Checklist for gross motor skills

Gross Motor Development Checklist - Kid Sense Child Development

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Instructions: Answer all questions up to your child’s current age bracket by answering ‘Yes’ or ‘No’.

Interpretation: If you tick 2 or more boxes with a ‘Yes’ then contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).

Does your child have difficulty with:

Age	Skill	Yes	No
0-6 months	Rolling over from front to back or back to front.
	Bringing feet to hands/mouth while on back.
	Holding head erect in a support position.
	Sitting (initially with support).
	Pushing body off ground with arms when lying on tummy.
6-12 months	Roller over from front to back, or back to front.
	Crawling on belly.
	Sitting independently.
	Getting up on all fours.
	Pushing body off ground with arms when lying on tummy.
	Bringing self into a seated position unaided.
	Creeping on hands and knees.
	Transitioning into different positions e.g. sitting, all fours, lying on tummy.
	Pulling self into standing position.
	Stands momentarily without support.
	Walking while holding onto furniture.
	Taking 2-3 steps without support.
	Rolling a ball in imitation of adult.
1-2 years	Sitting, crawling or walking independently.
	Getting up on all fours.
	Creeping on hands and knees.
	Transitioning into different positions (e.g. sitting, all fours, lying on tummy).
	Pulling self into standing position.
	Standing without support.
	Trying to run (running stiff with eyes on floor).
	Walking while holding a toy.
	Changing direction while walking.
	Rolling a ball in imitation of an adult.
2-3 years	Transitioning into different positions (e.g. sitting, all fours, lying on tummy).
	Walking smoothly and turning corners.
	Running with control (still has wide gait).
	Climbing onto/down from furniture without assistance.
	Pulling self into standing position.
	Walking up and down steps (with support).
	Walking while holding a toy.
	Changing direction while walking.
	Picking up toys from the floor without falling over.
	Rolling a ball.
3-4 years	Transitioning into different positions (e.g. sitting, all fours, lying on tummy).
	Imitating an adult standing on one foot.
	Imitating simple bilateral movements of limbs (e.g. arms up together).
	Running with control.
	Climbing onto/down from furniture without assistance.
	Climbing on jungle gym and ladders.
	Pedalling a tricycle.
	Changing direction while walking.
	Walking up and down stairs with alternating feet.
	Jumping with two feet together 5 times in a row.
	Walking on tip toes.
	Picking up toys from the floor without falling over.
	Throwing objects with an overarm action at a target.
	Rolling a ball.
	Catching a ball (using the whole body, not just arms).
4-5 years	Standing on one foot for up to 5 seconds.
	Imitating simple bilateral movements of limbs (e.g. arms up together).
	Walking up and down stairs with alternating feet.
	Climbing onto/down from furniture without assistance.
	Climbing on jungle gym and ladders.
	Pedalling a tricycle.
	Kicking a ball forwards.
	Throwing a ball overarm.
	Catching a ball that has been bounced.
	Catching a ball with hands instead of using arms and body.
	Running around obstacles.
	Jumping 10 times in a row, maintaining the distance of jumps.
	Walking on tip toes.
	Walking along a line.
	Safely performing a forward roll.
	Hopping on one foot.
	Jumping over an object and landing with both feet together.
5-6 years	Standing on one foot for 10 seconds.
	Kicking a ball.
	Walking up stairs while holding an object.
	Walking backwards heel-toe.
	Jumping forwards 10 times without falling.
	Skipping forward after demonstration.
	Running around obstacles.
	Hanging from a bar for at least 5 seconds.
	Stepping forward with leg on same side as throwing arm when throwing a ball.
	Walking along a line.
	Hopping on one foot.
	Safely performing a forward roll.
	Catching a small ball using hands only.
	Jumping over an object and landing with both feet together.
6-7 years	Running smoothly with arms opposing legs and a narrow base of support (feet not too far apart).
	Running around obstacles while maintaining balance.
	Standing on one foot for at least 10 seconds.
	Skipping forward without demonstration.
	Stepping forward with leg on opposite side as throwing arm when throwing a ball.
	Kicking a soccer ball with reasonable accuracy.
	Walking backwards heel-toe.
	Walking on a balance beam.
	Hanging from a bar for at least 10 seconds.
	Holding and moving across monkey bars without support.
	Using a skipping rope.
	Hopping on 1 foot.
	Jumping forwards with both feet together.
	Safely performing a forward roll.
	Catching a small ball using hands only.
	Jumping over an object and landing with both feet together.
	Riding a bike without training wheels.
7-8 years	Holding and moving across monkey bars without support.
	Safely performing a forward roll.
	Running smoothly with arms opposing legs and a narrow base of support (feet not too far apart).
	Running around obstacles while maintaining balance.
	Stepping forward with leg on opposite side as throwing arm when throwing a ball.
	Kicking a soccer ball with reasonable accuracy.
	Kicking a football with reasonable accuracy and consistency.
	Jumping over an object and landing with both feet together.
	Catching a small ball using hands only.
	Walking on a balance beam.
	Walking backwards heel-toe.
	Standing and maintaining balance on one foot.
	Using a skipping rope.
	Hopping on one foot.
	Riding a bike.

