Fine Motor Skills Quotes

Old age is having the name of a chiropractor in your wallet. It's cutting out coupons for the zeal of discounted small items and the practice of fine motor skills.

Study after study has shown almost all behavioral and psychological differences between the sexes to be small or nonexistent. Cambridge University psychologist Melissa Hines and others have repeatedly demonstrated that boys and girls have little, if any, noticeable gaps between them when it comes to fine motor skills, spatial visualization, mathematics ability, and verbal fluency.

No, Roger had not seen the funny side. But there had been a moment when, after looking at his watch, he had thought: I can remember when Christmas morning would start at about half past ten with a glass of Buck's Fizz in bed. Now it begins at half past five, with a test of my fine motor skills and ability to read Korean.

I am so uncoordinated that it’s as if the day they were handing out physical prowess I was distracted at the fine motor skills wicket, probably by a knitting pattern, and missed out completely on whatever it is that lets people do standing-up things with their bodies.

To illustrate what a personality preference is, I like to compare it to hand dominance. As we all know, a right-handed person will prefer to use her right hand for the majority of tasks, especially those requiring fine motor skills, such as writing. This of course doesn't mean that she never uses her left hand, but only that it tends to play more of a supportive, rather than a dominant or leading role. The same is true for our personality preferences. While we may at times use our non-dominant preferences, in most situations we prefer to lead with our dominant ones. Not only does this feel more comfortable and natural, but typically produces better results.

Coonskin caps and silly putty were just not going to cut it anymore. The good mother got her kids toys that were educational, that advanced gross and fine motor skills, that gave them the spatial sensibilities and design aptitude of Frank Lloyd Wright, and that taught Johnny how to read James Joyce at age three. God forbid that one second should pass where your child was idle and that you were not doing everything you could to promote his or her emotional, cognitive, imaginative, quantitative, or muscular development.

I'm a big animal. Fine motor skills are not me forte.

115 BPM Fine motor skills deteriorate 145+ BPM Complex motor skills deteriorate 175+ BPM “A warrior can expect to experience auditory exclusion or loss of peripheral vision and depth perception. This initiates a catastrophic failure of cognitive processing capabilities, leading to fatal increases in reaction time or hypervigilance (freezing in place or irrational acts).” p.7-8

Experiencing chemical sensitivity to food additives, dyes, perfumes, and household products Having keen fine motor skills Experiencing a weaker immune system, often due to the stress of overstimulation Needing more sleep than other people Having greater reaction to or awareness of changes in the natural environment, such as a shift in barometric pressure or the onset of seasonal changes

Anything perceived as a threat trips the amygdala—the brain’s hand-wringing sentry—to set in motion the biochemical cascade known as the fight-or-flight response. Bruce Siddle, who consults in this area and sits on the board of Strategic Operations, prefers the term “survival stress response.” Whatever you wish to call it, here is a nice, concise summary, courtesy of Siddle: “You become fast, strong, and dumb.” Our hardwired survival strategy evolved back when threats took the form of man-eating mammals, when hurling a rock superhumanly hard or climbing a tree superhumanly fast gave you the edge that might keep you alive. A burst of adrenaline prompts a cortisol dump to the bloodstream. The cortisol sends the lungs into overdrive to bring in more oxygen, and the heart rate doubles or triples to deliver it more swiftly. Meanwhile the liver spews glucose, more fuel for the feats at hand. To get the goods where the body assumes they’re needed, blood vessels in the large muscles of the arms and legs dilate, while vessels serving lower-priority organs (the gut, for example, and the skin) constrict. The prefrontal cortex, a major blood guzzler, also gets rationed. Good-bye, reasoning and analysis. See you later, fine motor skills. None of that mattered much to early man. You don’t need to weigh your options in the face of a snarling predator, and you don’t have time.

More Activities to Develop Sensory-Motor Skills Sensory processing is the foundation for fine-motor skills, motor planning, and bilateral coordination. All these skills improve as the child tries the following activities that integrate the sensations. FINE-MOTOR SKILLS Flour Sifting—Spread newspaper on the kitchen floor and provide flour, scoop, and sifter. (A turn handle is easier to manipulate than a squeeze handle, but both develop fine-motor muscles in the hands.) Let the child scoop and sift. Stringing and Lacing—Provide shoelaces, lengths of yarn on plastic needles, or pipe cleaners, and buttons, macaroni, cereal “Os,” beads, spools, paper clips, and jingle bells. Making bracelets and necklaces develops eye-hand coordination, tactile discrimination, and bilateral coordination. Egg Carton Collections—The child may enjoy sorting shells, pinecones, pebbles, nuts, beans, beads, buttons, bottle caps, and other found objects and organizing them in the individual egg compartments. Household Tools—Picking up cereal pieces with tweezers; stretching rubber bands over a box to make a “guitar”; hanging napkins, doll clothes, and paper towels with clothespins; and smashing egg cartons with a mallet are activities that strengthen many skills.

