Game Development Reference
In-Depth Information
of the maturation of the neurological system. The
control of fine motor skills in childhood is a de-
velopmental process and is taken as an important
event to assess their developmental age. The fine
motor skills are developed through time, from
experience and knowledge; they require normal
intelligence (so that you can plan and execute a
task), muscle strength, coordination and normal
sensation (Beruelo, 1995).
The balance, coordination and motor (or
movement), help children master the space, move
freely and perform various tasks, which are the
basis of learning and knowledge development.
This is called motor development, which takes the
individual as a functional unit that has managed
to use their body possibilities to create, commu-
nicate, solve problems, perceive, have feelings,
relate, to doubt, to project feelings, understand,
want, believe or show him/herself.
The physical body development, Allows the
acquisition of new and more complex motor skills
(i.e. Movement and contact with objects), But
These Are Not Ends in Themselves, INSTEAD
they serve as a basis for learning and Develop-
ment of Knowledge (psychomotor). (Le Boulch,
1986; Potel, 2003).
This development, called “psychomotor”, in
other words, developing the ability to use sensorial
systems and skeletal muscle to move, will become
the base for the development of all other areas
in the growth of a child. It will be the basis for
developing cognitive, language and later social
and emotional development. (Isaac, 2001).
physiologically by the brain, directed and
b. Spatial location: the child has an area of
“own”, plus a second space “outside”,
which has to be structured. To this end, he
introduces the basics of the space environ-
ment (such as proximity, separation, suc-
cession, continuity, etc.), Using his/her own
body movement (Le Boulch, 1986).
c. Graphical Activity: with graphics, takes
place primarily based learning which will
serve later for the acquisition and develop-
ment of writing: body posture and head,
movement of the hand and arm, direction of
rotation, interruption of traces, continuous
outlines, distribution the graph on the paper,
etc. (Le Boulch, 1986).
d. Precision movements, manipulation of small
objects, hand coordination, finger control,
coordination of movement of the hand-eye
and quality of pressure. (Rigal, 2006).
e. Motor Disability: Disability is defined as
physical or motor difficulty to perform con-
ventional motor activities, whether regional
or general from body.
A child or youth with physical disabilities is that
with a transitional or permanent alteration of a
motor unit, due to poor functioning in the nervous
system, muscle and / or bone-joint, or several of
them related, that in different grades limits some
activities which can be performed by people of
the same age.
The motor disability encompasses a wide range
of disorders that have in common the alteration or
loss of motor control. These disturbances range
from mild to severe degrees (impossibility of all
voluntary movement), from people with normal
intelligence superior to people with severe mental
retardation and with or without sensory disorders.
Important Factors in
the Psychomotor
a. Laterality: according to TOMAS, J. et al.
(2005) the lateral dominance, dominance is
understood as observable from one side of
the body on the other (left or right), valuing
the participation of sight and hearing, this
is not factor determined arbitrarily by the
individual or by the education, but imposed
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