This checklist was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.

The information in this checklist was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, kindergarten and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional Australian Curriculum, Assessment and Reporting Authority (ACARA) requirements that are not always congruent with standardised research.

Gross Motor Milestones - Therapies For Kids

Your child’s ability to control movements and respond to his/her environment begins to develop even before birth. Each baby is unique and grows at his/her own rate. That is why there is a wide variety of “normal” in development. Although this is a gradual, individualised
process, most babies do go through a series of developmental milestones around certain ages.

The purpose of this checklist is to provide a reference to help guide you through your child’s development and what to expect at certain stages.

Birth-2 months

3-5 months

Lifts head and chest when on stomach (props on forearm)
Head control improving
Some head-bobbing in supported sitting
Rolls from side to side
Rolls from stomach to back
Sits briefly with arm support
Random batting at objects
Hands to midline
Makes crawling movements

6-8 months

Reaches to objects on stomach
Pivots around when on stomach
Pulls self forward on stomach
Rolls from back to stomach
Sits alone briefly
Moves from sitting to lying on stomach
Stands with support
Assumes quadruped and rocks

9-11 months

Sits alone with trunk rotation
Pivots and scoots in sitting
Creeps or crawls
Pulls to stand
Cruises
Stands alone momentarily

12-15 months

Assumes tall kneeling
Walks on knees
Walks independently without support
Able to stand without support
Creeps up stairs
Able to start, stop and turn without falling while walking
Crawls up on chairs or other furniture
Runs

16-18 months

Walks up one step at a time with hand held or railing
Creeps down stairs
Walks with a heel-toe pattern seldom falls
Walks sideways and backward
Run stiffly
Stands on one foot with help
Kicks large ball forward after a demonstration
Manages riding toys
Good balance and coordination

19-24 months

Walks down one step at a time with rail or hand-holding
Squats in play and stands back up
Jumps in place
Kicks a stationary ball
Jumps off 12-inch box with 1 foot leading
Walks on balance beam with 1 foot on/ 1 foot off
Walks up and down stairs alone

24-29 months

Walks on balance beam with one hand held
Stands on balance beam alone
Walks up stairs one step at a time with no railing
Runs well
Briefly stands on one foot
Jumps from one step with feet together
Throws ball overhead
Climbs on play equipment-ladders, slides, etc.

