14.2: Motor Skill Development

Learning Objectives

1. Describe typical gross and fine motor milestones during early childhood.
2. Identify play-based activities that support the development of motor skills in young children.
3. Recognize the signs and characteristics of developmental coordination disorder (DCD).

Early childhood is a time when children are particularly drawn to motion and music. Days are filled with jumping, running, swinging, and clapping, and every place becomes a playground. Even the booth at a restaurant affords the opportunity to slide around in the seat or disappear underneath and imagine being a sea creature in a cave! Of course, this can be frustrating to a caregiver, but it’s the business of early childhood.

Gross Motor Skills

Children continue to improve their gross motor skills as they run and jump. They frequently ask their caregivers to “look at me” while they hop or roll down a hill. Children’s songs are often accompanied by arm and leg movements or cues to turn around or move from left to right.

Gross Motor Milestones

Here is a table showing the progression of gross motor skills that children will typically develop during early childhood:

Table \(\PageIndex{1}\): Gross Motor Milestones. Developmental Milestones by the CDC is in the public domain.

Typical Age	What Most Children Do by This Age
3 years	Climbs well Runs easily Pedals a tricycle (3-wheel bike) Walks up and down stairs, one foot on each step
4 years	Hops and stands on one foot up to 2 seconds Catches a bounced ball most of the time
5 years	Stands on one foot for 10 seconds or longer Hops; may be able to skip Can do a somersault Can use the toilet on own Swings and climbs

Activities to Support Gross Motor Skills

Here are some activities focused on play that young children enjoy and that support their gross motor skill development.

• Tricycle
• Slides
• Swings
• Sit-n-Spin
• Mini trampoline
• Bowling pins (can use plastic soda bottles also)
• Tent (try throwing blankets over chairs and other furniture to make a fort)
• Playground ladders
• Suspension bridge on playground
• Tunnels (try throwing a bean bag chair underneath for greater challenge)
• Ball play (kick, throw, catch)
• Simon Says
• Target games with bean bags, ball, etc.
• Dancing/moving to music
• Pushing self on scooter or skateboard while on stomach

Figure \(\PageIndex{1}\): Children riding tricycles together. Image by Hanscom Air Force Base is in the public domain.

Fine Motor Skills

Fine motor skills are also being refined as they continue to develop more dexterity, strength, and endurance. Fine motor skills are very important as they are foundational to self-help skills and later academic abilities (such as writing).

Fine Motor Milestones

Here is a table showing how fine motor skills progress during early childhood for typically developing children.

Table \(\PageIndex{2}\): Fine Motor Milestones. Developmental Milestones by the CDC is in the public domain.

Typical Age	What Most Children Do by This Age
3 years	Copies a circle with pencil or crayon Turns book pages one at a time Builds towers of more than 6 blocks Screws and unscrews jar lids or turns door handle
4 years	Pours, cuts with supervision, and mashes own food Draws a person with 2 to 4 body parts Uses scissors Starts to copy some capital letters
5 years	Can draw a person with at least 6 body parts Can print some letters or numbers Copies a triangle and other geometric shapes Uses a fork and spoon and sometimes a table knife

Activities to Support Fine Motor Skills

Here are some fun activities that will help children continue to develop and refine their fine motor skills. Fine motor skills develop more slowly than gross motor skills, so it is essential to have age-appropriate expectations and play-based activities for children.

• Pouring water into a container
• Drawing and coloring
• Using scissors
• Finger painting
• Fingerplays and songs (such as the Itsy, Bitsy Spider)
• Play dough
• Lacing and beading
• Practicing with large tweezers, tongs, and eye droppers

Figure \(\PageIndex{2}\): Children coloring. Image by Spangdahlem Air Base is in the public domain.

Developmental Coordination Disorder

While most children naturally gain better control of their bodies as they grow, some children struggle with movement in a way that goes beyond the normal range of development. These children may have developmental coordination disorder (DCD), a motor skills disorder that makes it difficult to perform everyday tasks that require coordination. This is not due to a medical condition, such as cerebral palsy or muscular dystrophy, but rather a delay in motor skill development that affects a child’s ability to plan and execute movements.

Children with DCD may appear clumsy, struggle to learn to ride a bike, or have difficulty using scissors or buttons. They might avoid playground games or group activities, not because they don’t want to play, but because the movements involved are frustrating or overwhelming. DCD can impact both gross motor (e.g., running, jumping) and fine motor (e.g., writing, tying shoes) development.

Figure \(\PageIndex{3}\). Sensory integration exercises can help improve children's coordination and balance. Image by Skill Point Therapy is licensed CC BY-NC 4.0.

Early signs may be noticed in preschool or kindergarten when children are expected to do more on their own. Children with DCD may also struggle with academic tasks such as writing, organizing school materials, or completing art projects. Early support and understanding can make a big difference for children with DCD. Physical or occupational therapists can be helpful in designing individual support plans and suggesting games or exercises that are both fun and therapeutic. Importantly, caregivers and early childhood professionals should foster a safe and inclusive environment where all children feel supported in their efforts to grow and learn at their own pace.

References, Contributors and Attributions

Barnhart, R. C., Davenport, M. J., Epps, S. B., & Nordquist, V. M. (2003). Developmental coordination disorder. Physical Therapy, 83(8), 722–731. https://doi.org/10.1093/ptj/83.8.722
Cairney, J., Veldhuizen, S., Szatmari, P., Missiuna, C., & Boyle, M. H. (2010). Motor coordination and emotional–behavioral problems in children. Current Opinion in Psychiatry, 23(4), 324–329. https://doi.org/10.1097/YCO.0b013e32833aa0f5
Missiuna, C., Gaines, R., & Pollock, N. (2002). Recognizing and referring children at risk for developmental coordination disorder: Role of the preschool educator. Journal of Occupational Therapy, Schools, & Early Intervention, 19(2), 31–41. https://doi.org/10.1080/19411240209510413