Gross Motor Development Quotes

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.

The first thing to note about Korean industrial structure is the sheer concentration of Korean industry. Like other Asian economies, there are two levels of organization: individual firms and larger network organizations that unite disparate corporate entities. The Korean network organization is known as the chaebol, represented by the same two Chinese characters as the Japanese zaibatsu and patterned deliberately on the Japanese model. The size of individual Korean companies is not large by international standards. As of the mid-1980s, the Hyundai Motor Company, Korea’s largest automobile manufacturer, was only a thirtieth the size of General Motors, and the Samsung Electric Company was only a tenth the size of Japan’s Hitachi.1 However, these statistics understate their true economic clout because these businesses are linked to one another in very large network organizations. Virtually the whole of the large-business sector in Korea is part of a chaebol network: in 1988, forty-three chaebol (defined as conglomerates with assets in excess of 400 billion won, or US$500 million) brought together some 672 companies.2 If we measure industrial concentration by chaebol rather than individual firm, the figures are staggering: in 1984, the three largest chaebol alone (Samsung, Hyundai, and Lucky-Goldstar) produced 36 percent of Korea’s gross domestic product.3 Korean industry is more concentrated than that of Japan, particularly in the manufacturing sector; the three-firm concentration ratio for Korea in 1980 was 62.0 percent of all manufactured goods, compared to 56.3 percent for Japan.4 The degree of concentration of Korean industry grew throughout the postwar period, moreover, as the rate of chaebol growth substantially exceeded the rate of growth for the economy as a whole. For example, the twenty largest chaebol produced 21.8 percent of Korean gross domestic product in 1973, 28.9 percent in 1975, and 33.2 percent in 1978.5 The Japanese influence on Korean business organization has been enormous. Korea was an almost wholly agricultural society at the beginning of Japan’s colonial occupation in 1910, and the latter was responsible for creating much of the country’s early industrial infrastructure.6 Nearly 700,000 Japanese lived in Korea in 1940, and a similarly large number of Koreans lived in Japan as forced laborers. Some of the early Korean businesses got their start as colonial enterprises in the period of Japanese occupation.7 A good part of the two countries’ émigré populations were repatriated after the war, leading to a considerable exchange of knowledge and experience of business practices. The highly state-centered development strategies of President Park Chung Hee and others like him were formed as a result of his observation of Japanese industrial policy in Korea in the prewar period.

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.

1. Give your toddler some large tubular pasta and a shoelace.  Show her how to thread the shoelace through the pasta. 2. Take an empty long wrapping paper tube and place one end on the edge of the sofa and the other end on the floor.  Give him a small ball such as a Ping Pong ball to roll down the tube.   3. Give her some individually wrapped toilet tissues, some boxes of facial tissue or some small tins of food such as tomato paste.  Then let her have fun stacking them.     4. Wrap a small toy and discuss what might be inside it.  Give it to him to unwrap. Then rewrap as he watches.  Have him unwrap it again.    5. Cut  such fruits as strawberries and bananas into chunks.  Show her how to slide the chunks onto a long plastic straw.  Then show her how you can take off one chunk at a time, dip it into some yogurt and eat it.   6. Place a paper towel over a water-filled glass.  Wrap a rubber band around the top of the glass to hold the towel in place.  Then place a penny on top of the paper towel in the centre of the glass.  Give your child a pencil to poke holes in the towel until the penny sinks to the bottom of the glass.   7. You will need a small sheet of coarse sandpaper and various lengths of chunky wool.  Show him how to place these lengths of wool on the sandpaper and how the strands stick to it.   8. Use a large photo or picture and laminate it or put it between the sheets of clear contact paper.  Cut it into several pieces to create a puzzle.   9. Give her two glasses, one empty and one filled with water.  Then show her how to use a large eyedropper in order to transfer some of the water into the empty glass.   10. Tie the ends/corners of several scarves together.  Stuff the scarf inside an empty baby wipes container and pull a small portion up through the lid and then close the lid.  Let your toddler enjoy pulling the scarf out of the container.   11. Give your child some magnets to put on a cookie sheet.  As your child puts the magnets on the cookie sheet and takes them off, talk about the magnets’ colours, sizes, etc.   12. Use two matching sets of stickers. Put a few in a line on a page and see if he can match the pattern.  Initially, you may need to lift an edge of the sticker off the page since that can be difficult to do.    13. You will need a piece of thin Styrofoam or craft foam and a few cookie cutters.  Cut out shapes in the Styrofoam with the cookie cutters and yet still keep the frame of the styrofoam intact.  See if your child can place the cookie cutters back into their appropriate holes.        14. Give her a collection of pompoms that vary in colour and size and see if she can sort them by colour or size into several small dishes. For younger toddlers, put a sample pompom colour in each dish.   15. Gather a selection of primary colour paint chips or cut squares of card stock or construction paper.  Make sure you have several of the same colour.  Choose primary colours.  See if he can match the colours.  Initially, he may be just content to play with the colored chips stacking them or making patterns with them.

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.

All drugs have a risk-benefit profile, and the usual thought within medicine is that a drug should provide a benefit that outweighs the risks. A drug that curbs psychotic symptoms clearly provides a marked benefit, and that was why antipsychotics could be viewed as helpful even though the list of negatives with these drugs was a long one. Thorazine and other first-generation neuroleptics caused Parkinsonian symptoms and extraordinarily painful muscle spasms. Patients regularly complained that the drugs turned them into emotional “zombies.” In 1972, researchers concluded that neuroleptics “impaired learning.”30 Others reported that even if medicated patients stayed out of the hospital, they seemed totally unmotivated and socially disengaged. Many lived in “virtual solitude” in group homes, spending most of the time “staring vacantly at television,” wrote one investigator.31 None of this told of medicated schizophrenia patients faring well, and here was the quandary that psychiatry now faced: If the drugs increased relapse rates over the long term, then where was the benefit? This question was made all the more pressing by the fact that many patients maintained on the drugs were developing tardive dyskinesia (TD), a gross motor dysfunction that remained even after the drugs were withdrawn, evidence of permanent brain damage. All of this required psychiatry to recalculate the risks and benefits of antipsychotics, and in 1977 Jonathan Cole did so in an article provocatively titled “Is the Cure Worse Than the Disease?” He reviewed all of the long-term harm the drugs could cause and observed that studies had shown that at least 50 percent of all schizophrenia patients could fare well without the drugs. There was only one moral thing for psychiatry to do: “Every schizophrenic outpatient maintained on antipsychotic medication should have the benefit of an adequate trial without drugs.” This, he explained, would save many “from the dangers of tardive dyskinesia as well as the financial and social burdens of prolonged drug therapy.”32