Pertemuan 3
Motor, Sensory, and Perceptual
Development

Motor, Sensory, and Perceptual Development
• Motor Development
• Sensory and Perceptual Development
• Perceptual-Motor Coupling

• Seeks to explain how motor behaviors are assembled for perceiving and acting
• Motivation leads to new motor behavior; a convergence of
– Nervous system development
– Body’s physical properties
– Child’s motivation to reach goal
– Environmental support for the skill

Sucking reflex
Rooting reflex
Moro reflex
Grasping reflex
Automatic sucking object placed in newborn’s mouth
Reaction when infant’s cheek is stroked or side of mouth touched
Startle response in reaction to sudden, intense noise or movement
Occurs when something touches infant’s palms; infant response is to grasp tightly

• Motor skills that involve large-muscle activities
– Infancy
• Development of posture
• Locomotion and crawling
• Learning to walk
• No set sequence of development; help of caregivers important
• more skilled and mobile in second year
– Childhood
• Improved walking, running, jumping, climbing, learn organized sports’ skills
• Positive and negative sport outcomes
– Adolescence - Skills continue to improve

Milestones in
Gross Motor Development

• Involves more finely tuned movements, such as finger dexterity
– Infancy: Reaching and grasping
• Size and shape of object matters
• Experience affects perceptions and vision
– Early Childhood: Pick up small objects
• Some difficulty building towers
• Age 5: hand, arm, fingers move together
– Childhood and adolescence
• Writing and drawing skills emerge, improve
• Steadier at age 7; more precise movements
• By 10-12, can do quality crafts, master difficult piece on musical instrument

• Sensation — occurs when information contacts sensory receptors
• Perception — interpretation of sensation

• People directly perceive information in the world around them
– Perception brings people in contact with the environment to interact with it and adapt to it
– All objects have affordances; opportunities for interaction offered by objects necessary to perform activities

Visual Acuity
20/600 at birth, near adult levels by 1 year
Color
Perceiving Patterns
Depth Perception
Visual
Expectations
Sees green and red at birth, all colors by 2 months
Prefer patterns at birth; face scanning improves by 2 months
Developed by 7-8 months
Begins by 4 months; expect gravity by 6-8 months

Size constancy
Recognition that object remains the same even though the retinal image changes
Shape constancy
Recognition that object remains the same even though its orientation changes

• Improved color detection, visual expectations, controlling eye movements (for reading)
• Preschoolers may be farsighted
• Signs of vision problems
– Rubbing eyes, blinking, squinting
– Irritability at games requiring distance vision
– Closing one eye, tilting head to see, thrusting head forward to see

Prenatal • Can hear before birth
Infancy
Childhood
Adolescence
Adulthood
• Improve sensitivity to soft sounds, pitches • Ability to localize
• Hearing usually fine
• Danger of otitis media
• Most have excellent hearing
• Danger from loud music
• Few changes until middle adulthood
• Hearing impairment increases with age

• Fetus hears in last 2 months of pregnancy
• Newborns
– cannot hear soft sounds well
– display auditory preferences
– sensitive to human speech
• Infants less sensitive to sound pitch
• Most children’s hearing is inadequate
– otitis media: middle ear infection

• Ability to relate and integrate information about two or more sensory modalities, such as vision and hearing
• Exists in newborns