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Developmental milestones 2 to 3 years

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As children grow, so do their skills. While not specific to your child, this education sheet can help you know what skills your child is likely to develop at this age.

Children develop at their own rate, learning some skills much quicker than others. Progress also starts and stops. As some skills are learned, your child might go back to an earlier stage in some other areas for a time. If you have any questions or concerns about your child's development, talk with your doctor or nurse practitioner.

Gross motor skills

— skills that use large muscles (legs, arms, trunk, and neck)

• jump in place with both feet
• climb up and go down a toddler slide
• pedal tricycle
• walk up and down stairs when one hand being held by an adult
• stand briefly on one foot when one hand being held by an adult
• walk backwards

Fine motor skills

— skills that use small muscles (hands and fingers)

• stack 1-inch blocks, six high
• hold crayon with thumb and fingers
• string large beads on a stiff string
• snip and cut with a scissors
• imitate vertical and horizontal lines, and circle
• copy vertical and horizontal lines and circle

Self-help skills

—  skills that help children become more independent

• use a fork and spoon with spilling
• wash and dry hands with supervision
• brush teeth with assistance
• use toilet consistently (a few accidents at times)
• dress and undress self with help
• put own things away, helps with clean up and putting things away

Cognitive skills

— mental skills (thinking, learning, problem solving)

• engage in pretend and imaginative play
• match shapes
• understand the concept of "I"
• play side by side with peers
• sort colors
• identify body parts and their functions
• complete 3- to 4-piece puzzles

Speech skills

See the education sheets, "Speech and language development: 24 to 30 months," and "Speech and language development: 30 to 36 months. "

Questions?

This sheet is not specific to your child, but provides general information. If you have any concerns about your child's development, please ask your doctor, nurse practitioner, or therapist.

Children's Hospitals and Clinics of Minnesota
Patient/Family Education
2525 Chicago Avenue South
Minneapolis, MN 55404

Reviewed Rehab 6/2015 © Copyright

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This page is not specific to your child, but provides general information on the topic above. If you have any questions, please call your clinic. For more reading material about this and other health topics, please call or visit Children's Minnesota Family Resource Center library, or visit www.childrensmn.org/educationmaterials.

© 2023 Children's Minnesota

Motor skills and abilities of children 6-7 years old

Motor skills and abilities of children 6-7 years old

The article was prepared by: physical culture instructor Nikulina O. V.

In children 6-7 years old, it is necessary to continue to improve their health and introduce them to a healthy lifestyle; develop creativity, independence, initiative in motor actions; the ability to self-control and self-esteem when performing movements.

In order for a child to be successfully prepared for school, he needs to form a need for daily motor activity.

In physical culture, there is such a concept as the main types of movements - these are walking, balance exercises, running, crawling, climbing, jumping, throwing and catching a ball, throwing, drill exercises, rhythmic gymnastics, sports exercises. I propose to get acquainted with all kinds of basic movements for children who are preparing to enter school.

Walking (achieve naturalness, ease, keep pace). Children should be able to walk on toes with different positions of the hands, on the heels, not on the outer sides of the feet, with a high knee (thigh), wide and small steps, side step back and forth, gymnastic step, roll from heel to toe, walking in a semi-squat ; walking in different directions: in a circle, in a straight line, with turns, snake, in all directions.

Exercises in balance (exercise in static and dynamic balance, develop coordination of movements and orientation in space). Walking on the bench with side steps, walking with a stop and a squat, turning in a circle, walking on a bench, stepping over objects, walking on a narrow bench, on a rope straight and sideways, circling with closed eyes (with a stop and performing various figures).

Running (keep pace, develop strength, speed, endurance and agility). Running on toes, raising the knee high, strongly bending the legs back, throwing straight legs forward, with a small and wide step. Running with a rope, with a ball, on a board, a bench, alternating with walking, jumping, with a change in pace. Continuous running 2 - 3 minutes. Running at a speed of 30 m in 7.5 - 6.5 seconds.

Crawling and climbing (to develop coordination, agility and flexibility). Crawling on all fours, on the stomach and back, pushing off with the feet on the bench. Climbing into the hoop in different ways, crawling under the arc, gymnastic bench. Climbing on the gymnastic wall with a change in pace, climbing from span to span diagonally.

