Version:1.0 StartHTML:0000000226 EndHTML:0000006491 StartFragment:0000003066 EndFragment:0000006455 SourceURL:file://localhost/Users/rhodaperhardt/Documents/Business%20docs/Publications/VPM%20book/VPMBookDescription.doc This 2012 spiral-bound book is specifically designed for children with learning disorders, 4 to 14 years old, featuring more than 800 activities and 187 illustrations on 160 pages of tasks and games that are developmentally-sequenced to promote learning and insure success. It includes: • Reproducible gross motor, fine motor, and oculomotor activity charts • Illustrated directions to construct low-cost materials and equipment • References • CD-Rom to Print-Your-Own The charts help therapists, teachers, and parents by: • Incorporating step-by-step progressions • Describing methods and teaching techniques • Offering suggestions for verbal and manual instructions • Guiding and modifying treatment planning • Documenting the child's daily progress

A best-selling text, Understanding Motor Development: Infants, Children, Adolescents, Adults provides students and professionals with both an explanatory and a descriptive basis for the processes and products of motor development. Covering the entire life span, this text focuses on the phases of motor development and provides a solid introduction to the biological, affective, cognitive, and behavioral aspects within each developmental stage. The student is presented with the most up-to-date research and theory, while the Triangulated Hourglass Model is used as a consistent conceptual framework that brings clarity to understanding infant, childhood, adolescent, and adult motor development.

Motor skills are a vital part of healthy development and are featured prominently both in physical examinations and in parents’ baby diaries. It has been known for a long time that motor development is critical for children’s understanding of the physical and social world. Learning occurs through dynamic interactions and exchanges with the physical and the social world, and consequently movements of eyes and head, arms and legs, and the entire body are a critical during learning. At birth, we start with relatively poorly developed motor skills but soon gain eye and head control, learn to reach, grasp, sit, and eventually to crawl and walk on our own. The opportunities arising from each of these motor milestones are profound and open new and exciting possibilities for exploration and interactions, and learning. Consequently, several theoretical accounts of child development suggest that growth in cognitive, social, and perceptual domains are influences by infants’ own motor experiences. Recently, empirical studies have started to unravel the direct impact that motor skills may have other domains of development. This volume is part of this renewed interest and includes reviews of previous findings and recent empirical evidence for associations between the motor domain and other domains from leading researchers in the field of child development. We hope that these articles will stimulate further research on this interesting question.

Includes subject section, name section, and 1968-1970, technical reports.

This volume on intersensory perception and sensory integration is the second volume of the series, Perception and Perceptual Development: A Critical Review Series. The topic of the volume is timely, for in recent years, many investigators have noted that information about any natural event is obtained by a perceiver from a variety of sources. Such an observation immediately leads to the question of how this information is synthesized and organized. Of course, the implication that there are several discrete input channels that must be processed has come under immediate attack by researchers such as the Gibsons. They find it extremely artificial to regard natural information as being cut up and requiring cementing. Nevertheless, the possibility that during ontogene sis, perception involves the integration of separate information has attracted the attention of scholars concerned with both normal and abnormal development. In the case of normal development, a lively controversy has arisen between those who believe perceptual develop ment goes from integration toward differentiation and those who hold the opposite view. In the case of abnormal psychological development such as learning disabilities, many workers have suggested that percep tual integration is at fault. In thinking about the issues raised in this volume, we are particularly indebted to our former teachers and colleagues: Eleanor and James Gibson, T. A. Ryan, Robert B. MacLeod, and Jerome Bruner. We are pleased to acknowledge the secretarial help of Karen Weeks in the preparation of this volume.