Do you like the idea of having your baby in warm, lazy summer, when Dad can more easily take a paternity leave? Does a yearly outdoor kiddy birthday party with cake at the picnic table sound nice? Not up here, sister! Summer birthdays, it turned out, were just no good. Especially if you had a boy. Boys, the thinking went, were more rambunctious, less compliant, and slower to develop fine motor skills—hence they needed to be

For example, if healthy 30-year-olds are sleep deprived for six days (averaging, in this study, about four hours of sleep per night), parts of their body chemistry soon revert to that of a 60-year-old. And if they are allowed to recover, it will take them almost a week to get back to their 30-year-old systems. Taken together, these studies show that sleep loss cripples thinking in just about every way you can measure thinking. Sleep loss hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning ability, general math knowledge. Eventually, sleep loss affects manual dexterity, including fine motor control, and even gross motor movements, such as the ability to walk on a treadmill.

Some items from your home that you might consider your child having access to include.   Cheese grater.  A good starting activity for a four or five year-old is grating bars of soap. Real scissors. Children’s safety scissors are often clumsy to handle and can be difficult to maneuver. Teaching a child to cut with pointed scissors allows them to more quickly master fine motor skills. Utensils for cutting soft fruit and a cutting board. Make sure they are not too sharp, but not so dull that they are ineffective. Always supervise your child. Pots and pans, dishes, etc. for pretend play. Cleaning supplies such as a gentle vinegar and water (50/50) cleaning solution, sponges, dish soap, towels, short broom, dust pan, etc. Plants for daily care. Coat hanging racks placed at shoulder level of the child allow them to not only take responsibility for their own outerwear but to offer to take care of others as well. Sturdy, non-skid step stool or a handy learning tower (the one in the picture actually folds for easy storage). Accessible linens, including those that can be used for play. Encourage your child to make their own bed, even if it might be a bit messy by your standards. Always keep a few towels and washcloths where they can reach them as needed. A big basket that holds a few blankets and pillows allows a child to take some responsibility for their own level of comfort.     This list is by no means all-inclusive, nor are you required to use what is on it. The point is to take a look around your home and think about ways to implement many of your own household items into your routine. It is also meant to point out that even the youngest of children are often ready for a bit more responsibility than we give them credit for.

I believe that in the Montessori environment children learn through using their 5 senses and working with their hands. It is important to supply children with materials that allow self-correction, develop fine motor skills, represent reality (e.g. book with realistic characters), and encourage diversity.

The first of these that we know of is the Löwenmensch. It is an extraordinary piece of work, around twelve inches tall, the figure of a man with a lion’s head, and an important piece in understanding our evolution. Of the artist, it shows profound skill, fine motor control and foresight in selecting the right bone and having a plan to carve this figure. It shows an understanding of nature, and reverence of the animals in the ecosystem that impact upon the lives of those people. Crucially it shows a willingness to imagine a thing that does not exist. The figure is a man, as determined by the genitals, and has seven stripes cut into the left arm, almost like tattoos. It was found deep inside the cave at Hohlenstein-Stadel in 1939, in an almost secret vault, a kind of cubbyhole that also held other objects – carved antlers, pendants and beads. The inference is that these objects were precious, possibly things with totemic significance. Nearby in the Vogelherd Cave, figures of a mammoth and a wild horse have been found, and the ornately carved head of a cave lion. Perhaps cave lions at this time were iconic of a ceremonial cult, and the cut marks on the arm meant something important on this mythical creature. Perhaps.

By 40,000 years ago, there are clear, unequivocal depictions of figurative art in multiple forms, and clear evidence for imagination, abstract thought, music and profound fine motor skills. Something had changed.

Thus, a simple set of skills, combined with an emphasis on actions requiring complex and gross motor muscle operations (as opposed to fine-motor control), all extensively rehearsed, allows for extraordinary performance levels under stress.

Yet somehow, in recent years educational theory has come to reject repetition as a good educational tool when it comes to mastering our multiplication tables or identifying geographic locations or learning the correct spelling of words. We accept that to be good at sports or music you must practice over and over until your fine motor skills become your gross motor skills, meaning that you can play Tchaikovsky in your sleep! Over-practice implies enough repetition to make new skills seem easy and natural. Yet contemporary educational philosophies consider large amounts of rote practice to be unnecessary in academics. And so our modern educational system is weak. The purpose of a classical education is to strengthen one’s mind, body, and character in order to develop the ability to learn anything.

Fine motor skills, which use dexterity and hand/eye coordination to perform precise movements (accurate shooting, for example) disintegrate at 115 heartbeats per minute. Complex motor skills, which help muscle groups perform a series of blunt movements (kicks and punches, for example) disintegrate at 145 heartbeats per minute. But most hand-to-hand combat causes the heart to surge to 200 beats per minute. In that frenzy of adrenaline, the combatant becomes one of two large furious deadly animals charging one another.

