幼兒 運動技術發達의 測定과 運動活動 프로그램

The assessment of young children’s motor skill development and the program of motor activity

As children grow older, they gradually acquire a broad repertoire of motor skills. Some skills emerge more or less spontaneously and later perfected with practice. These kills, emerging perhaps through mimicry, but without the need for specific tuition, may be termed endogenous skills. Other skills tend to emerge in response to demand by an external agent such as a parent, teacher or another child. Such skills, which come to be superimposed on the basic repertoire, may be termed exogenous. Motor skill development is an extremely important issue in the overall development of the child, for often a failure to manifest appropriate motor behavior is a signal that cognitive function may be impaired. This article provided a brief theoretical background to motor skill development in children, and also provided an update on the approach to the assessment and program of motor activity. Much of the assessment of early child development focuses on the motor area, since (1) motor abilities are more easily and reliably observed at a very early age than are cognitive abilities ; and (2) motor development is held by many to be the foundation of later cognitive development. In this article, four major approaches taken in motor skill development assessment were reviewed and some of the strengths and limitations associated with each approach were discussed. First is the descriptive or product oriented approach, in which a group of motor tasks is selected and each child’s performance is compared with the average performance of children in his or her age group. The second approach, temed process oriented or diagnostic, consists of evaluating tasks which are indicative of an underlying process of motor performance based on theoretical postulates. In the third termed process/descriptive approach, children are observed in activities such as running, throwing, and catching, and their performance is judged on the basic of a qualitative analysis of their movement pattern. In reflex testing, the fourth approach, children are evaluated on the bases of the appearance and/or inhibition of certain reflex movements according to age level. Programming motor activities for the young child may be divided into three district approaches : the traditional approach, the movement education approach, and the perceptual motor approach. programs and activities to develop the motor abilities of children during their formative years are integral to the process of normal development. Programs of motor activity for the young child should begin with emphasis on informality and self-discovery, to allow children to appreciate their movement capabilities. For young children, informal play setting with play equipment that encourages a variety of large muscle movement are important. Developing children must be able to appreciate the scope and potential of their abilities before the refinements and constraints of formal motor skills are placed upon them. As strength, motor skills, and flexibility develop, young children will participated actively in the more formal motor skill activities.