UBC Wiki - User contributions [en]

Course:KIN355/2020 Projects/Use of Stable Position

2020-11-09T20:35:55Z

ShannonBredin: /* Practical Applications */

== Defining the Concept and Its Importance ==
A stable position is a position in which someone can hold or perform movements while resisting gravity or other oncoming forces. Maintaining a stable position involves bracing relevant musculature in order to distribute any oncoming forces adequately throughout the body. This can be done by activating the core, bracing of torso and legs, and bending the hips, knees, and ankles. In this position, the torque generated within the body will receive and absorb the energy and “[prevent] injury, enhance performance” (Behm et al., 2010, para. 3) and prevent too much stress on a single body part. Absorption of force is extremely important as many athletic and daily life movements require force absorption for reuse or dispersion, as well as for the prevention of injury.

Stable positions can look different in various sports, skills, ages, and environments. Jumping and landing, catching, balancing, and stopping all require the use of stability in order to absorb the external and gravitational forces that act upon the individual. Although the type can look different, stable positions have many commonalities that are required in order to safely and effectively distribute forces. A sufficient stable position requires a wide and sturdy base of support, weight emphasized on the opposite side of the oncoming force, and a low centre of gravity.

Stable positions are very important in injury prevention, force reproduction, initiation of complex locomotor movements, and movement efficiency (Behm et al., 2010 & Adolph et al., 2007). Core strength and postural control directly influence the ability to form and hold a stable position and therefore could act as rate limiters for stable positioning.

During childhood, stable positioning is a prerequisite for the initiation of most other complex movements such as crawling, walking, running, and jumping (Surkar et al., 2015, para. 1). Without a stable base, adequate core strength, and postural control those movements would be inefficient and unsafe. For children, “stable postural base opens up new possibilities for acquiring knowledge and acting on the world” (Adolph et al., 2007, para. 11). Once a child is able to sit up in a stable position they will soon learn to reach, look around to familiar faces, explore their visual field, and explore their toys and surroundings. Since postural control, core strength, and stability are three of the main factors that influence the onset of other more complicated behaviours (Behm et al., 2010), it is extremely important for children’s motor development to include practice and encouragement for those behaviours. For example, the motor development stage of sitting (which requires postural control, stability, and core strength) is a crucial in the development of other domains as well (socio-emotional, and cognitive) (Surkar et al., 2015, para. 3). When considering how physical development and cognitive development are related, studies show that “as sitting postural control [advances] from supported sitting to independent sitting, sustained attention on objects during exploratory play increased linearly” (Surkar et al., 2015, para. 22). This finding supports the cruciality of stable positioning in the whole development of the child. It is of upmost importance for grassroots level child education to support the stable position skills of children as their physical development, as well as other domain development, rely on this ability.

== Role in Childhood Development and Contemporary Considerations ==

In childhood motor development, the ability to control posture, maintain stability, activate the core, and resist gravitational forces are paramount in the execution of other higher complexity movements. Stable positions can look drastically different in various environments, but during child development, a few of the stable positions include, lifting and holding up the head, unassisted sitting, crawling, and unassisted standing (Adolph et al., 2007). Stable positions are crucial in development; for example, when a child masters the ability to sit up unassisted, they are then able to work on skills such as reaching, grabbing, rocking, rolling over, and other important motor development skills. Ultimately, stable positions are the balancing point where other skills and developmental milestones blossom from. It is very important for children to learn how to physically support themselves, and act against forces that act upon them. This process relies heavily on muscular strength, coordination, cognitive control, and postural control. Stable positions are paramount in force absorption, and although children don’t have many external forces that act upon them, the force of their own body weight is enough to challenge them.

It is important for grassroots childhood educators to be aware of some of the issues that may affect normal physical development of children. For motor development, there are intricate systems that work together to produce movement abilities, and therefore can be affected by many different factors. For the acquisition of stable positions in force absorption, educators must be aware of the side effects of certain conditions that may affect normal physical capabilities of children and may produce motor delays. Such conditions that may cause and act as rate limiters within the system include cerebral palsy, autism, and pre-mature birth.

Cerebral palsy effects movement abilities and consists of “posture and motor development disorders caused by brain insult during the fetal and infant periods” (Lew et al., 2015 para. 1). This condition drastically effects the individual’s ability to move, and has other side effects such as “seizures, cognitive impairment, and perceptual disorders” that are known to “add functional deficit in daily lives” (Lew et al., 2015, para. 1). Moreover, this condition materializes in early childhood and can severely affect the motor development of children. It is extremely important for grassroots educators to be aware of children who have cerebral palsy, and how their development will differ. Associated conditions such as “pain, intellectual disability, inability to walk, epilepsy, inability to talk, and behavioural disorders” (Lauruschkus et al., 2014, para. 2) will drastically affect their stability, strength, and posture which are fundamental prerequisites for the achievement of stable positions. Grassroots educators must themselves be educated in special conditions in order to help teach and nurture children of all abilities.

Autism is another condition that can influence motor development trajectories. Autism has associated symptoms such as “dyspraxia, challenges with postural stability, impaired motor anticipation, and weak grip strength” (Travers et al., 2016). Although autism isn’t directly comprised of physical impairments, these symptoms will affect motor development if present during windows of developmental opportunity. If grassroots educators work with a child who has autism, they should be educated on how their development may have differed and be able to identify developmental irregularities that may have been caused by this condition. The ability to use stable positions relies heavily on coordination of muscle groups, stability of the core muscles, and anticipation of oncoming forces, all of which would be challenged with autism.

Another condition that can have lasting effects on motor development is pre-mature birth. When born premature, the baby may be affected by complications such as low birth weight, respiratory difficulties, infection, and congenital malformations (Furdon, 2017, para. 1) which can all hinder the sequence of normal motor development. These babies may suffer from “motor delay and/or cerebral palsy, lower IQs, behavior problems, and respiratory illness, especially asthma” (McCormick et al., 2011, para. 1). Prematurity is unique and each infant’s experience may differ, but there are physical complications that can prevent normal development.

Childhood educators must take into consideration each child’s unique challenges and circumstances. It is of upmost importance that educators are able to identify symptoms of a condition or disease that a child might have and be able to compare that with normal developmental processes. In regard to maintaining stable positioning, there are many factors that play into this ability; such as, coordination of muscle groups, bracing the core, joint mobility, focussed attention, and anticipation. Unique conditions often result in impairments in both the motor and cognitive domain, so grassroots educators must be aware of any conditions children may have, and what the developmental sequence would be for those children specifically.

== Practical Applications ==
[[File:Hopscotch Grid.jpg|left|thumb]]
'''Activity 1:''' Hopscotch

'''Purpose statement:''' Hopscotch is one of the best ways to help children develop their coordination and balance skills, which can help to improve overall stability. Hopscotch requires children to hold and perform movements such as, hopping on one foot and bending over to pick up a bean bag on one foot while resisting gravity. Ultimately, this helps children practice movements that improve stability by requiring them to activate their core muscles, brace their legs, and bend at the ankles, knees, and hips on one foot. Therefore, practice of these movements during hopscotch are beneficial to improving stable positioning in children, while also making this practice enjoyable for them.

'''Target age:''' Since stable positioning is a prerequisite for the initiation of other complex movements (Surkar et al., 2015, para. 1), it is important to engage in activities such as hopscotch at an early age to improve stability, core strength, and postural control that allow children to achieve success early on in life in more challenging behaviours that require stable positioning. Furthermore, according to Bredin (2017), a motor milestone achieved by 24-48 months in children is walking up and down the stairs, therefore, after 48 months a child who can independently walk up and down the stairs should be able to participate in hopscotch. Thus, a target age for this game that would help children improve their stability early on by challenging them but not too much to the point where they can not execute the required movements would be anywhere from 48 months onwards. Furthermore, after 10 years of age this game would most likely no longer be challenging for a child, rather it would just provide fun and exercise pertinent to maintaining stability skills previously learned.

'''Environmental space and equipment needed:''' Hopscotch is best played in environments that are spacious and safe. A great place for hopscotch would be a gym that has a flat surface free from dangerous elements or a cemented area that is free from moving cars. The only equipment required for hopscotch is chalk or tape and bean bags. To setup hopscotch, draw out 10 squares numbered from 1-10 with either tape or chalk depending on the surface you are working with and make sure that every other row of numbers has two numbered squares beside each other instead of just drawing out a line of 10 squares in a row.

'''Instructions:''' There is no limit to the amount of players that can play this game and the rules are simple. The first player begins their turn by throwing their bean bag into the first square numbered 1, they continue their turn by jumping over the square they threw their bean bag in, in this case that is the first square and jumping into each square following that one until they reach the tenth square. When a child jumps into a square that is not accompanied by one beside it they must jump in it with one foot only, however, if there are two squares beside each other they must jump into both squares with one foot in each. Once the child reaches the tenth square they turn around and head back to the square with the bean bag in it making sure not to step inside that square, but only bend down to pick up the bean bag from that square and then jump over it to reach the end. While bending over to pick up a bean bag the child can not touch the ground with their hands for support or drop their other foot to the ground for balance, if they do, they lose that turn and it is the next players turn. Each round, the child must throw their bean bag into each square until they have successfully thrown their bean bag into all 10 squares, therefore, if done successfully the child should complete the course in 10 rounds. However, if a child throws the bean bag towards a square but misses they lose that turn and it is the next players turn. Furthermore, if a child throws their bean bag into the fourth square on their fourth turn for example, it is important to remember while jumping through the squares that the child must leap over that square or beside it depending on if there is a square next to it and if they happen to lose their balance and step inside the square with their bean bag in it they lose that turn and it is the next players turn. The first player to successfully complete the hopscotch course all 10 times is the winner.

'''Modifications:''' To counteract rate limiters such as cerebral palsy, autism, and pre-maturity, which can lead to physical deficits that affect a child’s ability to perform stability enhancing games such as hopscotch, modifications to the game can be applied to make it less challenging. One modification that can be applied to this game to make it less challenging for children with physical impairments, who may struggle with their balance, is to allow them the opportunity to jump in each square with both their feet planted on the ground instead of just one. While this modification removes the challenges of having to achieve stability on one leg, it still lends these children the opportunity to practice stable positioning because jumping and landing in a square without falling requires bracing and bending of the legs to distribute oncoming forces throughout the body. Furthermore, another modification that can be applied to this game to make it less challenging for children with physical deficits that struggle with coordination is to set up the game in a straight line of eight squares instead ten. This not only shortens the length of the course making it less physically demanding but it also takes away the challenge of having to coordinate jumping from one square with only one foot to two squares with one foot in each, since it is just a straight line of squares. However, this modification still allows for the practice of stable positioning for children with physical impairments because they are still required to jump to each square in the hopscotch grid without falling, even if it is with both feet.

'''Activity 2:''' Museum keeper

'''Purpose statement:''' Museum keeper is a great game to help children develop stable positioning early on in their childhood since it is an easy game to understand and execute. Museum keeper requires children to run at a fast pace and come to a complete stop and freeze like a statue before getting caught by the museum keeper. The practice of these movements requires the activation of core muscles and a widened stance to keep the child upright while coming to a quick stop. Furthermore, coming to a complete stop in the middle of a fast paced run requires the use of stability in order to absorb the external forces that act upon the child. Therefore, participating in the game museum keeper is beneficial to improving a child's stability by helping them improve core strength and balance, while also making it enjoyable for them.

'''Target age:''' Since stability skills influence the onset of other complicated behaviours (Behm et al., 2010), it is important to engage in games at an early age that target the improvement of stability, core strength, and postural control. Thus, allowing children to successfully accomplish more challenging behaviours that require established stability skills at an early age. Furthermore, according to Bredin (2017), a motor milestone achieved by 14-18 months is being able to walk backwards, therefore, after around 18 months children who can independently walk backwards should be able to participate in a game like museum keeper that requires a child to know how to run and come to a quick stop. Thus, a target age for the game museum keeper would range anywhere from 18 months onwards. However, after 7 years of age this game would likely not be a challenge for a child of this age, instead it would provide enjoyable exercise pertinent to maintaining their stability skills rather than improving them any further.

'''Environmental space and equipment needed:''' Museum keeper can be played in an indoor setting such as a gym or even an outdoor setting such as a large grass field, as long as the setting is spacious, clear of obstacles, and has clear boundaries it will suffice. The only equipment needed for this game are cones. To set up museum keeper, create a large square for children to go to if they get caught by the museum keeper which will represent the jail at one end of the gym or field, a small square where the museum keeper will stand at the opposite end of the gym or field, and a line of cones in front of the square where the museum keeper will stand to represent the museum's treasure that the keeper is guarding. In an outdoor setting such as a large grass field it would be beneficial to place cones along the perimeter of the field to indicate clear boundaries so the children remain on the field at all times.

'''Instructions:''' The children will start at the opposite end of the gym or field from the museum keeper. The goal of the game is for the children to sneak up on the museum keeper when he or she is not looking in order to steal the museum's treasure and bring it back to their end of the gym or field without getting caught all within two minutes. The only time the children can sneak up on the museum keeper is when he or she is not looking and when the museum keeper turns around the children must freeze like a statue. However, if they fail to freeze like a statue in time and get caught by the museum keeper they must go back to the jail at the other end of the gym or field where they started. The only way the children can be freed from the jail is if another child runs over and gives them a high-five making sure they do not get caught as well in the process. The aim of the game is for the children to work as a team to collect all of the museum treasure and bring it back to their side of the gym or field before the time is up. Since the children only have two minutes to complete this task, in order for them to accomplish this task successfully they must run quickly while the museum keeper is not looking to collect all the treasure in time, making the task of coming to a complete stop and freezing like a statue when the keeper turns around that much more difficult.