Jumps (learn to combine run-up with repulsion in long and high jumps from a run-up and from a stop). Jumps on two legs: on the spot, 30 jumps three to four times, alternating with walking, turning in a circle, advancing 5-6 m, with the ball squeezed between the legs. Jumping over 6 - 8 stuffed balls - sequentially through each. Jumping on one leg across the line forward and backward, right and left, in place and with advancement. Jumping up from a deep squat, on a soft surface with a run (height 40cm). jumps from a height of 40 cm, long jumps from a place by 100 cm, long jumps from a run by 180 - 190 cm, up from a place, taking out an object suspended 25 - 30 cm above the child’s hand .. jumping over a short rope in different ways, jumping over a long rope, hoop. Jumping on two legs, standing on a bench, moving forward.

Throwing, catching, throwing (to develop dexterity, accuracy, speed of reactions). Throwing the ball in pairs from below, from behind the head (3-4m), from a sitting position, legs crossed, over the net, throwing the ball up, on the ground, catching it with two hands at least 20 times, with one hand at least 10 times, with claps , turns. Hitting the ball with the right and left hand alternately on the spot and on the move. Dribbling the ball in different directions. Throwing stuffed balls. Throwing at a distance (6 - 12m) with the left and right hand. Throwing at a target from different positions (standing, kneeling, sitting), throwing at a vertical and horizontal target (4-5m), throwing at a moving target.

Drill drills (learn to quickly change lanes on the spot and while moving, line up in a column, line, circle, perform exercises rhythmically at a given pace). Building in a column, circle, line. Rebuilding in a column of two, three, four on the go. Calculation on the first and second, turns to the right and to the left, all around.

Rhythmic gymnastics (learn how to perform beautifully, rhythmically perform physical exercises to music). Exercises with various items: gymnastic stick, rope, ball, stuffed ball, dumbbells, sandbags, hoop. These exercises develop and strengthen the hands, shoulder girdle muscles, develop and strengthen the abdominal muscles and legs.

Sports exercise . Skating, skiing, sledding, skiing, cycling and scootering, swimming.

Children should be able to play outdoor and sports games on their own.

outdoor games develop reaction speed, dexterity, eye, balance, spatial orientation skills. In outdoor games, there are rules that organize and discipline children, teach them to control their behavior, develop ingenuity, motor initiative and independence.

Children of senior preschool age can play with interest and desire sports games : basketball, football, handball, badminton, towns, table tennis, hockey. The games use simplified elements of sports games. Sports games are competitive in nature.

Competitions may be held in relay games .

The child should master the basic movements, exercises, games listed above even before school - then it will be easier for him to study while maintaining health. In addition, any movement is the most complex activity in which the central control function is performed by the brain. By teaching a child to move, we train his brain.

consultation "Formation of motor skills in preschool children" | Physical education consultation:

Formation of motor skills in preschool children.

The formation of motor skills is necessary for the harmonious development of the child, his physical development, coordination of movements, the development of interest in various types of motor activity available to the child and positive moral and volitional personality traits.

It is extremely important to master various movements in a timely manner, primarily their main types - running, walking, jumping, throwing, climbing, without which the child's motor activity is impossible.

Assimilation by children of the skills of these movements, mastering the correct ways of their implementation enriches the motor experience necessary in play activities, in various life situations, at work and at home.

Intensive work of a large number of muscles when performing movements places high demands on the main functional systems of the body and at the same time has a training effect on them. Under the influence of movements, the function of the cardiovascular and respiratory systems improves, the musculoskeletal system is strengthened, the activity of the nervous system and a number of other physiological processes are regulated. With active movements, especially cyclic ones, breathing deepens, pulmonary ventilation improves.

A variety of basic movements and their variants makes it possible to develop and improve speed, agility, strength, endurance, and flexibility. The simultaneous development of motor qualities during walking, running, jumping, throwing, climbing significantly increases the value of these movements. Along with the physical development of children, the tasks of moral, mental and aesthetic education are also solved. Children develop mental abilities, perception, thinking, attention, spatial and temporal representations. The child must learn the movement shown to him and be able to act in accordance with the model, just as deftly, quickly and technically correctly. At the same time, the emotional state of children is enriched. They experience a feeling of joy from the manifested motor actions. Children perceive the beauty of joint, friendly movements - they passed in an even column, simultaneously and clearly performed jumps.

