The aim of this evaluation is to observe TC’s physical development; a baby girl aged four months and twenty nine days.
Physical development is defined as “the way that the body increases in skill and becomes more complex in its performance” (Beaver and Brewster et al 1994).
A physical development assessment includes both, gross and fine motor skills. Gross motor skills are those where the baby uses the large muscles of the body such as head, arms or legs, and the associated movements: crawling, walking… On the other hand, for the fine motor skills the baby uses smaller muscle movements such as fingers or feet and it involves hand-eye coordination.
According to Arnold Gesell’s theory, the development of the motor skills in babies and children is determined in stages, in a specific order and timeframe, depending on their genetic plan. Gesell defined some of the first developmental norms or milestones. In contrast, Ester Thelen not only believed that the babies develop their motor skills depending on how they behave on the environment, but also that they modify their movements depending on the results of their actions.
With regard of TC’s physical development, in terms of gross motor skills, while lying on the mat in supine position, TC has complete control of her head, keeping it in central position and moving it side to side when something calls her attention. She also kicked strongly using alternate feet while on the mat or while changing her nappy, skill that babies of her age range do (Flood, 2003), therefore TC is on target for these skills.
In the prone position, TC attempted to roll but was not successful; TC looked uncomfortable and cried. Moreover, when sitting, it was observed that TC not only didn’t have her head straight but also her back was curved, therefore TC could not keep balance or reach for toys nearby. These skills are not in