'''Modifications:''' For children who suffer from physical impairments that affect their stability, balance, and coordination, caused by disorders such as cerebral palsy, they can have modifications applied to this game to make it less physically challenging for them. For example, increasing the time limit for this game so children with physical deficits are not required to run at a fast pace and then come to a complete stop each time the museum keeper turns around, in order to get the treasure back in time without getting caught, significantly reduces the challenge of having to absorb the increased external forces acted upon them while trying to stabilize themselves following a fast paced run. This modification will prove to be less physically demanding for children with physical impairments, however, it will still provide them with the opportunity to practice suddenly stopping and stabilizing themselves even if it just from a walking position, thus, helping them to improve their ability to achieve successful stable positioning. Furthermore, children with no physical impairments who find this game easy can be required to perform a balancing activity in jail before they can be freed as a modification. For example, whenever a child is sent to jail after being caught by the museum keeper they must balance on one leg with both their hands above their heads for a total of 10 seconds in jail before they can be freed. Only after they have completed this activity can they leave the jail. This modified activity not only makes this game more physically challenging but it provides further opportunities for children to practice their balancing skills by requiring them to actively engage their core and leg muscles in order to stay in that stable position on one leg for a total of 10 seconds. Therefore, by increasing the difficulty of this game children in older age groups can continue to use this game to improve their stability and balancing skills, since it still provides them with enough of a challenge to promote active learning.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Adolph, K. E., & Berger, S. E. (2007). Motor Development. ''Handbook of Child Psychology''. doi:10.1002/9780470147658.chpsy0204

Behm, D. G., Drinkwater, E. J., Willardson, J. M., & Cowley, P. M. (2010). Canadian Society for Exercise Physiology position stand: The use of instability to train the core in athletic and nonathletic conditioning. ''Applied Physiology, Nutrition, and Metabolism,'' ''35''(1), 109-112. doi:10.1139/h09-128

Bredin, S. (2017). Summary sheet motor milestones [PDF file]. Canvas. <nowiki>https://canvas.ubc.ca/courses/60344/files/9817194?module_item_id=2409779</nowiki>

Furdon, S. A. (2017). Prematurity''. Pediatrics: Cardiac Disease and Critical Care Medicine.'' Retrieved October 20, 2020, from <nowiki>https://emedicine.medscape.com/article/975909-overview</nowiki>

Lauruschkus, K., Nordmark, E., & Hallström, I. (2014). “It’s fun, but …” Children with cerebral palsy and their experiences of participation in physical activities. ''Disability and Rehabilitation,'' ''37''(4), 283-289. doi:10.3109/09638288.2014.915348

Lew, H., Hee, L.S., Lee, Y.J., Song, J., Min, K., Kim, M. (2015). Possible Linkage Between Visual and Motor Development in Children with Cerebral Palsy. ''ClinicalKey, 52''(3), 338-343.

McCormick, M. C., Litt, J. S., Smith, V. C., & Zupancic, J. A. (2011). Prematurity: An Overview and Public Health Implications. ''Annual Review of Public Health,'' ''32''(1), 367-379. doi:10.1146/annurev-publhealth-090810-182459

Surkar, S. M., Edelbrock, C., Stergiou, N., Berger, S., & Harbourne, R. (2015). Sitting Postural Control Affects the Development of Focused Attention in Children with Cerebral Palsy. ''Pediatric Physical Therapy,'' ''27''(1), 16-22. doi:10.1097/pep.0000000000000097

Travers, B. G., Bigler, E. D., Duffield, T. C., Prigge, M. D., Froehlich, A. L., Lange, N., Lainhart, J. E. (2016). Longitudinal Development of Manual Motor Ability in Autism Spectrum Disorder from Childhood to Mid-Adulthood Relates to Adaptive Daily Living Skills. ''Developmental Science,'' ''20''(4). doi:10.1111/desc.12401

Course:KIN355/2020 Projects/Part and Whole Practice

2020-11-09T17:51:01Z

ShannonBredin: Created page with "Part and Whole Practice == Defining the Concept and Its Importance == == Role in Childhood Development and Contemporary Considerations == Insert text/Figures,,, as per Sect..."

Part and Whole Practice

== Defining the Concept and Its Importance ==

== Role in Childhood Development and Contemporary Considerations ==

Insert text/Figures,,, as per Section 2 requirements

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Insert references (APA), in alphabetical order.

Course:KIN355/2020 Projects/Net/Wall Games

2020-11-09T17:38:46Z

ShannonBredin: Created page with "== Defining the Concept and Its Importance == == Role in Childhood Development and Contemporary Considerations == Insert text/Figures,,, as per Section 2 requirements == Pr..."

== Defining the Concept and Its Importance ==

== Role in Childhood Development and Contemporary Considerations ==

Insert text/Figures,,, as per Section 2 requirements

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Insert references (APA), in alphabetical order.

Course:KIN355

2020-11-06T08:12:11Z

ShannonBredin:

{{Start tab|tab-1=Project Overview|link-1=Course:{{ROOTPAGENAME}}|tab-3=Wiki Instructions|tab-4=2020 Projects|tab-5=Help and Resources|link-3=Course:{{ROOTPAGENAME}}/Wiki Instructions|link-4=Course:{{ROOTPAGENAME}}/2020 Projects|link-5=Course:{{ROOTPAGENAME}}/Help and Resources|}}
{| class="infobox" align="right"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | KIN 355
Movement Experiences for Young Children
|-
! colspan="2" scope="row" | [[File:Wiki.png|{{{picture|Image:wiki.png}}}|center|221x221px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" | KIN 355 Term 1 2020
|-
| align="right" | Instructor:
| style="font-style:italic;" | Dr. Shannon S.D.Bredin
|-
| align="right" | Email:
| style="font-style:italic;" |shannon.bredin@ubc.ca
|-
| align="right" | Office:
| style="font-style:italic;" |
|-
| align="right" | Office Hours:
| style="font-style:italic;" |
|-
| align="right" | Class Schedule:
| style="font-style:italic;" |
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:200px; color: white; font-size:10pt;" | Important Course Pages
|-
|
|
|-
|
|
|-
|}

== '''Welcome to the Wiki Project Space for KIN 355 Movement Experiences for Young Children''' ==
[[File:Online-4091231.jpg|left|thumb|A student created online encyclopedia for movement experiences for young children. Image from https://pixabay.com/illustrations/online-library-education-book-4091231/. Image by Mohamed Hassan from Pixabay. ]]
Movement Experiences for Children (KIN 355) is an upper level course in the School of Kinesiology. KIN 355 examines current issues and research related to the movement experiences of children from infancy to early youth in a variety of movement settings such as the home environment, the child care setting, the school setting, as well as grassroots and high performance environments in the sport domain. The focus of course content is on increasing awareness of contemporary issues in society as it relates to children moving and identifying strategies to facilitate the motor development and human performance of all young people. Course work also includes the opportunity for students to engage in knowledge translation activities in the area of movement and children. This project represents the knowledge translation component of the course.

=== '''What is Knowledge Mobilization?''' ===

The mobilization of knowledge is critical to improving the movement experiences of children, especially as it relates to the grassroots levels of programming. Knowledge mobilization is a contemporary term. It refers generally to the transferring of evidence-based knowledge (i.e., knowledge generated from research) to its active use in a practical setting. Importantly, it involves the sharing and application of knowledge from the researcher to the end-user (such as a practitioner or the general public). The capability to identify movement-related disciplinary knowledge and research, then translate the information into effective tools and/or resources that can be readily accessible by the end-user is an important skill set to possess. Exploring and/or gaining experience with the mobilization of knowledge using various tools is critical for the translation of movement-related knowledge so that information can get to the wider population and children can experience movement settings that are age- and developmentally-appropriate.

=== '''What is this Project?''' ===

In KIN 355, students are provided the opportunity to find relevant information from the literature, summarize and identify key messages, and translate this knowledge into a product that can be used by the public. In this project, students will participate in the creation of UBC Wiki entires that will contribute to the creation of a '''Movement Experiences Concept Encyclopedia for the Early Childhood Years.''' All of the wiki entries will be compiled into an e-book at the end of the course, which all course participants will have contributed to, also providing evidence of all the hard work that went into the project. The content of the encyclopedia should be of interest to and used by anyone who works with young children such as physical activity program leaders, early childhood educators, or elementary school teachers, to name a few.

Course:KIN355/2020 Projects/Motor Learning - Knowledge of Results

2020-11-06T07:02:38Z

ShannonBredin:

Knowledge of Results

== Defining the Concept and Its Importance ==

Motor learning is the acquisition of movements to develop motor skills. Motor learning is important for developing motor skills because it directly relates to cognitive, emotional, and social attributes of a child. As mentioned by Colella and Morano, “motor development is influenced by the progression or delay in the development of each of them”. Meaning, physical activity is important for brain development, social skills, and emotional behaviours. Motor learning results in development of motor skills, which result in development of all-around wellbeing of the child (Colella & Morano, 2011). Increased motor skills lead to more physical activity and healthy lifestyles. Development of healthy lifestyle habits at a young age is important for lifelong physical activity habits. Obesity and diseases are a result of unhealthy habits developed during childhood. Physical activity throughout life promotes health and lowers the risk of diseases (Colella & Morano, 2011). Motor learning is important during the early years in a child’s life to develop habits that continue into adulthood. Motor learning for infants boosts physical and psychological benefits all the way to adulthood as well. Motor learning in childhood should include a wide range of skills and perceptual abilities to obtain (Colella & Morano, 2011). Types of movements should include spatial movements, such as forward or backward, up or down, and side to side. There should be temporal movements, such as fast and slow. There should also be quantitative elements, such as a lot or a little. As well as including qualitative elements, such as light or heavy, rough or smooth, and hard or soft (Colella & Morano, 2011). Development of different types of skills requires a lot of physical activity. Therefore, it is important to provide children with plenty of opportunities to engage in physical activity and motor learning. As argued by Colella and Morano, “the development of fundamental motor skills is related to the growth and maturity characteristics of children”. Motor learning is the foundation of physical activity and overall wellbeing of children.

== Role in Childhood Development and Contemporary Considerations ==

Motor learning is important for children to develop their motor skills. Development of their motor skills results in more physical activity and a healthier life. Development of motor skills is important in infants and children because other development factors rely on it. Other developmental factors include, cognitive, emotional, physical, and social factors (Colella & Morano, 2011). Motor learning is important for the overall development and wellbeing of a child. As mentioned in one study, “the importance of children’s ability to move with well-adapted movements in play and other activity types is often overlooked as a primary mechanism underlying [physical activity]” (Løndal et al., 2020). There is a correlation with lack of ability and decreased physical activity because there is a decrease in performance. When a child increases their motor learning, they also increase their self efficacy. Confidence is important for physical activity throughout all ages (Drews et al., 2019). One study discussed the significance of instruction for motor learning. It is important for children to be given instructions and feedback for an activity in a well worded manner. This impacts the child’s motor learning and motivation to continue with the activity (Drews et al., 2019). In this study, there were two groups formed with kids aged 6, 10, and 14 years old. The task was to throw a bean bag at a target. The first group was told that aiming was a skill that they were born with and that they should not make mistakes if they want to succeed. The second group was told that aiming can be learned, it is okay to make mistakes, and that practice will help them get better. The results showed that the second group did better than the first group for retention and transfer of their skills (Drews et al., 2019). These results show the importance of instruction and self efficacy for motor learning. As for the amount of time children should be playing, children are supposed to get at least 60 minutes of physical activity per day. The issue with the lack of motor skills results in less physical activity. As well, children in general today are not getting enough physical activity. It is important to promote motor learning at a young age in order to develop habits that continue into adulthood (Colella & Morano, 2011). Motor learning has either a positive or a negative domino effect on the rest of a child’s life. The issues with not getting enough physical activity include obesity, diabetes, heart disease and more. Other issues include development of unhealthy habits and unhealthy living in general (Colella & Morano, 2011). A lack of motor learning in early childhood could also delay the development of a child’s cognitive, emotional, physical and social aspects, or the other way around. Physical activity has been shown to improve academic performance and decrease antisocial behaviour (Løndal et al., 2020). Therefore, it is important to include plenty of activity in a child’s development at all ages. Motor learning should be facilitated by parents, educators, instructors, and coaches. The types of movements include, locomotor, manipulative, stabilizing, basic, and adaptive (Løndal et al., 2020). It is important for educators to decrease inactivity during school hours by providing plenty of opportunities for play. The study shows that schools are not currently providing enough physical activity time for their students. As well, there is also a difference in physical activity between males and females. Females are not engaging in as much physical activity as males (Løndal et al., 2020). Motor learning is the foundation for children to lead healthy and physically active lifestyles.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Colella, D., & Morano, M. (2011). Gross motor development and physical activity in kindergarten age children. ''International Journal of Pediatric Obesity'', ''6'', 33–36. <nowiki>https://doi-org.ezproxy.library.ubc.ca/10.3109/17477166.2011.613661</nowiki>

Drews, R., Chiviacowsky, S., & Wulf, G. (2019). Children’s motor skill learning is influenced by their conceptions of ability. ''Journal of Motor Learning & Development'', ''7''(2), 38–44. <nowiki>https://doi-org.ezproxy.library.ubc.ca/10.1123/jmld.1.2.38</nowiki>

Løndal, K., Haugen, A. L. H., Lund, S., & Riiser, K. (2020). Physical activity of first graders in Norwegian after-school programs: A relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach. ''PLoS ONE'', ''15''(4), 1–16. <nowiki>https://doi-org.ezproxy.library.ubc.ca/10.1371/journal.pone.0232486</nowiki>

File:Online-4091231.jpg

2020-11-04T22:44:04Z

ShannonBredin: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Connecting people through online methods of learning.}}
|date=2020-11-04
|source=https://pixabay.com/illustrations/online-library-education-book-4091231/
|author=Image by mohamed Hassan from Pixabay
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-zero}}

Course:KIN355/2020 Projects/Midline

2020-11-04T22:14:35Z

ShannonBredin:

'''Midline'''

== Defining the Concept and Its Importance ==
[[File:Father_and_Daughter_Writing.jpg|thumb|467x467px|This image represents midline crossing as a child writes across a page. (Image by ddmitrova from pixasbay; https://pixabay.com/photos/girl-father-portrait-eyes-people-1641215/)]]

=== Midline ===
The body midline is described as an extension of the sagittal plane, which splits the body into two equal halves (Cermak et al., 1980). The fundamental movement skill of crossing the midline, is the ability to cross the arms or legs to the opposite side of the body (Bredin, 2020). Infants from ages 8 through 12 months should be able to cross the midline when reaching for toys, at ages 5 and 7 concern is raised if the child is unable to cross the midline, and by age 7 it can be confirmed that the child has difficulty crossing over the midline (Bredin, 2020). For instance, when reading a child who has not acquired this skill may use their right eye to read the right side of the page and then switch to their left eye to read the left side of the page, this can pose a negative effect as the child may miss information when they switch from using their right eye to their left eye (Bredin, 2020). Similarly, if a child has to switch hands when writing or drawing it may indicate that they are having trouble developing this motor skill (Bredin, 2020).
[[File:Boy_Reading_Book.jpg|left|thumb|383x383px|A child with difficulty crossing their midline may miss information when reading as they switch between their left and right eye. (Image by PublicDomainPictures from pixabay; https://pixabay.com/photos/portrayal-portrait-baby-face-mood-89194/)]]

=== The importance of Midline Crossing ===
The development of fundamental skills such as crossing the midline, are the basic building blocks that precede more advanced movement patterns (Hands, 2012). Midline crossing is especially important as it is a foundation for many movement patterns such as reading, writing, and other skilled movements (Cermak et el., 1980). It is suggested that children who are more engaged in fundamental movement skills can receive many benefits such as: higher physical activity level, increased cardio-respiratory fitness, greater self-esteem and confidence, as well as an increased likelihood to take risks (Hands, 2012). Research indicates that the ability to cross the midline is the representation of how well both sides of the body are integrated (Ayres, 1972 as cited in Cermak et al., 1980).