The formation of a child's motor abilities occurs in accordance with the law of growth and development of the child's body.

The basis for the comprehensive development of the child is physical education in organized physical education classes.

Education in the process of physical education pursues educational tasks, which are to form and bring to a certain degree of perfection the necessary motor skills, skills and knowledge related to them. At the same time, rational motor actions, including a system of interrelated movements, are the main subject of training.

The formation of a motor skill depends on the correct selection of teaching methods and techniques. The speed of formation of motor skills is influenced by a psychological attitude (awareness of the tasks set, motives for activity), as well as positive emotions in the classroom.

The process of developing correct motor skills in preschool children is divided into three stages.

Stage I - the formation of the initial skill - short in time, when children get acquainted with a new movement. In children, there is uncertainty in movements, general muscle tension, the presence of unnecessary movements, inaccuracies in space and time.

II stage - longer in time. During this stage of skill development in children, in the order of repeated exercises, the correctness of the learned movements gradually improves. This happens due to the refinement of individual motor reflexes and their entire system as a whole. In this regard, the child shows greater awareness of the tasks and their own actions.

However, the formation of motor skills at this stage occurs in waves. This is expressed in alternate improvement or deterioration of actions until a dynamic stereotype is developed.

III stage - stabilization of the skill, the dynamic stereotype is being consolidated, the Child is already mastering the skill. His movements are made arbitrary, economical, free, quite accurate. He independently and confidently performs an action with awareness of its main task, can apply the developed skill in an emerging real situation (game and life).

Each stage of the skill corresponds to a certain stage of learning:

1st stage — initial learning of a motor action;

2nd stage - in-depth learning;

3rd stage — consolidation and improvement of motor action.

At the first stage: (initial learning). Learning with children a new type of movement, I set the task of mastering new motor actions in children; creating a holistic view of the movement; fulfillment of it.

First I show a sample of the movement; then a detailed display, with an explanation of all the constituent elements of the movement; then I suggest that the children perform this movement, and I monitor the correctness of its implementation. If there is any inconsistency of movements with the task, I clarify, explain or show these movements. I walk between the children and watch how the exercise is performed.

Accompanying the demonstration of the performance of the movement with a word, I create a preliminary orientation in the movement in children: I contribute to the assimilation of spatial terminology: "left-right", etc.; I give an idea of ​​the initial position of the arms, legs, etc.; about the movement of parts of one's own body - “left-straight”, “right-straight”. After that, the children perform the exercise, and I monitor the correctness of its implementation.

In the younger groups for teaching, I mainly use game techniques or show a sample of movement, because. children of this age do not yet have sufficient concentration of attention and get satisfaction from simple imitation

The success of the initial stage of learning depends on the emotionally positive attitude of the child to the movement, which is caused due to the encouragement that accompanies the movement.

At the second stage of learning (in-depth learning of movements), the movements are already familiar to the child, so I suggest changing the starting position depending on their complexity. I ask the child to analyze how the comrades perform the actions: “How the children perform the exercise, who performed it correctly. What did you like? Who made mistakes, what?

I suggest you remember and tell how the exercises are performed, tilts to the left and right: “Remember what is the initial position of the arms and legs; in which direction should you lean first: to the left or to the right, in which direction later. Such a reminder causes an ideomotor representation, the child remembers the sequence of movements and consciously performs them. His attention, memory, thinking are activated, there is a desire to perform movements beautifully and correctly. If the children do not immediately succeed, then I show the most complex movements again and give an explanation for their implementation.

The skills of motor movement gradually acquired by the child are consolidated and improved; his creativity, activity and independence are stimulated; he begins to use his own motor experience in everyday life.

At the third stage (consolidation and improvement of motor action) Children consciously perceive tasks, act purposefully, actions are already automatic, attention is focused on the quality of movement. Children develop accuracy, beauty, expressiveness of movement. The execution of the movements goes already by name.

