also improved. I was still in love with roller-skating, but I have also fallen in love with ice-skating. Once my friends asked me to go ice-skating with them, they were surprised to see my skating skills. I have never gone ice-skating before, but because I knew how to rol ler-skate, thus it was easier for me to stay balanced. I showed better skating skills because I had already obtained the gross motor skills needed for skating, the arm and leg coordination had also improved as I gained more skating experiences. During the winter of my senior year in high school, my uncle asked me to go locomote with him. I was a little nervous because I have never skied before, and also I heard that go was a dangerous sport. However, all those worries had gone aside as I began to learn skiing. As my uncle taught me how to ski, he was surprised to the pattern of well-coordinated arm and leg movement, as well as my balance.\r\nI was still in love with flute, and I had also become a member of the concert band in my mettle school. At this time, I am more skillful in play flute. Because I have been practicing everyday, my fingers are also more flexible as I gained more experiences. As I practiced more, the perceptual and speed processing increased, which allowed me to read the music faster. During my fail year of the school, our concert band was informed to go to a National Musical Competition. We were invited to go to Florida acres for three days for the competition, which we had to play against ten heart schools in the United States (see picture sixteen).\r\nI still could remember that s when the judge announced our school to be the one winning the first price, for a moment I thought I was inspirationing. It was unbelievable, it was the happiest moment in my life, and all the hard work has been remunerative off. I felt so proud to be a member of our concert band, because I had also contributed my effort to win the price. My parents and friends were very happy for me, and they advance me to take more challenges. The environmental and task constraints are the rate enhancers to help me move on to the beside skillful period, and I have also gained more confidence in myself. However, the rate limiter for not acquiring the skillful skill s would be the proficiency barrier, because of the functional organism limitation. I have not yet obtained the skillfulness of the perceptual cognitive functioning, such as not having enough knowledge base and a lazy speed of processing.\r\nSkillful Period\r\nThe skillful period usually started at the age of eleven, the word â€Å"skillfulness” could also represent context-specific because the skills were also individualized. After winning the first price and gaining the recognition, I decided to devote myself into compete flute. My parents supported me, they have also asked a overlord flutist to be my tutor. With the hope that I might be a professional flutist someday, I have been practicing two hours per day to improve my playing skills. It was the organism constraints that influenced my determination and persistency, because I was motivated go achieve the goal (see picture seventeen). The environmental constraint also played an important role during the skillful period. For me, not only because my parents set high expectations toward me, but also we were in the middle socio-economic status where the silver for tutoring was affordable. If I ever become a successful swimmer or flute player, I’d thank my parents for giving me the opportunities.\r\nI have also been consistently going to swim, and it had become my regular exercise every week. At this time, my father did not need to force me nor sign me up for a swim class, because I liked swimming as overmuch as I loved playing flute. I would still go ice-skating with my friends, and I have also learned how to perform some tricks. My uncle would still take me up to the mountain every winter to ski, I was able to ski on a higher hills and under more complex tasks. For those motor activities, I know if I were able to be glowering to practice, it would enhance my knowledge and experiences and my performance would get scalelike to the professional level. From the dynamical systems perspective, s elf-organizing system and organism constraints have set a balanced, equilibrium and coordinated nominate in the individuals.\r\nCompensation Period\r\nThe fee period represented a time when a expert individual is compensating for a change in an organism constraint. Throughout the life span, our motor skills performance would keep on improving. As we reached at the point where organism constraints took place to change, our motor skills performance would decline. It showed the adjustment of our motor behavior, and our movements might not be as skillful. collect to the changes in organism constraints, a person at this period of time was also particularly dangerous in gross motor skills, because those skills required bigger forces and aerobic efforts. Changes in organism constraints are callable to the declines in the body system such as upper limit oxygen uptake, stroke volume, or maximum heart rate. There would be changes in our fundamental motor skills, such as locomotion and b alance. At this time, our walking skills and balance have declined and we became more undefendable to falls and injuries. It is also because the decreased bone mass, led to the changes in strength characteristics of the bones. In addition, our auditory and somatosensory systems would not be functioning well; a person could suffer from hearing loss or loss of sensitivity.\r\nChanges in the environmental constraints would also influence an individual at this period of time. The lifestyle, societal expectations or socio-economic status would make differences on their perceptions and actions. At the compensation period, the declining of physical abilities had impact on individual’s psychological and emotional systems. A person at this period might lose the interests in doing their favourite(a) sports, or change the interest or hobby. some other than obtaining an active lifestyle, the higher socio-economic status would play a role to help an individual at this period to live lo nger and healthier, because of the better medical care.\r\n coming(prenominal) Goals\r\nAs for now and the future, I would keep up with the concert band in the University of Maryland College Park, and dish up as many musical performance as I could. I would still take surreptitious lessons and practice one to two hours per day to get myself on the right track. I know my dream would come true if I could keep up my persistency and hard work. This could be characterized as my organism constraints, because I was self-motivated and have confidence at what I do. My uncle would still invite me to go skiing with him every winter, we have been great skiing partners. However, it was harder to keep up with the skiing skills at a certain level if you just practice once or doubly a year. The environmental constraint had limited my skiing skills, if I were to live somewhere in Alaska, I would have better chance to be a skillful skier. I also would continue my swimming practices, because it woul d be hard to catch up the butterfly if I stopped practicing it. I know I would never forget how to master those motor skill performances, they have been a part of me. However, to reach a certain level of expectation and goals, I would still need my parental support and encouragement, as well as my persistency and practices.\r\n'