== Role in Childhood Development and Contemporary Considerations ==

=== Role of Midline Crossing in Childhood Development ===
Evidence in research indicates that midline crossing plays a large role in childhood development as many gross movements such as standing upright, walking, turning, involve both halves of the body, moving in a coordinated manner around the midline (Goody & Reinhold, 1952 as cited in Cermak et al., 1980). Contemporary issues that may be hindering the development of such skills in children can be accounted for by two problems, the first being the presence of movement but no subsequent education (Gagen & Getchell 2006). The second being, the inability to design developmentally appropriate activities for children by teachers and school age workers (Gagen & Getchell 2006). In addition, individual, task and environmental constraints should be addressed so educators are able to foster the development of motor skills (Bredin, 2020). Rate limiters such as laterality and lateral preference can affect the ability of a child to acquire midline crossing (Bredin, 2020). Laterality is the awareness that there are two sides of the body different from each other, and children should be able to perform movements with individual limbs as well as coordinated movements. Lateral preference builds upon laterality in that it refers to the side of the body that is more dominant in performing movements. Consequently, it is notable that laterality and lateral preference have a great impact on midline crossing as a child needs to be aware of their limbs in order to process how to cross over from the right side to the left and vice versa.
[[File:Girls_Playing_Pat-a-cake.jpg|thumb|465x465px|In this image, the children are playing a game called pat-a-cake. This game demonstrates midline crossing as a child touches their right hand to their partner's right hand and then their left hand to their partner's left hand. (Image by Stocksnap from pixabay; https://pixabay.com/photos/people-girls-kids-children-playing-2564803/)]]

=== Developmental coordination disorder (DCD) and the Midline ===
Developmental coordination disorder (DCD) is a lifelong condition which can cause difficulty to demonstrate coordinated motor skills (Team, 2020). It is crucial that educators and school age workers consider such developmental difficulties when designing programs for children. It is recommended to modify how movement is presented by, moving from a noisy playground with many distractions to an indoor gym, encouraging participation rather than perfecting a skill, and having the child measure success in relation to their goals and not in relation to the performance of their peers (Miller et al., 2018). Such recommendations can be implemented to improve movement in all children but is especially encouraged when working with children that have DCD.

== Practical Applications ==

=== Activities that Promote Development of the Midline ===
Activities that can help promote midline crossing in the arms and legs can be demonstrated in many ways. One example replicates soccer, as a bin is placed on the opposite side of the child’s preferred or dominant arm, if they are right arm dominant, place it to their left and vice versa (Bredin, 2020). Have the child kick or throw the ball into the bin and observe their progress (Bredin, 2020). This can also be reversed by placing the bin across from their non dominant arm or leg to encourage midline crossing from both sides of the body (Bredin, 2020). This activity can easily be modified to fit the child’s needs by increasing the size of the goal, changing the size of the ball so it is an appropriate grip for the child, and addressing rate limiters such as laterality and lateral preference. Another activity that can promote midline crossing are activities such as the game pat-a-cake where a child performs coordinated movements with a partner. When engaging in this game midline crossing can be observed as a child moves their hand to touch their partners right hand, and similarly moves their left hand to touch their partners left hand. Similarly, this game can be adjusted so the child can first practice the movement pattern as an individual, by using images such as a rabbit and a leaf. Place the rabbit in front of the child’s left hand and the leaf in front of the child’s right hand, then ask them to put their right hand on the rabbit, and then their left hand on the leaf. Practicing this skill individually will give the child the confidence to learn, and it will allow them to assess their progress as an individual rather than comparing their progress to other children (Hands, 2012; Miller et al., 2018).

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Bredin, S., (2020). Module Four: Developing fundamentals of motor development. (pp. 13-25) University of British Columbia

Cermak, S. A., Quintero, E. J., Cohen, P. M., (1980). Developing Age Trends in Crossing theBody Midline in Normal Children. ''The American Journal of Occupational Therapy'', 34(5), 313-319. <nowiki>https://doi.org/10.5014/ajot.34.5.313</nowiki>

Gagen, L.M, Getchell, N., (2006). Using ‘Constraints’ to Design Developmentally AppropriateMovement Activities for Early Childhood Education. Early Childhood Education Journal, 34(3), 227-232. doi: 10.1007/s10643-006-0135-6

Hands, B. P., (2012). How fundamental are fundamental movement skills? Active and Healthy Magazine 19(1), 11-13. Retrieved from <nowiki>https://researchonline.nd.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1066&context=health_article</nowiki>

Miller, J., Wilson-Gahan, S., Garrett, R., (2018) Health and Physical Education: Preparing educators for the future. (pp 87-111). Retrieved from <nowiki>https://books.google.ca/books?hl=en&lr=&id=z3lnDwAAQBAJ&oi=fnd&pg=PR5&dq=contemporary+approaches+fms+midline&ots=JIM885BDZr&sig=Vv_NcQVipKrAA4unMFmGhdkUJ4I&redir_esc=y#v=onepage&q&f=false</nowiki>

Team, T. (2020, April 17). Understanding Developmental Coordination Disorder (DCD). Retrieved October 19, 2020, from <nowiki>https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyspraxia/understanding-developmental-coordination-disorder-dcd</nowiki>

Course:KIN355/2020 Projects/Midline

2020-11-04T22:02:25Z

ShannonBredin:

'''Midline'''

== Defining the Concept and Its Importance ==
[[File:Father_and_Daughter_Writing.jpg|thumb|467x467px|This image represents midline crossing as a child writes across a page. (Image by ddmitrova from pixasbay; https://pixabay.com/photos/girl-father-portrait-eyes-people-1641215/)]]

=== Midline ===
The body midline is described as an extension of the sagittal plane, which splits the body into two equal halves (Cermak et al., 1980). The fundamental movement skill of crossing the midline, is the ability to cross the arms or legs to the opposite side of the body (Bredin, 2020). Infants from ages 8 through 12 months should be able to cross the midline when reaching for toys, at ages 5 and 7 concern is raised if the child is unable to cross the midline, and by age 7 it can be confirmed that the child has difficulty crossing over the midline (Bredin, 2020). For instance, when reading a child who has not acquired this skill may use their right eye to read the right side of the page and then switch to their left eye to read the left side of the page, this can pose a negative effect as the child may miss information when they switch from using their right eye to their left eye (Bredin, 2020). Similarly, if a child has to switch hands when writing or drawing it may indicate that they are having trouble developing this motor skill (Bredin, 2020).
[[File:Boy_Reading_Book.jpg|left|thumb|383x383px|A child with difficulty crossing their midline may miss information when reading as they switch between their left and right eye. (Image by PublicDomainPictures from pixabay; https://pixabay.com/photos/portrayal-portrait-baby-face-mood-89194/)]]

=== The importance of Midline Crossing ===
The development of fundamental skills such as crossing the midline, are the basic building blocks that precede more advanced movement patterns (Hands, 2012). Midline crossing is especially important as it is a foundation for many movement patterns such as reading, writing, and other skilled movements (Cermak et el., 1980). It is suggested that children who are more engaged in fundamental movement skills can receive many benefits such as: higher physical activity level, increased cardio-respiratory fitness, greater self-esteem and confidence, as well as an increased likelihood to take risks (Hands, 2012). Research indicates that the ability to cross the midline is the representation of how well both sides of the body are integrated (Ayres, 1972 as cited in Cermak et al., 1980).

== Role in Childhood Development and Contemporary Considerations ==

=== Role of Midline Crossing in Childhood Development ===
Evidence in research indicates that midline crossing plays a large role in childhood development as many gross movements such as standing upright, walking, turning, involve both halves of the body, moving in a coordinated manner around the midline (Goody & Reinhold, 1952 as cited in Cermak et al., 1980). Contemporary issues that may be hindering the development of such skills in children can be accounted for by two problems, the first being the presence of movement but no subsequent education (Gagen & Getchell 2006). The second being, the inability to design developmentally appropriate activities for children by teachers and school age workers (Gagen & Getchell 2006). In addition, individual, task and environmental constraints should be addressed so educators are able to foster the development of motor skills (Bredin, 2020). Rate limiters such as laterality and lateral preference can affect the ability of a child to acquire midline crossing (Bredin, 2020). Laterality is the awareness that there are two sides of the body different from each other, and children should be able to perform movements with individual limbs as well as coordinated movements. Lateral preference builds upon laterality in that it refers to the side of the body that is more dominant in performing movements. Consequently, it is notable that laterality and lateral preference have a great impact on midline crossing as a child needs to be aware of their limbs in order to process how to cross over from the right side to the left and vice versa.
[[File:Girls_Playing_Pat-a-cake.jpg|thumb|465x465px|In this image, the children are playing a game called pat-a-cake. This game demonstrates midline crossing as a child touches their right hand to their partner's right hand and then their left hand to their partner's left hand. (Image by Stocksnap from pixabay; https://pixabay.com/photos/people-girls-kids-children-playing-2564803/)]]

=== Developmental coordination disorder (DCD) and the Midline ===
Developmental coordination disorder (DCD) is a lifelong condition which can cause difficulty to demonstrate coordinated motor skills (Team, 2020). It is crucial that educators and school age workers consider such developmental difficulties when designing programs for children. It is recommended to modify how movement is presented by, moving from a noisy playground with many distractions to an indoor gym, encouraging participation rather than perfecting a skill, and having the child measure success in relation to their goals and not in relation to the performance of their peers (Miller et al., 2018). Such recommendations can be implemented to improve movement in all children but is especially encouraged when working with children that have DCD.

== Practical Applications ==

=== Activities that promote development of the Midline ===
Activities that can help promote midline crossing in the arms and legs can be demonstrated in many ways. One example replicates soccer, as a bin is placed on the opposite side of the child’s preferred or dominant arm, if they are right arm dominant, place it to their left and vice versa (Bredin, 2020). Have the child kick or throw the ball into the bin and observe their progress (Bredin, 2020). This can also be reversed by placing the bin across from their non dominant arm or leg to encourage midline crossing from both sides of the body (Bredin, 2020). This activity can easily be modified to fit the child’s needs by increasing the size of the goal, changing the size of the ball so it is an appropriate grip for the child, and addressing rate limiters such as laterality and lateral preference. Another activity that can promote midline crossing are activities such as the game pat-a-cake where a child performs coordinated movements with a partner. When engaging in this game midline crossing can be observed as a child moves their hand to touch their partners right hand, and similarly moves their left hand to touch their partners left hand. Similarly, this game can be adjusted so the child can first practice the movement pattern as an individual, by using images such as a rabbit and a leaf. Place the rabbit in front of the child’s left hand and the leaf in front of the child’s right hand, then ask them to put their right hand on the rabbit, and then their left hand on the leaf. Practicing this skill individually will give the child the confidence to learn, and it will allow them to assess their progress as an individual rather than comparing their progress to other children (Hands, 2012; Miller et al., 2018).

