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Essay / Research Paper Abstract
A 5 page research paper that discusses fine and gross motor skill development in the elementary grades. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: KL9_khmotor.rtf
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Unformatted sample text from the term paper:
brain, specifically, the "frontal lobe of the cerebral cortex," undergoes enormous changes as new nerve pathways are developed, while other unused synapses are eliminated (Davies, 2004, p. 338). The
following discussion of middle childhood draws on literature in order to focus on the issues associated with the development of gross and fine motor skills and the role of the
elementary grade teacher in promoting this aspect of development. It is a fact motor skill development and the skills involved do not necessarily "naturally emerge during early childhood," but rather
their development is related to many environmental factors (Goodway and Branta, 2003, p. 36). Scholarly literature indicates that "motor skill development is based on the interaction between constraints from the
task, the organism and the environment" (Goodway and Branta, 2003, p. 36). While deficits in gross motor skills, such as delayed walking, etc. are addressed in the preschool years, empirical
literature definitively indicates that young children who have economically disadvantaged backgrounds can have fundamental motor skill developmental deficits; however, the interventions, such as those tested by Goodway and Branta (2003),
have been shown to result in benefits in as little as eight weeks of instruction. By the beginning of middle childhood, gross motor skills, that is, "running, climbing, kicking
(and) throwing," in normally developing children are well established, but continue to develop during these years (Davies, 2004, p. 337). The difference in gross motor development that exist between children
are significant for a number of reasons, one of which is that children with poor gross motor skills are frequently teased by their peers and may encounter social rejection
that affects their sense of self-esteem (Davies, 2004). Gabbard (1984) points out that while teachers are careful to ensure that young children have the necessary knowledge and skills that
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