LEARN · PRACTISE · DISCOVER
Physical-Motor Development, Milestones and School
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LEARN · PRACTISE · DISCOVER
Join to unlock this lesson and the full course library, or log in if you are already a member.
LEARN · PRACTISE · DISCOVER
Physical and motor development is the most visible area of development, and it affects everything else: a child who cannot yet control a pencil will struggle with writing, and a child who feels clumsy may avoid games. In this lesson you will learn typical physical-motor milestones, developmental hazards, and how school culture, teacher relationships and expectations influence achievement, including for out-of-school and over-age learners.
Motor development is the development of control over body movements.
Milestones are approximate ages by which most children achieve a skill. Individual children vary, and small differences are normal.
| Approximate age | Gross motor | Fine motor |
|---|---|---|
| about 3–4 months | holds head steady | brings hands together |
| about 6–8 months | sits without support | transfers objects between hands |
| about 9–12 months | crawls, pulls to stand | pincer grasp (thumb and finger) |
| about 12–15 months | walks independently | scribbles with a crayon |
| about 2–3 years | runs, kicks a ball | builds a tower of blocks, turns pages |
| about 4–5 years | hops, climbs well | cuts with scissors, copies simple shapes |
| about 6–8 years | rides a bicycle, skips | writes letters and numbers neatly, ties laces |
Between about 6 and 11 years, growth is slower and steadier than in infancy or adolescence. Children gain strength, coordination and balance, which is why organised games and sports become popular. Girls often begin their adolescent growth spurt earlier than boys.
Developmental hazards are factors that can delay or harm development.
| Type | Examples |
|---|---|
| Physical | malnutrition, illness, low birth weight, untreated vision or hearing problems, injuries |
| Psychological | neglect, abuse, fear, constant criticism, lack of affection |
| Social and economic | poverty, child labour, unsafe surroundings, lack of play and learning opportunities |
Teachers are often the first to notice warning signs, such as a child who cannot see the blackboard, does not respond to sounds, is always tired or hungry, or is far behind peers in motor skills. They should observe carefully, talk with parents, and refer the child to health services or specialists when needed. Programmes such as school health check-ups and the mid-day meal support healthy development.
School culture is the shared values, norms and atmosphere of a school. A warm, safe and respectful school where children feel they belong supports learning and wellbeing. Positive teacher-student relationships increase motivation, attendance and confidence.
Teachers’ beliefs about pupils can affect how pupils perform. In a famous study, Rosenthal and Jacobson (1968) told teachers that some randomly chosen pupils were likely to show rapid intellectual gains; those pupils later showed greater gains on tests. This effect of expectations is called the Pygmalion effect or self-fulfilling prophecy. (The size of this effect has been debated in later research, but the lesson for teachers remains: hold high, fair expectations for every child.)
Some children never enrol or drop out because of poverty, migration, child labour, disability, distance or social barriers. When they return, they may be over-age for their class.
Under the RTE Act 2009, a child who has not been admitted to school, or who could not complete elementary education, is to be admitted to a class appropriate to their age, and has the right to receive special training to catch up with classmates.
Lakshmi, aged 10, joined school after migrating with her family for seasonal work. She was admitted to Class 5, matching her age, though she could only read simple words. Her teacher gave her bridge activities, paired her with a supportive classmate and assessed her progress every two weeks. Within a term she could take part in most class activities with confidence.