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Bredin, S., (2020). Module Four: Developing fundamentals of motor development. (pp. 13-25) University of British Columbia

Cermak, S. A., Quintero, E. J., Cohen, P. M., (1980). Developing Age Trends in Crossing theBody Midline in Normal Children. ''The American Journal of Occupational Therapy'', 34(5), 313-319. <nowiki>https://doi.org/10.5014/ajot.34.5.313</nowiki>

Gagen, L.M, Getchell, N., (2006). Using ‘Constraints’ to Design Developmentally AppropriateMovement Activities for Early Childhood Education. Early Childhood Education Journal, 34(3), 227-232. doi: 10.1007/s10643-006-0135-6

Hands, B. P., (2012). How fundamental are fundamental movement skills? Active and Healthy Magazine 19(1), 11-13. Retrieved from <nowiki>https://researchonline.nd.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1066&context=health_article</nowiki>

Miller, J., Wilson-Gahan, S., Garrett, R., (2018) Health and Physical Education: Preparing educators for the future. (pp 87-111). Retrieved from <nowiki>https://books.google.ca/books?hl=en&lr=&id=z3lnDwAAQBAJ&oi=fnd&pg=PR5&dq=contemporary+approaches+fms+midline&ots=JIM885BDZr&sig=Vv_NcQVipKrAA4unMFmGhdkUJ4I&redir_esc=y#v=onepage&q&f=false</nowiki>

Team, T. (2020, April 17). Understanding Developmental Coordination Disorder (DCD). Retrieved October 19, 2020, from <nowiki>https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyspraxia/understanding-developmental-coordination-disorder-dcd</nowiki>

Course:KIN355/2020 Projects/Stability

2020-11-04T21:54:49Z

ShannonBredin:

Base of Support

== Defining the Concept and Its Importance ==
Stability refers to one's capability to maintain a controlled body position during task performance, and involves balance and weight transfer (Adolph & Franchak, 2017). To master these skills, children must be able to maintain various body positions, as well as adjust them, without falling. It takes muscle strength and body awareness to be able to gain balance and hold it while moving around, or even staying still. Further, it is especially the ability to control the body's center of gravity on a small supporting surface or base of support, and is mainly divided into static balance and dynamic balance (Adolph & Franchak, 2017). Static balance is the ability to balance in a stationary position. In static balance, the center of gravity stays stable over the body's base of support. A larger base, such as having two feet on the ground, provides more stability while a smaller base, for example only one foot on the ground, or one farther away from the center of gravity, offers less stability and therefore makes balancing more difficult. Dynamic balance is the ability to balance while moving. Tumbling, coming to a stop after running, landing after a jump, and climbing are all dynamic balance skills. Every locomotor activity requires some dynamic balance skill. Dynamic balance is more challenging to perform and master than static balance. Unlike static balance, in dynamic balance, the base of support is smaller or narrower, and it is also moving. It often involves weight transfer such as shifting the body's weight from one foot to the other, or from the feet to other parts of the body (Adolph & Franchak, 2017).

In the context of childhood movement experiences, stability is important as it is believed to be a prerequisite for the development of higher-level gross motor performance, and essential to learning and controlling fundamental movement skills (Jiang et al., 2017). Age appropriate balance and coordination allows the child to be involved in sports with a reasonable degree of success as it aids fluid body movement for physical skill performance (Rudd et al., 2015). For example, early one arm throwing patterns consist primarily of upper limb actions, but as a child matures the throwing pattern becomes more complex and includes lower body actions such as a step with the opposite foot and hip rotation. When the child begins to incorporate lower body actions in the throwing motion, postural control is challenged and postural stability becomes a more important component of successfully completing the skill. With good balance and coordination there is less likelihood of injury as the child is likely to have appropriate postural responses when needed, such as putting their hands out to protect themselves when they fall off their bike (Rudd et al., 2015). Children's balance not only increases with age, but also depends on interaction with surrounding environments and strengthening of muscle during the growth process. If early balance ability is not properly developed, it can lead to late learning of complex motor skills, such as running, jumping, and other movements, which can lead to a myriad of issues (Jiang et al., 2017).

== Role in Childhood Development and Contemporary Considerations ==

Early movement experiences create the foundation for higher-level motor skill performance (Rudd et al., 2015). Stability and balance, in particular, is vital to achieving success in almost every physical activity and is fundamental in the proficient learning and performance of motor skills (Rudd et al., 2015). Stability emerges from the interaction of an individual dealing with the constraints of the physical environment. Balance and coordination are also important in developing social skills. Children with good physical skills can master activities such as sports and playground use giving them even more opportunities to interact with their peers. With these skills, they can more easily make friends and become part of different social groups. Coordination and stability are also important to minimize fatigue (Rudd et al., 2015). When children are just learning new skills such as independent walking, they expend large amounts of physical and mental energy to master these abilities. As these skills become more evolved, they become automatic, so an older child can walk without expending much energy and without thinking much about it. Once children can walk naturally, they can focus on other aspects of development. Mastering stability skills can also help a child reduce the likelihood of injury (Rudd et al., 2015). Children with strong balance and coordination are less likely to fall over when climbing stairs or walking along an uneven surface. Stability can also help children build their core muscles, which helps them stay more stable during movement and when sitting, reducing the likelihood of injury. If these basic motor skills are underdeveloped in childhood, a child's ability to participate in and enjoy physical activity can be greatly diminished (Mombarg, Jelsma, & Hartman, 2013). Delayed motor development not only directly affects children's motor skills and their physical health, but also has an impact on children's cognitive, emotional, and social development (Mombarg et al., 2013). An important contemporary issue to identify is that caregiving practices can delay postural stability control and the development of new motor skills that follow.

The development of postural control in young infants instigates new skills and opens up new possibilities for looking, social interactions, manual actions, and locomotion (Dusing & Harbourne, 2010). Limited development of postural and movement control in infants has been shown to limit their progression to more complex motor experiences in the first years of life. Routine caregiving contributes to the development of skills as caregivers provide infants with experiences in a variety of positions, including supine, prone, upright carrying, and sitting with decreasing amounts of support. In light of this, researchers propose that caregivers implement interventions for infants and young children with postural control deficits that facilitate opportunities for them to experience a wide variety of movements requiring different levels of postural control (Dusing & Harbourne, 2010). Caregivers should understand the need for appropriately timed experience and exploration to foster development and therefore should be encouraged and educated on how to provide children with varied movement opportunities that will support the development of postural stability (Dusing & Harbourne, 2010).

An example of the importance of early caregiving practices and the negative effects it can have on childhood movement experiences is shown by a study conducted by Roeber and colleagues (2013). This study is based on adopted children who had lived all or most of their lives in institutional settings with variable caregiving conditions. The environments experienced by children in institutions often fall well below what is needed to sustain typical development (Roeber et al., 2013). The deprivation in these settings is known to negatively affect physical, cognitive, and emotional development (Roeber et al., 2013). As stated earlier, acquisition and maintenance of stability and movement depends on the learning and repetition of different movement activities in active play settings. For this reason, institutional rearing may be problematic for motor development (Roeber et al., 2013). Because of poor adult/child ratios in many institutions, infants spend long periods supine in their cribs. Objects to manipulate, when available, are provided for limited periods and floor time is rare (Roeber et al., 2013). The results of the study examining the effect of institutional deprivation on the motor skills of children showed that balance and bilateral coordination were impacted, with pre-institutionalized children demonstrating delays in both skills compared to the non‐institutionalized control group. Duration of institutional care predicted balance delays, while severity of caregiving deprivation was correlated with decreased bilateral coordination skills (Roeber et al., 2013). These findings suggest that institutionalization does not provide the early life experience needed for the development of stability motor skills later in childhood. Thus, early childhood educators should be aware of the importance of the environment a child develops in as it can have a direct impact on the development of stability skills which can, in turn, impact the healthy development of the child.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Adolph, K. E., & Franchak, J. M. (2017). The development of motor behavior. ''Wiley interdisciplinary reviews. Cognitive science, 8''(12), 102-143. <nowiki>https://doi.org/10.1002/wcs.1430</nowiki>

Dusing, S. C., & Harbourne, R. T. (2010). Variability in postural control during infancy: implications for development, assessment, and intervention. ''Pediatrics Special Issue 90''(12), 1838-1849. doi: 10.2522/ptj.2010033

Jiang, G., Jiao, X., Wu, S., Ji, Z., Liu, W., Chen, X., & Wang, H. (2017). Balance, proprioception, and gross motor development of Chinese children aged 3 to 6 years. ''Journal of Motor Behavior, 50''(3), 343-352. <nowiki>https://doi-org.ezproxy.library.ubc.ca/10.1080/00222895.2017.1363694</nowiki>

Mombarg, R., Jelsma, D., & Hartman, E. (2013). Effect of Wii-intervention on balance of children with poor motor performance. ''Research in Developmental Disabilities 34''(9), 2996-3003. <nowiki>https://doi.org/10.1016/j.ridd.2013.06.008</nowiki>

Roeber, B. J., Gunnar, M. R., & Pollak, S. D. (2013). Early deprivation impairs the development of balance and bilateral coordination. ''Developmental Psychobiology, 56''(5), 1100-1106. <nowiki>https://doi-org.ezproxy.library.ubc.ca/10.1002/dev.21159</nowiki>

Rudd, J. R., Barnett, L. M., Butson, M. L., Farrow, D., Berry, J., & Polman, R. C. J. (2015). Fundamental movement skills are more than run, throw and catch: The role of stability skills. ''PloS One, 10''(10). doi:<nowiki>http://dx.doi.org.ezproxy.library.ubc.ca/10.1371/journal.pone.0140224</nowiki>

Course:KIN355/2020 Projects/Midline

2020-11-04T03:22:30Z

ShannonBredin:

'''Midline'''

== Defining the Concept and Its Importance ==
[[File:Father_and_Daughter_Writing.jpg|thumb|467x467px|This image represents midline crossing as a child writes across a page. (Image by ddmitrova from pixasbay; https://pixabay.com/photos/girl-father-portrait-eyes-people-1641215/)]]

=== Midline ===
The body midline is described as an extension of the sagittal plane, which splits the body into two equal halves (Cermak et al., 1980). The fundamental movement skill of crossing the midline, is the ability to cross the arms or legs to the opposite side of the body (Bredin, 2020). Infants from ages 8 through 12 months should be able to cross the midline when reaching for toys, at ages 5 and 7 concern is raised if the child is unable to cross the midline, and by age 7 it can be confirmed that the child has difficulty crossing over the midline (Bredin, 2020). For instance, when reading a child who has not acquired this skill may use their right eye to read the right side of the page and then switch to their left eye to read the left side of the page, this can pose a negative effect as the child may miss information when they switch from using their right eye to their left eye (Bredin, 2020). Similarly, if a child has to switch hands when writing or drawing it may indicate that they are having trouble developing this motor skill (Bredin, 2020).
[[File:Boy_Reading_Book.jpg|left|thumb|383x383px|A child with difficulty crossing their midline may miss information when reading as they switch between their left and right eye. (Image by PublicDomainPictures from pixabay; https://pixabay.com/photos/portrayal-portrait-baby-face-mood-89194/)]]

=== The importance of Midline Crossing ===
The development of fundamental skills such as crossing the midline, are the basic building blocks that precede more advanced movement patterns (Hands, 2012). Midline crossing is especially important as it is a foundation for many movement patterns such as reading, writing, and other skilled movements (Cermak et el., 1980). It is suggested that children who are more engaged in fundamental movement skills can receive many benefits such as: higher physical activity level, increased cardio-respiratory fitness, greater self-esteem and confidence, as well as an increased likelihood to take risks (Hands, 2012). Research indicates that the ability to cross the midline is the representation of how well both sides of the body are integrated (Ayres, 1972 as cited in Cermak et al., 1980).

== Role in Childhood Development and Contemporary Considerations ==

=== Role of Midline Crossing in Childhood Development ===
Evidence in research indicates that midline crossing plays a large role in childhood development as many gross movements such as standing upright, walking, turning, involve both halves of the body, moving in a coordinated manner around the midline (Goody & Reinhold, 1952 as cited in Cermak et al., 1980). Contemporary issues that may be hindering the development of such skills in children can be accounted for by two problems, the first being the presence of movement but no subsequent education (Gagen & Getchell 2006). The second being, the inability to design developmentally appropriate activities for children by teachers and school age workers (Gagen & Getchell 2006). In addition, individual, task and environmental constraints should be addressed so educators are able to foster the development of motor skills (Bredin, 2020). Rate limiters such as laterality and lateral preference can affect the ability of a child to acquire midline crossing (Bredin, 2020). Laterality is the awareness that there are two sides of the body different from each other, and children should be able to perform movements with individual limbs as well as coordinated movements. Lateral preference builds upon laterality in that it refers to the side of the body that is more dominant in performing movements. Consequently, it is notable that laterality and lateral preference have a great impact on midline crossing as a child needs to be aware of their limbs in order to process how to cross over from the right side to the left and vice versa.
[[File:Girls_Playing_Pat-a-cake.jpg|thumb|465x465px|In this image, the children are playing a game called pat-a-cake. This game demonstrates midline crossing as a child touches their right hand to their partner's right hand and then their left hand to their partner's left hand. (Image by Stocksnap from pixabay; https://pixabay.com/photos/people-girls-kids-children-playing-2564803/)]]

=== Activities that promote development of the Midline ===
Activities that can help promote midline crossing in the arms and legs can be demonstrated in many ways. One example replicates soccer, as a bin is placed on the opposite side of the child’s preferred or dominant arm, if they are right arm dominant, place it to their left and vice versa (Bredin, 2020). Have the child kick or throw the ball into the bin and observe their progress (Bredin, 2020). This can also be reversed by placing the bin across from their non dominant arm or leg to encourage midline crossing from both sides of the body (Bredin, 2020). This activity can easily be modified to fit the child’s needs by increasing the size of the goal, changing the size of the ball so it is an appropriate grip for the child, and addressing rate limiters such as laterality and lateral preference. Another activity that can promote midline crossing are activities such as the game pat-a-cake where a child performs coordinated movements with a partner. When engaging in this game midline crossing can be observed as a child moves their hand to touch their partners right hand, and similarly moves their left hand to touch their partners left hand. Similarly, this game can be adjusted so the child can first practice the movement pattern as an individual, by using images such as a rabbit and a leaf. Place the rabbit in front of the child’s left hand and the leaf in front of the child’s right hand, then ask them to put their right hand on the rabbit, and then their left hand on the leaf. Practicing this skill individually will give the child the confidence to learn, and it will allow them to assess their progress as an individual rather than comparing their progress to other children (Hands, 2012; Miller et al., 2018).