2-3 years

Walks down stairs step by step without a railing
Balances on one foot 2-3 seconds
Jumps forward at least one foot
Walks on balance beam alone
Walks on tiptoe when asked

3-4 years

Walks on balance beam sideways
Catches a bounced ball
Rides a tricycle
Hops on one foot 2-5 times
Balances on one foot 2-5 seconds
Consecutive jumping
Walks up stairs step over step alone

4-5 years

Balances on one foot 4-8 seconds
Walks on balance beam in all directions
Walks down stairs step over step alone
Kicks a rolling ball
Catches large and small ball with an outstretched arm
Throw a small ball overhand

5-6 years

Balances on one foot 10 seconds
Skips
Rides a bike with or without training wheels
Begins to jump rope
Hops on one foot ten times
Catches bounced or thrown ball with hands
Walks on heals when asked
Swings on a swing, pumping by self

What Therapies for Kids can do

If you have any concerns regarding your child's Gross Motor development we can provide:

Assessment of your child's motor skills
Reassurance and further information on gross motor skills
Advice on promoting motor development
Referral to an appropriate medical practitioner if necessary

What you can do

You as parents and caregivers are the best at determining whether your child is having difficulties in their development. Trust your judgment! If you have concerns, don’t hesitate to bring them to the attention of your doctor, community nurse, or paediatric physiotherapist. Give your child multiple opportunities to practice motor skills.

capital for related materials

Developing Gross Motor Skills: Title for Related Materials

Book on Downside Up Wiki

You can download 117 pages of the book as a MS Word document (many thanks, Marina Chaplygina!!! and Sveta!) here. Right-click on the word "here", select "save target as" and save the file (about 2.34 MB) to your computer's memory.
The text of the first 54 pages of the book, available for online reading, is here nine0010

- A new page has been added - a chapter from P. Winders' book on how to teach a child to ride a bicycle.

- A new file has been added - a chapter from P. Winders' book on how to teach a child to jump. Right click on the link and select "save target as", this is an MS WORD document. Thanks to Marina Chaplygina!

- What is it? she asked. - We stayed under this tree! Haven't we moved a single step?
"Well, of course not," the Queen replied. - What did you want? nine0003 - At we have , - said Alice, breathlessly, - when you run as fast as you can for a long time, you will certainly end up in another place.
- What a slow country! said the Queen. - Well, is here , you know, you have to run as fast as just to stay in the same place! If you want to get to another place, then you need to run at least twice as fast!

"Alice Through the Looking Glass", translated by N.M. Demurova

- New page about the program "Carolina" with the ability to download the table of skills (the sequence of development and the age of mastering the skill is normal). nine0003 - New page - development standards, incl. on general motor skills, from the book by O. Zhukova and V. Balobanova "Tutorial for parents".

Excerpts from Patricia WINDERS' book "Formation of Gross Motor Skills in Children with Down Syndrome", published in Russian by Downside Up.
Thanks to Sveta, now we have a scanned version of the beginning of P. Winders' book!
So let's get started.

Image: Introduction. Hypotension (beginning)

Image: Hypotension (end. Excessive joint mobility. Muscle weakness. Short arms and legs. nine0006
Image: Medical problems. Overcoming obstacles. Gross Motor Tips (Start)

Image: Tips (continued)

Image: Temperament: Doers and Contemplators

Image: How the book is structured

Image: Title: From infant motor skills to walking (title only)

Image: Stage one. Orients the head and hands. Side lying position.

Image: The most important thing in stage 1. Tips for organizing and conducting classes nine0006
Image: Ex.1. Lies on side with support. supine position

Image: Tips for organizing and conducting classes. Exercise 2. Lying on your back in your lap. Ex. 3. Lying on your back on the floor

Image: Ex. 4. Lying on the floor with toys hanging over the chest. Exercise 5. Lying on his back, pulls his arms up without support. Sitting position with support (beginning)

Image: Tips for organizing and conducting classes. Ex. 6. Sit down with maximum support nine0006
Image: Continued ex. (on the couch). Prone position - start

Image: Tips for organizing and conducting classes. Ex. 7. Raises her head when she rests on your shoulder

Image: Ex. 8. Raises its head when lying on your chest. Ex. 9. Lies on the stomach with full support. Ex. 10. Lies on the stomach, leaning on the forearms

Image: Checklist of gross motor skills at this stage

Image: Stage 2. Controls head position, rests on hands and turns. The ability to reach for toys and play, taking the foot in hand, in the supine position (beginning) nine0006
Image: Continued. Most importantly, stage 2.