At this stage I use counting, music, creative tasks. Invite children to make changes to the exercises; think of how it can be done differently: do it together, standing, in a column, line, with and without objects. To enhance creativity, I propose to come up with an exercise, including an imitation one. One child shows, and the children try to find out what exercise he came up with, whom he portrayed. Collective activities of children are interesting. Thus, the method of teaching movements is directed to the development of the child's creativity.

Motor skills formed in preschool children form the foundation for their further improvement at school and allow them to achieve high results in sports in the future. In the process of developing motor skills, children develop the ability to easily master more complex movements and various activities.

It is important to immediately form motor skills in children correctly, since it is difficult to relearn them, therefore it is necessary to teach children the rational technique of performing physical exercises, to expand the range of various skills that are improved at subsequent age stages of their life.

To consolidate motor skills in children, develop physical qualities and improve health, I use various forms of work:

1. Morning exercises;
2. Physical education minutes;
3. Outdoor games;
4. Sports activities; and also
5. Exercise after sleep;
6. Breathing exercises;
7. Finger gymnastics;
8. Massage.
9. Hardening.

I do morning exercises and exercises after sleep in a ventilated room. As a result, children develop the habit and need every day to perform physical exercises, while hardening reduces the incidence rate. Systematic contrast air hardening is carried out daily. Children go from a warm group room to a cool bedroom barefoot on massage rugs. After sleep - from a warm bedroom to a cool group room. The difference in temperature ranges from 3 to 5 degrees. In addition, the daily performance of certain complexes of physical exercises contributes to the improvement of motor abilities. And systematic contrast air hardening increases the body's resistance to temperature fluctuations in the environment. Walking barefoot on the floor and massage mats irritates nerve endings to stimulate the functioning of vital organs, and prevents flat feet. Gymnastics also ends with massage, self-massage or breathing exercises. What in the compartment contributes to the development of motor skills.

Physical minutes in classes with children, I spend with different content and with the use of various items (Su-joks, pencils, counting material, etc.). I select small, light, funny poems in advance in order to dynamically beat them using some kind of gymnastics, taking into account the age of the children. This contributes to the development of fine motor skills, a decrease in neuropsychic stress in the classroom, and an increase in the emotionally positive background of educational activity.

I spend outdoor games on walks, I include them in classes. In games, children do not just move, performing any movements, they convey the character and images of the characters in the game, their moods, relationships. In the game, children mobilize their mental and physical strength as much as possible, while independently choosing ways of playing actions that ensure the effectiveness of the game.

Before conducting a story game, I introduce children to the content of the story, learn the poetic text, and perform imitative movements. Explaining a non-plot game, I explain the sequence of game actions, game rules and a signal, the location of attributes. With the help of questions, I check how the children understood the game. In games with competition elements, I clarify the rules, game techniques, and competition conditions. The same game can be played in different variants with complication. Initially, I come up with a complication in the game and various options myself, then the children are involved in changing and complicating the game. What brings children to inventing outdoor games and their independent organization. I also conduct relay races and sports games.

The choice of leaders in the game is carried out using a rhyme or chosen by the children themselves with an explanation of why this child was appointed to lead.

The use of an outdoor game in the formation of motor activity contributes to the consolidation and improvement of motor skills and abilities; provide an opportunity to develop cognitive interest; form the ability to navigate in the surrounding reality; develop dexterity, speed, coordination of movements; favorably affect the emotional state of children.

Leisure activities play a huge role in the development of motor skills and abilities.

Children are very fond of taking part in sports activities. they are built on the use of material sufficiently learned by children; satisfy their interests; contribute to the support of a good mood, bring joy to children; give each child to show their abilities and skills; work together in a team of peers; introduce children to competitive activities; encourage independence and creative use of acquired knowledge, skills and abilities.

To improve motor skills, conditions are created in which children can perform the movement learned in physical education classes in an unusual environment: in the form of competitions and creative tasks; using non-standard physical equipment.

T.O. when consolidating motor skills, it is advisable to use various forms of work with children: physical leisure; physical minutes; outdoor games; morning exercises, etc., in which it is necessary to include movements mastered by children, but perform them at speed, in new combinations, with complications.

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