MILD HYPOTHERMIA Mild hypothermia has been termed by some experts as “a case of the umbles”: the patient typically first stumbles, then fumbles, grumbles, and later, mumbles. As gross motor skills are affected a stumbling gait begins. Fine motor skills decrease and give rise to fumbling. The patient begins to draw inward, becoming less and less sociable. Designed to function optimally at approximately 98.6 degrees F (37 degrees C), the brain will begin to malfunction when its temperature drops below the ideal. In the case of hypothermia, normal thought processes become impaired. Mild hypothermia could be termed “mild stupidity.” Patients begin to make poor decisions, such as not putting on rain gear when rain begins to fall. Patients typically show increasing confusion and apathy. Fine shivering, relatively controllable by the patient, begins. A healthy sign, shivering is the body’s involuntary form of exercise to increase core heat. But mild hypothermia is insidious, affecting the ability of the patient to think, to be aware of its onset, to take care of self. When the brain first senses heat loss is gaining on heat production, it stimulates the primary defense mechanism against further heat loss—vasoconstriction of the peripheral circulation (shrinking of the blood vessels in the skin). This vasoconstriction dramatically slows blood flow to the surface of the skin, where it will lose heat into the surrounding environment. The lack of blood causes the skin to become pale and cool. BMR will increase in response to the threat of cold, with an accompanying increase in heart rate and respiratory rate.

look at your child next time he is watching television and ask yourself what he is doing—or, better yet, what he is not doing. , the child is not: • Scanning • Practicing motor skills, gross or fine • Practicing eye-hand coordination • Using more than two senses • Asking questions • Exploring • Exercising initiative or motivation • Being challenged • Solving problems • Thinking analytically • Exercising imagination • Practicing communication skills • Being either creative or constructive

Pediatric Therapy Services Los Angeles, California. OT Studios offers children's therapy services - OT, Sensory Integration, Fine Motor Skills and In-Home OT.

Perceptual motor therapy provides integrated movement experiences that remediate gross-motor, fine-motor, and visual discrimination problems. Activities, including sensory-input techniques, stimulate left/right brain communication to help the child interpret incoming information to the nervous system. Goals are to develop more mature patterns of response to specific stimuli, improve motor skills and balance, and stimulate alternate routes to memory and sequencing for those children who do not respond to the methods taught in the conventional classroom.

SNACK AND MEAL TIME Provide a chair that allows the child’s elbows to be at table height and feet to be flat on the floor. A stool or pillow may help. (Kids fidget less when they feel grounded.) Offer a variety of ways to eat food, e.g., eat pudding with a spoon, or scoop it up with fingers; use a spoon or a fork to eat corn kernels, or use both hands to munch corn on the cob; and spoon chicken broth, or lift the bowl to her mouth. Offer a variety of foods with different textures: lumpy, smooth, crunchy, chewy. Keep portions small, especially when introducing new foods. Let the child pour juice or milk into a cup. A tipless cup will help prevent accidents. The child who frequently overreaches or spills juice needs much practice. Encourage the child to handle snack-time or mealtime objects. Opening cracker packages, spreading peanut butter, and eating with utensils are good for proprioception, bilateral coordination, and fine-motor skills.

When a Single Glance Can Cost a Million Dollars Under conditions of stress, the human body responds in predictable ways: increased heart rate, pupil dilation, perspiration, fine motor tremors, tics. In high-pressure situations, such as negotiating an employment package or being cross-examined under oath, no matter how we might try to play it cool, our bodies give us away. We broadcast our emotional state, just as Marilyn Monroe broadcast her lust for President Kennedy. We each exhibit a unique and consistent pattern of stress signals. For those who know how to read such cues, we’re essentially handing over a dictionary to our body language. Those closest to us probably already recognize a few of our cues, but an expert can take it one step further, and closely predict our actions. Jeff “Happy” Shulman is one such expert. Happy is a world-class poker player. To achieve his impressive winnings, he’s spent much of his life mastering mystique. At the highest level of play, winning depends not merely on skill, experience, statistics, or even luck with the cards, but also on an intimate understanding of human nature. In poker, the truth isn’t written just all over your face. The truth is written all over your body. Drops of Sweat, a Nervous Blink, and Other “Tells” Tournament poker is no longer a game of cards, but a game of interpretation, deception, and self-control. In an interview, Happy says that memorizing and recognizing your opponent’s nuances can be more decisive than luck or skill. Imperceptible gestures can reveal a million dollars’ worth of information. Players call these gestures “tells.” With a tell, a player unintentionally exposes his thoughts and intentions to the rest of the table. The ability to hide one’s tells—and conversely, to read the other players’ tells—offers a distinct advantage. At the amateur level, tells are simpler. Feet and legs are the biggest moving parts of your body, so skittish tapping is a dead giveaway. So is looking at a hand of cards and smiling, or rearranging cards with quivering fingertips. But at the professional level, tells would be almost impossible for you or me to read. Happy spent his career learning how to read these tells. “If you know what the other player is going to do, it’s easier to defend against it.” Like others competing at his level, Happy might prepare for a major tournament by spending hours reviewing tapes of his competitors’ previous games in order to instantly translate their tells during live competition.