Abstract:

Motor development is a process that is carried out in a child from birth up to approximately six or seven years of age, being the most favourable stage when stimulating each one of the capacities that comprise their fundamental components. In the acquisition of equilibrium and subsequently of coordination, the synthesis of all these elements are made evident . These capacities in their entirety allow children to awaken awareness within themselves, of space, and of the people and objects that surround them.

This study begins by defining movement and by explaining in details what the patterns of movements are. Thereby, utilising their motor skills at school.

Another factor that we shouldn't forget as specialist is the fear of learning motor skills, which are often apparent in a learning environment and could have negative consequences.

It is important for teachers to identify those children who are most likely at risk of motor weakness as early as possible and to subsequently incorporate specific motor activities into those children’s day. In fact, many children show significant improvement in their motor skills when given greater exposure to and practice in novel motor activities (Dankert, Davies, & Gavin, 2003; Marr, Cermak, Cohn, & Henderson, 2003).

Teachers may also play an important part in keeping children motivated to practise skills that they might find challenging. Maintaining a positive and upbeat demeanour and encouraging children to have a go may reduce the likelihood that they will view themselves as a failure and refuse to attempt motor tasks in the future. It may also be necessary to modify tasks or reduce expectations until the children experiencing motor challenges have developed a greater sense of self-confidence and demonstrated improved skills level.

Keywords:

Motor development, school, motor skills.