Image: Tips for organizing and conducting classes. Ex. 1. Lying on your back, reaching for an object located above the chest

Image: Ex. 2. Lies on his back and shakes toys. Ex. 3. Lies on his back and kicks. Exercise 4. Lying on his back, playing with his feet when his legs are supported

Image: Continued. About the prone position

Image: Tips for organizing and conducting classes. Exercise 5. Leaning on his elbows and raising his head, remains in a prone position. nine0006
Image: Ext. 6. Lying on his stomach, leaning on his palms

Image: Ex. 7. Lying on his stomach, reaching for toys. Seat with upper and middle body support

Image: Tips for organizing and conducting classes. Ex. 8: Sits on a table with upper torso support

Image: Exercise 9. Sits with side support across your knees. Ex. 10. Sits on a table with mid-body support. Ex. 11. Sits with support on the couch, leaning on the sofa cushion (beginning) nine0006
Image: Ex.12. Sits with support between your legs. Exercise 13. Sits with support in front of a frame for hanging toys. Sitting down.

Image: Tips for organizing and conducting classes. Exercise 14. Sitting down with support for both hands. Turns from stomach to back and vice versa

Image: (more about turns)

Image: Tips for organizing and conducting classes. Ex. 15. Rolls from back to stomach with full support

Image: Ext. 16. Rolls from back to stomach with partial support. Ex. 17. Turns from back to stomach with insurance against tipping onto the back. Ex. 18. Turns from back to stomach, holding on to your finger. Ex. 19. Turns from stomach to side.

Image: Ex. 20. Rolls from stomach to back when his arm is supported

Image: Checklist of gross motor skills at this stage

Image: (checklist continued) nine0006
Image: Chapter 3. Stage 3. Moves his body in a circle, lying on his stomach and moving his hands; sitting and getting ready to stand up

Image: The most important thing in stage 3

Image: Tips for organizing and conducting classes

Image: Temperament. Exercise 1. Moves his body in a circle, lying on his stomach and moving his hands. Ability to sit on the floor (beginning)

Image: Ability to sit with upper body support

- Excerpts from a book by Patricia Winders. Controls head movements, leans on hands and turns (downloadable zip-archive of scanned pages).

- Extracts from Patricia Winders' book. Ability to reach for a toy. The ability to sit. Sitting down from a prone position.

- Extracts from Patricia Winders' book. Ability to sit down. Ability to get out of a sitting position.

- Extracts from Patricia Winders' book. Ability to kneel .

- Extracts from Patricia Winders' book. The ability to sit on a bench.

- Extracts from Patricia Winders' book. Ability to stand with support (with the help of hands). Transition to a standing position.

- Extracts from Patricia Winders' book. Ability to crawl and climb.

- Extracts from Patricia Winders' book. The ability to kneel, the ability to get up.

- Extracts from Patricia Winders' book. Ability to sit down from a standing position. Ability to stand while holding on to a piece of furniture. nine0010

***
Many thanks from all of us to Nadezhda from Belarus, Egorka's mother, for the provided materials, the work on scanning pages and uploading files to the Radical server!
The page numbers indicated here do not always correspond to the real ones :) The number is not always clearly visible on the scanned page. Here they are needed in order to distribute skills more or less in order. Focus more on content.
The following files can be opened by clicking on them with the left mouse button - they will open on the "Radical" server as pictures (and then they can be saved by right-clicking on them and selecting "save picture as") - or directly saved to the computer by right-clicking on them. The scanned pages are saved in picture format, *.jpg. They can be viewed in any graphics editor, such as ACDSee. nine0006
If something does not work, please write to [email protected]

