Visual-Motor Coordination, Balance, Laterality, Spatial-Temporal Orientation and Rhythm in Child Development

Visual-Motor Coordination

Visual-motor coordination is the ability to coordinate the eyes and hands to perform a single task that requires simultaneous eye and hand movements. It is an essential skill for many daily and academic activities.

Types of hand movements:

• Simultaneous: Both hands perform the same movement at the same time. Symmetrical movements are those where both hands move in the same spatial orientation (for example, washing hands or clapping).
• Asymmetrical: Both hands perform movements in different spatial orientations (for example, clapping hands with one hand raised, or drying dishes).
• Differentiated: Both hands hold different objects and perform different activities. This can be of two types:
  • Simple: One hand performs a kinetic movement while the other hand holds a tonic position (for example, stapling, drawing a circle, or pinning).
  • Complex: Both hands move, each performing a different activity with the object it holds (for example, playing the guitar or leading).
• Alternating: Both hands perform the same movement, but not at the same time. While one hand completes the activity, the other hand waits (for example, pulling a string).

Balance

Balance is the ability to adopt and maintain a body position against the force of gravity. The result of this work keeps the muscles tense for postural support. The body maintains its equilibrium through a series of adjustments, and the development of balance depends on the maturation of the subject.

Types of balance:

• Static balance: Precedes dynamic balance and implies the coordination of the tonic activity of the subject. It allows an individual to maintain a determined position. It is possible for the subject to develop tonic balance by approximately the first year of life.
• Dynamic balance: Develops from the first year of life. Its development requires the presence of static balance.

Laterality

Laterality is one of the aspects that cause difficulties at school. The acquisition of laterality in learning requires the notions of left and right, dominance, and the motor function of one side of the body over the other. Laterality is not limited to the hand, but involves the whole side of the body, and is fundamentally contrasted in three points: hand, foot, and eye.

• Ambidexterity: Both cerebral hemispheres are equally dominant, so the motor ability of both sides of the same body is equally developed.
• Cross-laterality: Occurs when the subject defines a contralateral side of the body for the hand, foot, and eye. Types of cross-laterality include:
  1. Eye and hand of one side, foot of the other side.
  2. Eye and foot of one side, hand of the other side.
  3. Hand and foot of one side, eye of the other side.

Spatial-Temporal Orientation

To help the child assimilate the concepts of space and time, this work can be organized into four levels:

• Level of own space-time: The child incorporates the directions of their own body (forward, backward, up, down, etc.) and relates them to the current moment and the present.
• Immediate space-time level: Objects that form part of the child's immediate environment can be operated without moving. The child refers to everything that surrounds them in the present moment (what they see now, what they did a moment ago).
• Medium space-time level: Objects that form part of the child's perceptual-visual field. Concepts refer to a time frame (for example, afternoon, night, tonight, tomorrow, etc.).
• Remote space-time level: The child refers to all objects and phenomena outside their visual range. Time is related to the past and the future.

Rhythm

Rhythm is not easy to define, but it can be perceived through its sounds and important movements. Rhythm teaching is essential for the coordination of movements. Activities must be simple, not excessive or too rapid. Balancing rhythmic activities with spontaneous manifestations of the child's rhythm sense is a fundamental part of this process.

Examples of rhythm activities:

• Imitation: The educator performs rhythms such as clapping, humming, walking, etc.
• Rhythms accompanied by: Singing, clapping, walking, or playing instruments.
• Dividing words: Clapping or tapping the syllables of a word.
• Changing rhythm speed: Moving from slow to fast tempo.