=== Developmental coordination disorder (DCD) and the Midline ===
Developmental coordination disorder (DCD) is a lifelong condition which can cause difficulty to demonstrate coordinated motor skills (Team, 2020). It is crucial that educators and school age workers consider such developmental difficulties when designing programs for children. It is recommended to modify how movement is presented by, moving from a noisy playground with many distractions to an indoor gym, encouraging participation rather than perfecting a skill, and having the child measure success in relation to their goals and not in relation to the performance of their peers (Miller et al., 2018). Such recommendations can be implemented to improve movement in all children but is especially encouraged when working with children that have DCD.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Bredin, S., (2020). Module Four: Developing fundamentals of motor development. (pp. 13-25) University of British Columbia

Cermak, S. A., Quintero, E. J., Cohen, P. M., (1980). Developing Age Trends in Crossing theBody Midline in Normal Children. ''The American Journal of Occupational Therapy'', 34(5), 313-319. <nowiki>https://doi.org/10.5014/ajot.34.5.313</nowiki>

Gagen, L.M, Getchell, N., (2006). Using ‘Constraints’ to Design Developmentally AppropriateMovement Activities for Early Childhood Education. Early Childhood Education Journal, 34(3), 227-232. doi: 10.1007/s10643-006-0135-6

Hands, B. P., (2012). How fundamental are fundamental movement skills? Active and Healthy Magazine 19(1), 11-13. Retrieved from <nowiki>https://researchonline.nd.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1066&context=health_article</nowiki>

Miller, J., Wilson-Gahan, S., Garrett, R., (2018) Health and Physical Education: Preparing educators for the future. (pp 87-111). Retrieved from <nowiki>https://books.google.ca/books?hl=en&lr=&id=z3lnDwAAQBAJ&oi=fnd&pg=PR5&dq=contemporary+approaches+fms+midline&ots=JIM885BDZr&sig=Vv_NcQVipKrAA4unMFmGhdkUJ4I&redir_esc=y#v=onepage&q&f=false</nowiki>

Team, T. (2020, April 17). Understanding Developmental Coordination Disorder (DCD). Retrieved October 19, 2020, from <nowiki>https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyspraxia/understanding-developmental-coordination-disorder-dcd</nowiki>

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T16:32:08Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|thumb|Tummy Time: An infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|350x350px|left]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

The emphasis on tummy time largely results from contemporary medical recommendations that place infants in the supine position to sleep. While the supine sleeping position is recommended for decreasing the risk of Sudden Infant Death Syndrome (SIDS), it is associated with increased delays in motor milestone acquisition (such as rolling and sitting) (e.g., Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). In addition, the supine sleeping position is associated with a rise in the presentation of deformational plagiocephaly, which refers to the development of a flat spot, usually on the posterolateral aspect of an infant’s head ranging from mild to severe (e.g., ipsilateral forehead bulging or asymmetry in the ear/eye positioning) (Wittmeier & Mulder, 2017). As such, tummy time is a critically important physical activity strategy as it relates to gross motor development and head growth in infancy.

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Tummy Time: An infant in the prone position interacting with a sensory-perceptual book designed for infants (Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of SIDS that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Wittmeier, K., & Mulder, K. (2017). Time to revisit tummy time: A commentary on plagiocephaly and development. ''Paediatrics Child Health'', 22, 159-161.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T16:27:33Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|thumb|Tummy Time: An infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|350x350px|left]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

The emphasis on tummy time largely results from contemporary medical recommendations that place infants in the supine position to sleep. While the supine sleeping position is recommended for decreasing the risk of Sudden Infant Death Syndrome (SIDS), it is associated with increased delays in motor milestone acquisition (such as rolling and sitting) (e.g., Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). In addition, the supine sleeping position is associated with a rise in the presentation of deformational plagiocephaly, which refers to the development of a flat spot, usually on the posterolateral aspect of an infant’s head ranging from mild to severe (e.g., ipsilateral forehead bulging or asymmetry in the ear/eye positioning) (Wittmeier & Mulder, 2017). As such, tummy time is a critically important physical activity strategy as it relates to gross motor development and head growth in infancy.

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Tummy Time: An infant in the prone position interacting with a sensory-perceptual book designed for infants (Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of SIDS that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T16:25:13Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|thumb|Tummy Time: An infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|350x350px|left]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

The emphasis on tummy time largely results from contemporary medical recommendations that place infants in the supine position to sleep. While the supine sleeping position is recommended for decreasing the risk of Sudden Infant Death Syndrome (SIDS), it is associated with increased delays in motor milestone acquisition (such as rolling and sitting). In addition, the supine sleeping position is associated with a rise in the presentation of deformational plagiocephaly, which refers to the development of a flat spot, usually on the posterolateral aspect of an infant’s head ranging from mild to severe (e.g., ipsilateral forehead bulging or asymmetry in the ear/eye positioning) (Wittmeier & Mulder, 2017). As such, tummy time is a critically important physical activity strategy as it relates to gross motor development and head growth in infancy.

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Tummy Time: An infant in the prone position interacting with a sensory-perceptual book designed for infants (Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T16:24:04Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|thumb|Tummy Time: An infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|350x350px|left]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

The emphasis on tummy time largely results from placing infants in the supine position to sleep. While the supine sleeping position is recommended for decreasing the risk of Sudden Infant Death Syndrome (SIDS), it is associated with increased delays in motor milestone acquisition (such as rolling and sitting). In addition, the supine sleeping position is associated with a rise in the presentation of deformational plagiocephaly, which refers to the development of a flat spot, usually on the posterolateral aspect of an infant’s head ranging from mild to severe (e.g., ipsilateral forehead bulging or asymmetry in the ear/eye positioning) (Wittmeier & Mulder, 2017). As such, tummy time is a critically important physical activity strategy as it relates to gross motor development and head growth in infancy.

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Tummy Time: An infant in the prone position interacting with a sensory-perceptual book designed for infants (Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T16:21:42Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|thumb|Infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|350x350px|left]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

The emphasis on tummy time largely results from placing infants in the supine position to sleep. While the supine sleeping position is recommended for decreasing the risk of Sudden Infant Death Syndrome (SIDS), it is associated with increased delays in motor milestone acquisition (such as rolling and sitting). In addition, the supine sleeping position is associated with a rise in the presentation of deformational plagiocephaly, which refers to the development of a flat spot, usually on the posterolateral aspect of an infant’s head ranging from mild to severe (e.g., ipsilateral forehead bulging or asymmetry in the ear/eye positioning) (Wittmeier & Mulder, 2017). As such, tummy time is a critically important physical activity strategy as it relates to gross motor development and head growth in infancy.

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T16:20:58Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|thumb|Infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|300x300px|left]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

The emphasis on tummy time largely results from placing infants in the supine position to sleep. While the supine sleeping position is recommended for decreasing the risk of Sudden Infant Death Syndrome (SIDS), it is associated with increased delays in motor milestone acquisition (such as rolling and sitting). In addition, the supine sleeping position is associated with a rise in the presentation of deformational plagiocephaly, which refers to the development of a flat spot, usually on the posterolateral aspect of an infant’s head ranging from mild to severe (e.g., ipsilateral forehead bulging or asymmetry in the ear/eye positioning) (Wittmeier & Mulder, 2017). As such, tummy time is a critically important physical activity strategy as it relates to gross motor development and head growth in infancy.

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Stability at the time of projection

2020-10-16T07:43:05Z

ShannonBredin:

'''Force Creation: Stability at the Time of Projection'''

== Defining the Concept and Its Importance ==

Force creation can be defined using Newton’s 3 laws of force: inertia (any object at rest will stay at rest and any object in motion will stay in motion until acted upon by another force), acceleration (an object will accelerate in the direction that a force acts upon it), and action and reaction (any action has an opposite and equal reaction).

For force to be created within the body, parts of the body must be stabilized. When the stabilization occurs, this gives the body something to brace and pushes or pulls against the said body part. Many people take for granted how important abdominal muscles are in the roll of stabilization and force creation. According to Gagen and Getchell (2008) the abdominal muscles (in golf) stabilize the hips and create the anchor point around which the swing and weight transfer take place.

Force creation and stabilization are important motor milestones for children that coaches, teachers, and parents should be aware of. The abdominal muscles are an important muscular group in children because they help with the stabilization of the body. In early childhood years, the abdominal muscles slowly increase strength until infants can sit up on their own, prop themselves up with their arms on their tummy, creep, crawl, stand up, and eventually begin to walk. Without the stabilizing group of muscles, this would be next to impossible. Gagen and Getchell (2008), state that children and other individuals who are unable to jump, throw, kick or hit with success or vigor lack the stabilizing area. For example, in the article Applying Newton's apple elementary physical education (Gagen and Getchell, 2008) when a kindergartner throws a ball, he or she often lifts the ball and thrusts it forward; movement is primarily elbow flexion and extension, with little or no activity outside of the forward motion. Since the children lack advanced strength of the abdominal region, it can be concluded that the children throwing the ball at a younger age do not rotate the torso or move outside the forward motion due to a lack of ability to stabilize their bodies after the rotation. In the case of throwing, Newton’s laws of inertia and acceleration are being performed but not as effectively if stabilizing muscles were stronger. Practicing these stabilizing and force creating movements through fun games (e.g. playing catch, hopscotch, hot lava, kicking a ball etc.) is crucial in childhood years, and are an effective way to develop the previously discussed movements.

== Role in Childhood Development and Contemporary Considerations ==

Force and stabilization in forceful movements is important for a multitude of reasons. As children physically develop, their mass and height increases, and so does their inertia. This creates a larger need for more force production as well as an increase in the momentum needed to create the forceful movement. An example used earlier was children throwing a ball. Early throwers only use flexion and extension when throwing a ball ; but as the body changes in mass, more momentum is transferred through the body and rotation/stabilization of the body is needed to throw (Gagen and Getchell, 2008). One thing to consider when it comes to developing children is if a child does not develop properly as they age, they may not get over the “awkward phase” where their bodies are going through more changes and they will need to relearn how to move effectively. Therefore you may not see the rotation and plant of the foot when throwing a ball that is seen in other developing children. This concludes that there may be a less forceful movement because of a lack of stability in the thrower. Gagen and Getchell (2008) explain this “awkward phase” happens in most children through puberty.

Some factors that teachers, coaches, and early childhood educators should know about children’s abilities and motor milestones are as follows: A physical educator should be aware of the physical changes that children are going through and the changes in inertia and momentum that the children need due to the changes in their bodies capabilities. If the educator is not aware of these changes, it may cause the children to result back to bad habits in physical movement due to low control over the body and forceful production.

Educators and coaches should know different techniques to teach children when they are learning how to throw and kick etc., and be able to explain where the force the children need to generate comes from in order to get them to create more force during the said action (Gagen and Getchell, 2008). This is important because when teaching a child how to kick a ball for example, if the instructor shows that you have to use the legs and glute region to generate more force in the kick, this will help the children to understand the movement better.

Educators should use games that involve different levels of force production (hopping, jumping, skipping, throwing, changing direction, weight transfer etc.). This will help children increase their core movements and muscle development. It will also help them overcome motor milestones. For example: when hopping with one foot, children tend to land on their flat foot and not absorb the force with a bent knee and ankle. Using different games will help teach how to increase forceful movements and create stability through the body, and how to absorb it.

Educators should be aware that all children will not have the same abilities due to differences in height, weight, strength, and early development and that the heavier/stronger children may be able to “cheat” their way through forceful production due to the more advanced physiological differences (Langendorfer and Roberton, 2002). Put simply, they will not have to use proper form when kicking or throwing for example, which is dangerous because it can lead to injury due to improper body movements.

Finally, educators should be able to introduce the law of action and reaction in a simple way. For example throwing a ball against the wall and catching it as it comes back or jumping and trying to absorb the force with bent knees and ankles on the landing to prevent injury (Gagen and Getchell, 2008). This will help with the absorption of force and can build the children’s confidence in creating a more forceful and stable movement because of proper technique and better understanding of what force is.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Linda Gagen & Nancy Getchell (2008) Applying Newton's Apple to Elementary Physical Education, Journal of Physical Education, Recreation & Dance, 79:8, 43-51, DOI: 10.1080/07303084.2008.10598231

Stephen J. Langendorfer & Mary Ann Roberton (2002) Individual Pathways in the Development of Forceful Throwing, Research Quarterly for Exercise and Sport, 73:3, 245-256,

Course:KIN355/2020 Projects/Overhand Throwing

2020-10-16T07:42:25Z

ShannonBredin:

== Defining the Concept and Its Importance ==
Overhand throwing is a manipulative single-handed skill where an object is thrown away and from above the shoulders. This throwing pattern requires complex motor skills that involve the entire body in a series of linked movements starting from the legs, progressing up through the pelvis and trunk, and culminating in a ballistic motion to propel the object forward. The most common sports games utilizing the overhand throwing pattern include dodgeball, football, water polo, javelin, and baseball (Parenting Counts, 2014). Some of the characteristics of overhand throwing, especially by the age of three, tend to be restricted to arm alone (Marques-Bruna, 1997). It is important that children should have developed the gross motor skills by that age in order to be able to participate in organized sports and activities that require the overhand throw (Kids at Play, 2014). Overhand throwing usually is developed a little later in children's lives as it requires more concentration than other routine activities such as walking or running.

During childhood, the central nervous system matures at an accelerated rate. It is during this stage of development that an excellent potential for skill acquisition exists due to the heightened neural plasticity equivalent to this age group (Borms,1996). Neural plasticity can be defined as the ability of the brain to modify its connections to adapt in response to changes in the environment or re-wire itself. Without this ability, the brain would be unable to develop from infancy through to adulthood or to recover from brain injury. This hardware of connections also affects mood, behaviour, social skills, intelligence, memory, attention, ability to cope with stress, and the capacity for joy.

The practice of overhand throwing will not only allow physical self-confidence to evolve due to an increase of body awareness, but it will also facilitate the development of bilateral integration (Maskell, 2004), which is the ability to use both sides of the body together, promoting coordination and communication of the left and right hemispheres of the brain. A child with good bilateral integration is able to accomplish many daily activities such as walking, climbing stairs, and even playing instruments.