page 94 - Change from sitting to prone position. Moving from sitting to standing on all fours
page 95 - Transition from a sitting position to a kneeling position. Ability to kneel
page 96 - Tips for organizing classes
page 97 - Pulls up and kneels from sitting position
page 98 - Kneeling from prone position. Gets on his knees from a standing position on all fours. nine0003 page 99 - Continued; Figure 4.33.
page 100 - Pulling up and getting up from sitting position 90*90
page 101 - Pulls up and rises from a kneeling position. Ability to sit on the floor from a standing position
page 102 - Sits on the floor from a standing position
page 103 - Tips for organizing and conducting classes
page 104 - Stands with support, holding on with both hands. Stands with support, holding with one hand

page 105 - Gross motor skills checklist from crawling to sitting nine0003 Page 106 - Gross Motor Skills Checklist: From Sitting to Standing

Chapter 5, p. 107 - Chapter 5. Stage 5. Standing, moving along pieces of furniture, climbing and walking. Standing
page 108 - Steps that make up the ability to stand
page 109 - Ability to stand with one hand. Ability to stand without support.
page 110 - tips for organizing classes
page 111 - Standing with back against a wall or piece of furniture nine0003 page 113 - Standing without support (exercise). Moving along pieces of furniture.
page 114 - Tips for organizing and conducting classes
page 115
page 116 - Start moving along the furniture
page 117 - Moves along a piece of furniture, keeping palms on its horizontal surface. Moves along a piece of furniture, moving from one piece of furniture to another
page 118 - Moves along a piece of furniture, resting his palms on a vertical surface nine0003 page 119 - Ability to use a bearish standing position
page 120 - Transition from standing bearish to standing position
page 121 - Tips for organizing classes
page 122 - Transition from a modified bearish standing position to a standing position. Transition from Standing Bearish to Standing
page 123 - Ability to climb objects
page 124 - Ability to get off the sofa
page 125 - Gets off the sofa. Climbing up the stairs nine0003 page 126 - The ability to climb on and off other objects
page 127 - climbs down stairs. Walking
page 128 - Walking skills
page 129 - Walking with one arm support
page 130 - Steps that make up the ability to walk
page 131 - Walking with support for both handles
page 132 - Walks holding a wheelchair toy
page 133 - Walking with one arm support
page 134 - Step-throw forward nine0003 page 135 - step-throw forward

Walking: five more pages
How to encourage a child to go
Motivation for walking
How to practice walking skills
How to practice walking
Difference between contemplatives and doers regarding walking

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MATERIALS for the development of motor and sensory skills (capital)

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Development of gross motor skills in children

Parents, and often teachers, underestimate the need for the development of gross motor skills in children. And it is the basis for the formation of fine motor skills, which is important in preparing for school. Let's figure out what gross motor skills are, why and how to develop them.

Article content:

What is gross motor skills
Why develop
Gross motor disorder in children
How to develop gross motor skills
Developmental games and exercises
Output

What is gross motor skills

Gross motor skills, or general, are active body movements that involve arms, legs, torso, head. In fact, adults use these skills without thinking, and children have to master them gradually.

In the first year of life, the baby develops rapidly and learns to control his body:

focuses the eye;
holds his head;
controls arms and legs;
is learning to sit;
crawling;
tries to get up;
walks, runs, jumps.

The success of all these important processes depends on the health and life of the child.

By the age of 2, a child masters complex general motor skills of arms and legs. The kid throws and kicks objects. Holding hands, he climbs the stairs. nine0246
Children at the age of 3 learn to walk, run, jump more confidently.

Gross motor skills are formed through any movements: active games, copying the actions of adults and animals, sports, dancing, aerobics.

It is important to start working with your child as early as possible. The good physical development of a preschooler is the key to his further success in school, life and the ability to avoid many problems.