Teachers, coaches, parents, and childhood early educators must be aware of the importance of this skill and be responsible for providing children opportunities to practice overhand throwing as the brain can benefit from every experience.

== Role in Childhood Development and Contemporary Considerations ==

Insert text/Figures,,, as per Section 2 requirements

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Insert references (APA), in alphabetical order.

Course:KIN355/2020 Projects/Palmar Grasp Reflex

2020-10-16T07:41:46Z

ShannonBredin:

'''Palmar Grasp Reflex'''

== Defining the Concept and Its Importance ==

The palmar grasp reflex is a primitive, involuntary response to a mechanical stimulus (Anekar, Bordoni, 2020). It usually starts to appear at around sixteen weeks gestation and should disappear by the time the child is six months old. To elicit the reflex, tactile stimulation is needed such as stroking a finger across the baby’s palm. The action resembles a grasping motion of the hand. There are two phases - a catching and holding phase (Bordoni, Falkson, 2020). The catching phase is the starting fingers flexion and the holding phase is the traction of tendons of flexed muscles (Bordoni, Falkson, 2020). If the child has a correct functioning central nervous system, the child will respond to the stimulation by flexing their four fingers of the stimulated hand and closing around the object (Anekar, Bordoni, 2020). The reflex starts to grow stronger in the weeks following after birth, but then begins to weaken. This reflex does not work with our thumbs, only the four fingers (Anekar, Bordoni, 2020). This reflex is thought to play a role in early childhood development. It is thought to play an early role in acquisition of early forms of voluntary reaching and grasping. It serves to create basic motor movement patterns for future voluntary movements (Anekar, Bordoni, 2020). This reflex is a routine part of a neurological examination (Anekar, Bordoni, 2020). If a child does not have this reflex at birth, this tells the doctors that the baby has a neurological disorder. It is important for the reflex to disappear because if it persists it will delay motor skill acquisition, especially in the development of fine motor skills. Having this reflex past six months is a big concern in motor skills because movements such as crawling and creeping become very difficult to do so if the child is always grasping objects that touch their palms. If the reflex stays for years it makes it very difficult to do daily tasks as an adult such as writing.

== Role in Childhood Development and Contemporary Considerations ==
The palmar grasp reflex is a primitive reflex that can be elicited in normal preterm infants. The reflex is important for every baby to elicit because it is an important sign in your child’s nervous system development and function. During the ultrasound, the reflex is observed by the baby grasping the umbilical cord (Futagi, Toribe, Suzuki, 2012). The grasp reflex can be elicited in neonates and early infants as a result of poor control of spinal mechanism of immature brain, but reflex disappears with age as the brain matures (Futagi, Toribe, Suzuki, 2012). It is important for this reflex to disappear in the first couple months of a baby’s life, however there are many cases where the reflex does not disappear and it causes issues in motor development. In some cases, adult patients with lesions in their frontal lobes display this reflex, which suggests that this reflex is inhibited after infantile period and not lost (Futagi, Toribe, Suzuki, 2012). This reflex is thought to play a role in early childhood development. The clinical significance behind this reflex is that it serves to create a basic motor pattern foundation and introduces the baby to the movement of grasping and reaching voluntarily (Anekar, Bordoni, 2020). If the reflex correctly disappears, as the brain matures the higher motor centres will control spinal circuits and voluntary hand grip will occur (Anekar, Bordoni, 2020). If the reflex does not disappear within the correct time frame, it leads to many delays in motor milestones. If a baby continues to have the reflex past six months, it makes it very difficult for the child to release objects that touch their palms. By having an object in their hand, it makes it very tough for the child to crawl and creep while holding something in their hand. This then leads to future problems with hand coordination in daily tasks. For example, writing becomes a very difficult task because the hand can not let go of the pen once it touches the palm of their hand. This leads to very uncoordinated handwriting, which will make it hard in the future for any tasks that involve writing. The palmar grasp reflex is also important for developing fine motor skills that involve strength and hand-eye coordination. It is important to learn these fine motor skills for future actions such as using a computer mouse. If the reflex persists for longer than the first six months of the baby’s life, it will cause problems in the future when an activity involves grasping an object. An individual with this problem will be able to easily grasp an object, however when it is time to release the object that will be very difficult. With this difficulty of releasing objects, it will have a large impact on the movement performance of an individual. Thus, it is very crucial for a child’s motor development to elicit the palmar grasp reflex, however it is also very important for the reflex to disappear within the first six months of life otherwise there are motor development delays throughout their life.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==

Anekar AA, Bordoni B. Palmar Grasp Reflex. [Updated 2020 Sep 9]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan-. Available from: <nowiki>https://www.ncbi.nlm.nih.gov/books/NBK553133/</nowiki>

Falkson SR, Bordoni B. Grasp Reflex. [Updated 2020 Apr 19].In: StatPearls [Internet]. Treasure Island (FL):StatPearls Publishing; 2020 Jan-. Available from:<nowiki>https://www.ncbi.nlm.nih.gov/books/NBK553125/</nowiki>

Futagi, Y., Toribe, Y., & Suzuki, Y. (2012). The grasp reflex and moro reflex in infants: hierarchy of primitive reflex responses. ''International journal of pediatrics'', ''2012''.

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T07:36:45Z

ShannonBredin:

'''<big>Tummy Time</big>'''

== Defining the Concept and Its Importance ==
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).[[File:Baby-20374.jpg|thumb|Infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|center|500x500px]]
== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998). While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones (Davis, Moon, Sachs, & Ottolini, 1998; Jantz & Blosser, & Fruechtung, 1997). This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002). As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development (Hewitt, Stanley, & Okely, 2017). Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping (Hewitt, Stanley, & Okely, 2017). Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Despite the importance of tummy time, it has been reported that only about 30% of parents and 75% of child care educators adhere to tummy time recommendations (Gross et al., 2017; Hewitt et al., 2018). It is unclear as to the reasons behind reported adherence rates; however, there is some literature that would suggest some caregivers may be unaware of tummy time recommendations (Yin et al., 2014) suggesting the need for more effective caregiver education (Zachry & Kitzmann, 2011). While some caregivers may be familiar with ‘back to sleep’ recommendations, they may not be aware of ‘prone to play’ recommendations and the impact of a lack of tummy time on motor development (Felzer-Kim, Erickson, Adkins, & Hauck, 2020; Zachry & Kitzmann, 2011). Another reason for low adherence rates by parents may be that it is not uncommon for parents to report that their infant, especially when young, does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

American Academy of Pediatrics (1992). American Academy of Pediatrics Task Force on infant positioning and SIDS. ''Pediatrics'', 89, 1120–1126.

American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome (2005). The changing concept of sudden infant death syndrome: Diagnostic coding shifts, controversies regarding the sleeping environment, and new variables to consider in reducing risk. ''Pediatric''s, 116(5), 1245–1255.

Davis, B.E., Moon, R.Y., Sachs, H.C., & Ottolini, M.C. (1998). Effects of sleep position on infant motor development''. Pediatrics'', 102, 1135–1140.

Dudek-Shriber L, & Zelazny, S. (2007). The effects of prone positioning on the quality and acquisition of developmental milestones in four-month-old infants. ''Pediatric Physical Therapy'', 19, 48–55.

Felzer-Kim, I.T., Erickson, K., Adkins, C., & Hauck, J.L., (2020). Wakeful prone ‘Tummy Time’ during infancy: How can we help parents? ''Physical & Occupational Therapy in Pediatrics'', 40, 652-669.

Graham, J. M. (2006). Tummy time is important. ''Clinical Pediatrics'', 45, 119–121.

Gross, R.S., Mendelsohn, A.L., Yin, H.S., et al. (2017). Randomized controlled trial of an early child obesity prevention intervention: impacts on infant tummy time. ''Obesity'', 25, 920–927.

Gross, R. S., Mendelsohn, A. L., Yin, H. S., Tomopoulos, S., Gross, M. B., Scheinmann, R., & Messito, M. J. (2017). Randomized controlled trial of an early child obesity prevention intervention: Impacts on infant tummy time. ''Obesity'', 25, 920–927.

Guidetti, J., Wells, J., Worsdall, A., & Metz, A. E. (2017). The effect of positional support on tolerance of wakeful prone in infants. ''Physical & Occupational Therapy in Pediatrics'', 37, 308–321.

Hewitt, L., Benjamin-Neelon, S.E., Carson, V., Stanley, R.M., Janssen, I., & Okely, A.D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: an observational study. Infant Behavior and Development, 50, 88–97,

Hewitt, L., Kerr, E., Stanley, R.M., et al. (2020). Tummy Time and Infant Health Outcomes: A Systematic Review. ''Pediatrics'', 145, e20192168.

Hewitt, L., Stanley, R., & Okely, A.D. (2017). Correlates of tummy time in infants aged 0-12 months old: A systematic review. ''Infant Behavior and Development'', 49, 310-321.

Jantz, J.W., Blosser, C.D., & Fruechting, LA. (1997). A motor milestone change noted with a change in sleep position. ''Arch Pediatr Adolesc Med''., 151, 565–568.

Kadey, H.J., Roanne, H.S. (2012). Effects of access to a stimulating object on infant behaviour during tummy time. ''Journal of Applied Behavior Analysis'', 45, 395-399.

Majnemer A, Barr RG. Inﬂuence of supine sleep positioning on early motor milestone acquisition. Dev Med Child Neurol. 2005;47(6):370–376; discussion 364

Monson, R.M., Deitz, J., Kartin, D. (2003). The relationship between awake positioning and motor performance among infants who slept supine. ''Pediatr Phys Ther'', 15, 196–203.

Monterosso, L., Kristjanson, L., & Cole, J. (2002). Neuromotor development and the physiologic effects of positioning in very low birth weight infants. ''Journal of Obstetric, Gynecologic, and Neonatal Nursing'', 31, 138–146.

Ricard, A., & Metz, A. E. (2014). Caregivers' knowledge, attitudes, and implementation of awake infant prone positioning. ''Journal of Occupational Therapy, Schools, and Early Intervention'', 7, 16–28.

Russell, D.C., Kriel, H., Joubert, G., & Goosen, Y. (2009). Prone positioning and motor development in the ﬁrst 6 weeks of life. ''South African Journal of Occupational Therapy'', 39, 11–14.

Salls, J.S., Silverman, L.N., & Gatty, C.M. (2002). The relationship of infant sleep and play positioning to motor milestone achievement. ''Am J Occup Ther'', 56, 577–580.

Task Force on Infant Positioning And SIDS (1996). Positioning and sudden infant death syndrome (SIDs): update. ''Pediatric''s, 98, 1216–1218.

Wen, L.M., Baur, L.A., Simpson, J.M., Rissel, C., Flood, V.M. (2011). Effectiveness of an early intervention on infant feeding practices and “tummy time”: a randomized controlled trial. ''Arch Pediatr Adolesc Med'', 165, 701–707.

Willinger, M., Hoffman, H.J., Wu, K.T., et al. (1998). Factors associated with the transition to nonprone sleep positions of infants in the United States: The National Infant Sleep Position Study. ''JAMA'', 280, 329–335.

Yin, H. S., Sanders, L. M., Rothman, R. L., Shustak, R., Eden, S. K., Shintani, A., Cerra, M. E., Cruzatte, E. F., & Perrin, E. M. (2014). Parent health literacy and “obesogenic” feeding and physical activity-related infant care behaviors. ''The Journal of Pediatrics'', 164, 577–583.e1.

Zachry, A. H., & Kitzmann, K. M. (2011). Caregiver awareness of prone play recommendations. ''American Journal of Occupational Therapy'', 65, 101–105

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T06:47:05Z

ShannonBredin:

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T06:46:43Z

ShannonBredin:

'''Tummy Time'''

== Defining the Concept and Its Importance ==
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).[[File:Baby-20374.jpg|thumb|Infant in the prone position demonstrating the capability to hold the head and raise the shoulder area of the torso off the ground with support of the arms. (Image by PublicDomainPictures from Pixabay; https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/)|center|500x500px]]
== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

== References ==

Insert content...

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T06:46:06Z

ShannonBredin:

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T06:29:43Z

ShannonBredin:

'''Tummy Time'''

== Defining the Concept and Its Importance ==
[[File:Baby-20374.jpg|left|thumb|Infant in the prone position demonstrating the capability to hold the head and raise the shoulder are of the torso off the ground with support of the arms.]]
Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

File:Baby-20374.jpg

2020-10-16T06:28:42Z

ShannonBredin: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Infant in the prone position demonstrating the capability to hold the head and raise the shoulder are of the torso off the ground with support of the arms.}}
|date=2020-10-15
|source=https://pixabay.com/photos/baby-portrait-newborn-infant-cute-20374/
|author=Image by PublicDomainPictures from Pixabay
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-zero}}

[[Category:Motor Development]]

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T06:24:10Z

ShannonBredin:

'''Tummy Time'''

== Defining the Concept and Its Importance ==

Tummy time refers to the act of placing an infant on their stomachs while awake on the floor under adult supervision (Hewitt, Kerr, Stanley, & Okely, 2020; Wen, Baur, Simpson, Rissel, & Flood, 2011). Tummy time is considered a form of physical activity recommended for all infants, 6 months and younger (Hewitt et al., 2020). Studies show that tummy time has a significant positive effect on gross motor development (Dudek-Shriber, & Zelamy, 2007; Majnemer & Barr, 2005; Monson, Deitz, & Kartin, 2003; Russell, Kriel, Joubert, & Gloosen, 2009; Salis, Silverman, & Gatty, 2002); therefore, it is included increasingly in national movement initiatives around the world such as in Australia, Canada, South Africa, and the United Kingdom; as well as from professional organizations (National Academy of Medicine, American Academy of Pediatrics), including the World Health Organization (Hewitt et al., 2020). Specifically, it is recommended that infants less than 6 months of age are provided tummy time daily for 30 minutes across a 24-hour period for healthy growth and motor development (Hewitt et al., 2020).