Read also: what a child at the age of 2 should know and be able to

Why develop

Without developed gross motor skills, a full-fledged formation of a person is impossible. Benefits of developing motor skills:

strengthen the musculoskeletal system;
improve coordination;
provide muscle protein synthesis;
stimulate cognitive activity;
increase efficiency;
develop independence;
improve speech; nine0246
help develop reading and writing skills;
motivate to vigorous activity;
form interhemispheric interaction;
develop creativity;
contribute to successful socialization;
learn to control their body in space;
contribute to the knowledge of the world and themselves.

As you can see, the value of developing gross motor skills is great. This work allows you to preserve and increase the physical and mental development of children. nine0006

Difficulties of a child with gross motor deficiency

Each child is individual and his development is uneven. It is better not to compare your child with other children. One child may start walking at 9 months and another after a year. This is fine. The main thing is to exercise regularly with the baby. However, there are criteria by which it can be determined that a child has poorly developed gross motor skills:

drawing and writing skills are difficult;
inability to dress and use cutlery independently; nine0246
inability to maintain a sitting posture;
loses orientation in space: falls, stumbles, crashes;
lethargy;
does not speak well;
cannot play with small toys;
fails to switch to a new activity;
low self-esteem;
is hard to communicate with peers.

If gross motor impairment is suspected, see a physician for correction. nine0006

How to develop

The main objectives of the development of gross motor skills are:

creation of conditions for the implementation of the child's motor activity;
development of skills to control and manage movements;
learning coordination of actions;
development of motor activity.

Based on the tasks, parents need to equip the space in the room, stock up on the necessary equipment and control the process. The room should have enough space for running, jumping, bending. Start with the simplest: teach your baby to do morning exercises. If you can do it outside, even better. Simple exercises are quite enough: squats, walking, turns, bends. nine0006

Buy a variety of equipment for outdoor games: balls, ropes, hoop. At home with a child, you can play skittles, basketball, gorodki, dodgeball. The ideal option would be to arrange a special sports corner in the room. If this is not available, you can simply dance to your favorite music, alternating slow and fast movements.

For walks on the street, stock up on a bicycle, scooter, roller skates and other equipment according to age. In winter - skates, skis, slides. In addition, for the development of the child's motor activity, you can sign up for the nearest children's center or sports section, where ideal conditions are created for a full-fledged formation. nine0006

Household chores also help develop gross motor skills. It is necessary to load the child with feasible chores around the house. For example, sweep the floor, wipe off the table, arrange toys, hang or fold laundry.

Games and exercises for the development of gross motor skills

There are a great many exercises and games for the development of speech and gross motor skills. These can be exercises to strengthen the muscular corset, to coordinate to create spatial representations in preschool children. Games are played in pairs or groups. nine0006

Boat. Lying on the back with outstretched arms. The child needs to simultaneously raise straight arms, head and legs. Hold the pose for as long as possible. The same exercise can be done lying on your stomach.
Log. Starting position as in the previous exercise. Roll with the whole body alternately to the right and left side.
Lying on your stomach, put your hands behind your head. Elbows apart. Slowly raise your upper body while keeping your legs straight. nine0246
"Spider". Squat down, palms lean behind. Crawl like an insect.
Goose step. Squatting position, only hands on knees. Walk in different directions: forward, backward, left, right. You can complicate the exercise by putting a flat object on your head.
Narrow Path. Lay out a long rope on the floor with bends and turns. Invite the child to walk along it. On an imaginary track, you can roll cars and other toys. nine0246
Stand alternately on the right and left legs, on the toes, on the heels. Make a "swallow".
March in place with high leg raises.
Exercises with cross movements of arms and legs.
"Hit the target." The game develops the eye well. You can purchase a traditional ring thrower or build your own from improvised material. Any container where you need to throw objects at a distance will do. This also includes options for bowling, towns, skittles. nine0246
Ball games or fitball exercises.

Also find out what are the exercises for the development of fine motor skills in children.

Conclusion

Gross motor skills are the motor skills a child needs for full physical and mental development. Abilities are formed from an early age through simple exercises, housework, outdoor games and active sports activities.