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T05:25:55Z

ShannonBredin:

'''Tummy Time'''

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T05:21:58Z

ShannonBredin:

Tummy Time

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|550x550px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T05:21:27Z

ShannonBredin:

Tummy Time

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Infant Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) |350x350px]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)|500x500px]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T05:16:52Z

ShannonBredin:

Tummy Time

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==
[[File:Baby-1266117.jpg|left|thumb|Baby Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) ]]
[[File:Child-2916824.jpg|thumb|Infant in the prone position manipulating a book.(Image by ParentiPacek from Pixabay; https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/)]]
For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

File:Child-2916824.jpg

2020-10-16T05:11:15Z

ShannonBredin: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Infant in the prone position manipulating a book.}}
|date=2020-10-15
|source=https://pixabay.com/photos/baby-little-girl-cute-child-girl-4637005/
|author=Image by ParentiPacek from Pixabay
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-zero}}

[[Category:Motor Development]]

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T05:07:10Z

ShannonBredin:

Tummy Time

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==

For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).
[[File:Baby-1266117.jpg|left|thumb|Baby Sleeping in Supine Position (Image by fujikama from Pixabay; https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/) ]]

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate motor development. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T04:58:55Z

ShannonBredin:

Tummy Time

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==

For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

[[File:Baby-1266117|thumb|Baby Sleeping in Supine Position]]
While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate and motor development infancy. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling of the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

File:Baby-1266117.jpg

2020-10-16T04:52:01Z

ShannonBredin: User created page with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Baby sleeping in the supine position}}
|date=2020-10-15
|source=https://pixabay.com/photos/baby-boy-son-child-infant-kid-1266117/
|author=Image by fujikama from Pixabay
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-zero}}

Course:KIN355/2020 Projects/Tummy Time

2020-10-16T04:42:29Z

ShannonBredin:

Tummy Time

== Defining the Concept and Its Importance ==

Insert content...

== Role in Childhood Development and Contemporary Considerations ==

For the last 30 years, the recommendation from various health and medical organizations (e.g., the World Health Association, American Academy of Pediatrics) has been to place infants in the supine position (on the back) to sleep (American Academy of Pediatrics, 1992). The ‘Back to Sleep’ campaign recommended strongly sleeping in the supine because of the increased risk of Sudden Infant Death Syndrome (SIDS) that is associated with sleeping in the prone position; wherein, sleeping in the supine position is thought to decrease the risk of SIDS (American Academy of Pediatrics, 1992). For example, reports suggest that the “Back to Sleep’ campaign resulted in a 40% decrease in the incidence of SIDS in the United States (Willinger et al., 1998).

While the incidence of SIDs decreases in supine sleepers, sleeping in the supine position can result in delayed acquisition of motor milestones. This is thought to occur because of negative effects of supine sleeping on muscle tone (Monterosso, Kristjanson, & Cole, 2002), As such, tummy time has become an important contemporary physical activity strategy in infancy to stimulate and motor development infancy. Tummy time stimulates the infant to practice lifting their head, lifting their torso off the ground and turning their head, as well moving the legs and pushing their torso up using their arms. Therefore, tummy time provides the opportunity to build muscular strength in the neck, shoulder, and trunk muscles. Building muscular strength is important for reaching such motor milestones as lifting the head, rolling of the body (e.g., front to back), learning to sit upright, and encouraging the emergence of the rudimentary skills of crawling and creeping. Given the positive effects on gross motor development, the ‘Back to Sleep’ slogan is paired with the slogan, “Prone to Play” (American Academy of Pediatrics Task Force on Sudden Infant Death Syndrome, 2005; Task Force on Infant Positioning & SIDS, 1996).

Early in infancy, many parents report that their infant does not enjoy tummy time. An infant may become distressed or noncompliant (e.g., cry), squirm, appear frustrated, or even attempt to roll off of their stomachs (Kadey & Roane, 2012). Observing and experiencing this type of behaviour may increase a caregivers’ reluctance to place a child in tummy time (Kadey & Roane, 2012). However, it is important to persistent (Ricard & Metz, 2014); as infants get older and gain increased strength, tummy time practices improve (Hewitt, Stanley, & Okely, 2017). Further, the earlier that tummy time prone positioning is introduced the more tolerant of the position the infant becomes later on (Jennings et al., 2005).

Various strategies have been suggested to promote tummy time and appropriate infant behaviour. For example, caregivers can start with a few minutes at a time and gradually progress in duration until reaching 30 minutes a day across a 24-hour period (Hewitt, Stanley, & Okely, 2017). To achieve tummy time recommendations, it has also been suggested to break down major milestone achievements (e.g., rolling, sitting unassisted) into smaller achievements such as celebrating the capability for the infant to lift their head off the ground or moving their arms/legs while prone. Other suggestions have been to place stimulating toys in the infant’s field of view (Graham, 2006, Kadey & Roane, 2012). In fact, literature shows that wakeful prone bouts of tummy time last longer when there are objects in the environment versus the bare floor (Guidetti et al., 2017).

== Practical Applications ==

Insert content...

== Summary ==

Insert content...

Course:KIN355/2020 Projects/Creeping/Crawling and Its Importance

2020-10-16T04:37:22Z

ShannonBredin:

'''Creeping and Crawling'''

== Defining the Concept and Its Importance ==

Creeping and crawling are rudimentary motor skills that include stability, locomotion and manipulation of movements. The primary mode of mobility achieved by infants before they learn how to walk is known as crawling. Crawling is when the belly is in contact with the floor, the head is upright, and elbows are bent. The child progressively pulls on the floor with bent arms and legs to advance themselves across the floor. By doing this crawling maneuver the child is developing neck, back and arm strength that will allow them to progress towards creeping. Creeping is a means of mobility with the arms straight, belly off the ground and weight on the hands and knees. The child will move their arms and legs to progress across the floor. Crawling and creeping are known as gross motor skills, which is the ability to control the large muscles of the body. Gross motor skills develop over a short period of time. Crawling and creeping are important for child development as it helps to integrate primitive reflexes, build strength and develop foundational skills needed for future learning and motor coordination (McEwan, Dihoff & Brosvic, 1991). For example, fine motor coordination develops as the arches of the hand are built, communication in the brain across the midline is set up which is needed for reading skills to occur and muscle tone, strength and coordination are increased throughout the body (Berger, Friedman & Polis, 2011).

Creeping and crawling are known to improve physical development, neurological development, vision, coordination and balance, and self confidence in the child. During neurological development encouragement of midline crossing, that is the line that runs down our centre of our brain and divides the left side from the right side of the body (Cardoso, 2009). Crossing of the midline is important for development of the two hemispheres of the brain and future development. Creeping and crawling involves the use of bilateral coordination which indicates that the left side of the brain is working with the right side and vice versa, both sides of the body are working in harmony (Cardoso, 2009). Creeping and crawling can encourage the healthy development of near and far vision. Children are able to learn to train their eyes. They are able to look into the distance of an object that they want it, look towards a destination and look back down to their hands. This establishes the connection of the baby to their surroundings of what they see. Once the baby reaches school, visual development will enable them to track objects and improve reading performance. Creeping and crawling is the beginning of the development of hand eye coordination. Children reach for objects and move around; hand eye coordination will allow the child to ride a bike later on. Creeping and crawling are known to enhance a baby’s internal balance and equilibrium; the body must counteract gravity when crawling which stimulates the vestibular and proprioceptive systems (Nandi & Luxon, 2008). The vestibular system is the sensory system that runs through your inner ear dealing with balance and spatial orientation, leading the body to coordination movement with balance.

== Role in Childhood Development and Contemporary Considerations ==

Creeping and crawling are important developmental milestones for a child at any age. They are vital to improve neurological abilities such as focus and concentration, visual tracking and convergence, and the ability to understand abstract concepts of time, distance and space. Babies begin to crawl using primary reflexes, they then learn how to crawl on their stomach and later gain the ability to creep on their hands and knees. During this process they develop physically and mentally, without mastering these two developmental milestones children will not progress developmentally. Crawling on the belly develops the pons, the pons is the part of the brainstem that links the medulla oblongata to the thalamus. The pons is a very important part of the brain for the regulation and control of a number of vital functions, such as respiration, equilibrium, eye movement and posture. These functions are all vital for a developing child. The medulla oblongata is responsible for regulating several basic functions of the autonomic nervous system, including respiration, cardiac function and other reflexes. The thalamus is composed of different nuclei that serve special roles, such as relaying sensory and motor signals which is essential to a child during motor development. Creeping on the hands and knees supports the development of the midbrain. The midbrain is a portion of the central nervous system that has associated duties such as vision and motor control. These duties are essential in child development.

If a child is unable to learn how to creep and crawl at an early change it will have serious consequences on their cognitive and motor development as they age later in life. Creeping and crawling is known to improve neurological development, which allows the midline to cross. The crossing of the midline allows the left hemisphere of the brain to interact with the right hemisphere which enables the body to move and work in harmony (Cardoso, 2009). Without attaining the skill of creeping and crawling the midline will not cross over in the child’s brain, thus resulting in the two sides of the body not working together. This means a connection between the two halves of the brain will be unable to form. Bilateral coordination is used during gross motor movements, without the experience of gross motor movements the brain will not develop, and connections will not be formed. Creeping and crawling is shown to improve vision in children allowing them to track and develop better near and far vision, without creeping and crawling the connection of the baby and their surroundings in the environment will not be made. Spatial skills are the ability to locate objects in three dimensions using sight or touch. Research shows that crawling facilitates the development of cognitive skills, including the skills that allow a child to locate an object by sight or touch (Berger, Friedman & Polis, 2011). If the child is not afforded the opportunity to develop total neurological organization, the child cannot become totally "normal", and as a result cannot communicate at the level at which the child might have been able to, had neurological organization been completed. The enhancement of the child’s internal balance and equilibrium system is done through creeping and crawling. The body counteracts gravity when crawling which stimulates the proprioceptive and vestibular systems. The vestibular system is the sensory system that is located inside the inner ear and deals with balance and spatial orientation, allowing you to know where your body is in location to space (Nandi & Luxon, 2008). Without crawling or creeping these two systems would not be able to fully develop, which will later lead the child to endure balance problems in near their future.

Primitive reflexes are reflex actions originating in the central nervous system that are exhibited by normal infants in response to stimuli. As the child transitions normally into child development these reflexes are suppressed by the development of the frontal lobes. Primitive reflexes should disappear between six and twelve months as the brain starts to inhibit them when more sophisticated, neural functioning begins to develop. If these reflexes persist, they will interfere with the mastering of intentional control of muscles and hinder the development of physical readiness and academic learning during school. Bad behaviour, poor social skills, lack of impulse control and difficulty in learning in some cases can be symptoms of an underdeveloped central nervous system (Olson et al., 2018). In conclusion, creeping and crawling are proved to help children develop cognitively and physically.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Berger, S. E., Friedman, R., & Polis, M. C. (2011). The role of locomotor posture and experience on handedness and footedness in infancy. Infant Behavior & Development, 34(3), 472–480. doi: 10.1016/j.infbeh.2011.05.003

Cardoso, A. A., & Magalhães, L. de C. (2009). Bilateral coordination and motor sequencing in Brazilian children: preliminary construct validity and reliability analysis. Occupational Therapy International, 16(2), 107–121. doi: 10.1002/oti.273

McEwan, M. H., Dihoff, R. E., & Brosvic, G. M. (1991). Early infant crawling experience is reflected in later motor skill development. Perceptual and Motor Skills, 72(1), 75–79. doi: 10.2466/pms.1991.72.1.75

Nandi, R., & Luxon, L. M. (2008). Development and assessment of the vestibular system. International Journal of Audiology, 47(9), 566–577. doi: 10.1080/14992020802324540

Olson, S. L., Davis-Kean, P., Chen, M., Lansford, J. E., Bates, J. E., Pettit, G. S., & Dodge, K. A. (2018). Mapping the Growth of Heterogeneous Forms of Externalizing Problem Behavior Between Early Childhood and Adolescence: A Comparison of Parent and Teacher Ratings. Journal of Abnormal Child Psychology, 46(5), 935–950. doi: 10.1007/s10802-018-0407-9

Course:KIN355/2020 Projects/Stability at the time of projection

2020-10-15T23:17:44Z

ShannonBredin:

Course:KIN355/2020 Projects/Entry Template

2020-10-15T23:17:05Z

ShannonBredin: Replaced content with "Force creation and stability at the time of projection == Defining the Concept and Its Importance == Insert text/figures... as per Section 1 requirements. == Role in C..."

Force creation and stability at the time of projection

== Defining the Concept and Its Importance ==

Insert text/figures... as per Section 1 requirements.

== Role in Childhood Development and Contemporary Considerations ==

Insert text/Figures,,, as per Section 2 requirements

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Insert references (APA), in alphabetical order.

Course:KIN355/2020 Projects/Force Creation: Altering Mass

2020-10-15T23:15:36Z

ShannonBredin: Created page with "'''Force Creation: Altering Mass''' == Defining the Concept and Its Importance == Insert == Role in Childhood Development and Contemporary Considerations == Insert == Pr..."

'''Force Creation: Altering Mass'''

== Defining the Concept and Its Importance ==

Insert

== Role in Childhood Development and Contemporary Considerations ==

Insert

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==
Insert

Course:KIN355/Wiki Instructions

2020-10-15T05:49:23Z

ShannonBredin:

Instructions to Students
The following are 'Getting Started' Instructions for your Wiki Page. By the end of the project you will have worked on 3 different page
entries, but you are only setting up one wiki page. Specifically, you will be creating the page for topic you are assigned for Sections 1/2.

== Instructions Sections 1/2 ==

'''Background Section 1:''' The purpose of Section 1 is to explain to the reader what your term is (e.g., define the concept), as well as explain the importance of the topic in the context of childhood movement experiences. When providing a rationale for why your topic is important for early childhood educators, teachers, or grassroots coaches to understand, you are provided a great deal of flexibility for the approach you take. For example, if applicable, you may choose to ground the importance of the topic in statistics and/or provide a summary of appropriate research, demonstrating the importance of the topic to a child’s healthy development and motor behaviour. This section is given a word limit of '''500 words''' and is based on the marking rubric provided on Canvas.

'''Background Section 2:''' The purpose of Section 2 is to explain to the reader the role your topic plays in the healthy, development of the child and/or to the proficient performance of movement; as well as to identify important contemporary issues that early childhood educators, teachers, or grassroots coaches need to be aware of (and the potential impact of those issues on childhood movement experiences). The approach you to take to your topic is flexible as there is a large variety of topics and you must choose the approach that best suits your topic. However, your discussion must be based on scholarly information. This section is given a word limit of '''750 words''' and is based on the marking rubric provided on Canvas.

For Sections 1/2, when you have completed writing the first section of your assigned page entry, you are ready to create your encyclopedia page on UBC Wiki and upload the contents for your respective section.

Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Create Your Topic Entry Page ===
We have made it easy for you to create your topic entry page right from here. Just '''add your concept/term to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). You will see that there are 4 main sections on the template, which align directly with the 4 sections of the project (and a reference section at the bottom). These are:

(Section 1) Defining the Concept and Its Importance

(Section 2) Role in Childhood Development and Contemporary Considerations

(Section 3) Practical Applications

(Section 4) Summary

References

<inputbox>
useve=yes

placeholder=project title here

preload=Course:KIN355/2020 Projects/Entry Template

prefix=Course:KIN355/2020 Projects/

type=create

</inputbox>
=== 3. Content Entry ===
Enter your work in the respective sections. For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 4. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

== Instructions Section 3 ==

'''Background Section 3:''' The purpose of Section 3 is to provide practical recommendations for your respective topic. Specifically, you are asked to create and present at least two developmentally appropriate games or activities that afford a meaningful movement experience for a child, the outcome of which provides a developmental benefit for your assigned topic. These are games/activities that an early childhood educator, elementary-school teacher, grassroots coach, or physical activity leader could use in a real world setting. There is a large variety of games/activities that you could create to include in this section, but the important aspect is that it is clear how your activity/game represents your assigned topic and works towards improving the capabilities or movement behaviour of the child. See the marking rubric on Canvas; however, your activities/games should include:
* a title
* purpose statement
* target age
* apparatus/equipment needed and/or environmental space/set-up
* instructions
* modifications
* diagrams/figures, if applicable

For Sections 3, when you have completed preparing and creating your activities for Section 3 (and any revisions/additions to Sections 1/2), you are ready to add your information on the respective entry page.

Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Insert your information to the Topic Entry Page ===
Add your content to Section 3, and make any edits/additions to Sections 1 and 2 that you have made (building upon the previous work of your classmate). For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 3. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

Course:KIN355/Wiki Instructions

2020-10-15T05:30:19Z

ShannonBredin:

Instructions to Students
The following are 'Getting Started' Instructions for your Wiki Page. By the end of the project you will have worked on 3 different page
entries, but you are only setting up one wiki page. Specifically, you will be creating the page for topic you are assigned for Sections 1/2.

== Instructions Sections 1/2 ==

'''Background Section 1:''' The purpose of Section 1 is to explain to the reader what your term is (e.g., define the concept), as well as explain the importance of the topic in the context of childhood movement experiences. When providing a rationale for why your topic is important for early childhood educators, teachers, or grassroots coaches to understand, you are provided a great deal of flexibility for the approach you take. For example, if applicable, you may choose to ground the importance of the topic in statistics and/or provide a summary of appropriate research, demonstrating the importance of the topic to a child’s healthy development and motor behaviour. This section is given a word limit of '''500 words''' and is based on the marking rubric provided on Canvas.

'''Background Section 2:''' The purpose of Section 2 is to explain to the reader the role your topic plays in the healthy, development of the child and/or to the proficient performance of movement; as well as to identify important contemporary issues that early childhood educators, teachers, or grassroots coaches need to be aware of (and the potential impact of those issues on childhood movement experiences). The approach you to take to your topic is flexible as there is a large variety of topics and you must choose the approach that best suits your topic. However, your discussion must be based on scholarly information. This section is given a word limit of '''750 words''' and is based on the marking rubric provided on Canvas.

For Sections 1/2, when you have completed writing the first section of your assigned page entry, you are ready to create your encyclopedia page on UBC Wiki and upload the contents for your respective section.

Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Create Your Topic Entry Page ===
We have made it easy for you to create your topic entry page right from here. Just '''add your concept/term to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). You will see that there are 4 main sections on the template, which align directly with the 4 sections of the project (and a reference section at the bottom). These are:

(Section 1) Defining the Concept and Its Importance

(Section 2) Role in Childhood Development and Contemporary Considerations

(Section 3) Practical Applications

(Section 4) Summary

References

<inputbox>
useve=yes

placeholder=project title here

preload=Course:KIN355/2020 Projects/Entry Template

prefix=Course:KIN355/2020 Projects/

type=create

</inputbox>
=== 3. Content Entry ===
Enter your work in the respective sections. For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 4. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

== Instructions Section 3 ==

'''Background Section 3:''' The purpose of Section 3 is to provide practical recommendations for your respective topic. Specifically, you are asked to create and present at least three developmentally appropriate games or activities that afford a meaningful movement experience for a child, the outcome of which provides a developmental benefit for your assigned topic. These are games/activities that an early childhood educator, elementary-school teacher, grassroots coach, or physical activity leader could use in a real world setting. There is a large variety of games/activities that you could create to include in this section, but the important aspect is that it is clear how your activity/game represents your assigned topic and works towards improving the capabilities or movement behaviour of the child. See the marking rubric on Canvas; however, your activities/games should include:
* a title
* purpose statement
* target age
* apparatus/equipment needed and/or environmental space/set-up
* instructions
* modifications
* diagrams/figures, if applicable

For Sections 3, when you have completed preparing and creating your activities for Section 3 (and any revisions/additions to Sections 1/2), you are ready to add your information on the respective entry page.

Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Insert your information to the Topic Entry Page ===
Add your content to Section 3, and make any edits/additions to Sections 1 and 2 that you have made (building upon the previous work of your classmate). For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 3. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

Course:KIN355/Wiki Instructions

2020-10-15T05:28:50Z

ShannonBredin:

Instructions to Students
The following are 'Getting Started' Instructions for your Wiki Page. By the end of the project you will have worked on 3 different page
entries, but you are only setting up one wiki page. Specifically, you will be creating the page for topic you are assigned for Sections 1/2.

== Instructions Sections 1/2 ==

'''Background Section 1:''' The purpose of Section 1 is to explain to the reader what your term is (e.g., define the concept), as well as explain the importance of the topic in the context of childhood movement experiences. When providing a rationale for why your topic is important for early childhood educators, teachers, or grassroots coaches to understand, you are provided a great deal of flexibility for the approach you take. For example, if applicable, you may choose to ground the importance of the topic in statistics and/or provide a summary of appropriate research, demonstrating the importance of the topic to a child’s healthy development and motor behaviour. This section is given a word limit of '''500 words''' and is based on the marking rubric provided on Canvas.

'''Background Section 2:''' The purpose of Section 2 is to explain to the reader the role your topic plays in the healthy, development of the child and/or to the proficient performance of movement; as well as to identify important contemporary issues that early childhood educators, teachers, or grassroots coaches need to be aware of (and the potential impact of those issues on childhood movement experiences). The approach you to take to your topic is flexible as there is a large variety of topics and you must choose the approach that best suits your topic. However, your discussion must be based on scholarly information. This section is given a word limit of '''750 words''' and is based on the marking rubric provided on Canvas.

For Sections 1/2, when you have completed writing the first section of your assigned page entry, you are ready to create your encyclopedia page on UBC Wiki and upload the contents for your respective section.

Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Create Your Topic Entry Page ===
We have made it easy for you to create your topic entry page right from here. Just '''add your concept/term to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). You will see that there are 4 main sections on the template, which align directly with the 4 sections of the project (and a reference section at the bottom). These are:

(Section 1) Defining the Concept and Its Importance

(Section 2) Role in Childhood Development and Contemporary Considerations

(Section 3) Practical Applications

(Section 4) Summary

References

<inputbox>
useve=yes

placeholder=project title here

preload=Course:KIN355/2020 Projects/Entry Template

prefix=Course:KIN355/2020 Projects/

type=create

</inputbox>
=== 3. Content Entry ===
Enter your work in the respective sections. For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 4. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

== Instructions Section 3 ==

'''Background Section 3:''' The purpose of Section 3 is to provide practical recommendations for your respective topic. Specifically, you are asked to create and present at least three developmentally appropriate games or activities that afford a meaningful movement experience for a child, the outcome of which provides a developmental benefit for your assigned topic. These are games/activities that an early childhood educator, elementary-school teacher, grassroots coach, or physical activity leader could use in a real world setting. There is a large variety of games/activities that you could create to include in this section, but the important aspect is that it is clear how your activity/game represents your assigned topic and works towards improving the capabilities or movement behaviour of the child. Your activities/games should include:
* a title
* purpose statement
* target age
* apparatus/equipment needed and/or environmental space/set-up
* instructions
* modifications
* diagrams/figures, if applicable

For Sections 3, when you have completed preparing and creating your activities for Section 3 (and any revisions/additions to Sections 1/2), you are ready to add your information on the respective entry page. Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Insert your information to the Topic Entry Page ===
Add your content to Section 3, and make any edits/additions to Sections 1 and 2 that you have made (building upon the previous work of your classmate). For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 3. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

Course:KIN355/Wiki Instructions

2020-10-15T05:19:38Z

ShannonBredin:

Instructions to Students
The following is some 'Getting Started' Instructions for your Wiki Page. By the end of the project you will have worked on 3 different page
entries you, are only only setting up one wiki page. Specifically, you will be creating the page for topic you are assigned for Sections 1/2.

== Instructions Sections 1/2 ==

For Sections 1/2, when you have completed writing the first section of your assigned page entry, you are ready to create your encyclopedia page on UBC Wiki and upload the contents for your respective section. Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Create Your Topic Entry Page ===
We have made it easy for you to create your topic entry page right from here. Just '''add your concept/term to the box below and click on the create page''' button (note that you will need to be logged in to the UBC Wiki in order for this to work). You will see that there are 4 main sections on the template, which align directly with the 4 sections of the project (and a reference section at the bottom). These are:

(Section 1) Defining the Concept and Its Importance

(Section 2) Role in Childhood Development and Contemporary Considerations

(Section 3) Practical Applications

(Section 4) Summary

References

<inputbox>
useve=yes

placeholder=project title here

preload=Course:KIN355/2020 Projects/Entry Template

prefix=Course:KIN355/2020 Projects/

type=create

</inputbox>
=== 3. Content Entry ===
Enter your work in the respective sections. For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 4. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

== Instructions Section 3 ==

For Sections 3, when you have completed preparing and creating your activities for Section 3 (and any revisions/additions to Sections 1/2), you are ready to adde your information on the respective entry page Follow these steps:

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Insert your information to the Topic Entry Page ===
Add your content to Section 3, and make any edits/additions to Sections 1 and 2 that you have made to build upon the previous work of your classmate. For assistance on editing, formatting, adding images (e.g., a figure), etc., see the Help Tab on.

=== 3. Downloading your Page ===
When your work is complete, download and save your page to your computer. This is important because you will need to upload this file to the Assignment area of Canvas.

Course:KIN355/Wiki Instructions

2020-10-13T20:46:48Z

ShannonBredin:

Course:KIN355/2020 Projects/Palmar Grasp Reflex

2020-10-13T20:39:01Z

ShannonBredin:

Course:KIN355/2020 Projects/Palmar Grasp Reflex

2020-10-13T20:38:33Z

ShannonBredin:

Course:KIN355/2020 Projects/Palmar Grasp Reflex

2020-10-13T20:37:59Z

ShannonBredin:

Course:KIN355/2020 Projects/Entry Template

2020-10-13T20:35:39Z

ShannonBredin:

'''Enter Topic of Page Entry Here (e.g., Tummy Time)'''

== Defining the Concept and Its Importance ==

Insert text/figures...as per Section 1 requirements.

The purpose of Section 1 is to explain to the reader what your term is (e.g., define the concept), as well as explain the importance of the topic in the context of childhood movement experiences. When providing a rationale for why your topic is important for early childhood educators, teachers, or grassroots coaches to understand, you are provided a great deal of flexibility for the approach you take. For example, if applicable, you may choose to ground the importance of the topic in statistics and/or provide a summary of appropriate research, demonstrating the importance of the topic to a child’s healthy development and motor behaviour. This section is given a word limit of '''500 words.''' See the marking rubric on your course Canvas.

== Role in Childhood Development and Contemporary Considerations ==

Insert text/figures...as per Section 2 requirements.

The purpose of Section 2 is to explain to the reader the role your topic plays in the healthy, development of the child and/or to the proficient performance of movement; as well as to identify important contemporary issues that early childhood educators, teachers, or grassroots coaches need to be aware of (and the potential impact of those issues on childhood movement experiences). The approach you to take to your topic is flexible as there is a large variety of topics and you must choose the approach that best suits your topic. However, your discussion must be based on scholarly information. This section is given a word limit of '''750 words.''' See marking rubric on Canvas.

== Practical Applications ==

Insert text/figures...as per Section 3 requirements.

== Summary ==

Insert video vignette...as per Section 4 requirements.

== References ==

Insert references (APA) style.

Course:KIN355/2020 Projects/Entry Template

2020-10-13T20:35:05Z

ShannonBredin:

Course:KIN355/2020 Projects/Entry Template

2020-10-13T20:34:32Z

ShannonBredin: