LEVEL TWO (PERCEPTUAL MOTOR FUNCTIONS
Now that the basic senses at Level One are integrated, the one year old begins to develop body awareness. A mental picture of where body parts are, how they move and interrelate. Visual feedback helps to give him a sense of self.
Along with body awareness comes bilateral (two-sided) integration. This is the process that enables the child to use both sides of his body symmetrically, in a smooth, simultaneous, and coordinated way.
The neurological process, bilateral integration, is the foundation for bilateral coordination, a behavioral skill, necessary for such interesting work as passing a rattle back and forth from hand to hand.
A function of bilateral integration is lateralization, the process of establishing preference of one side of the brain for directing efficient movement on the opposite side of the body. As lateralization matures, the child begins to demonstrate a hand preference, uses his hands separately, and crosses the midline. He can use one hand to shake his rattle, the other to twiddle his toes.
Postural responses improve. Postural responses are automatic movements that extend the trunk, neck, and head upward, against the pull of gravity. He develops neck stability, raising his head and torso to look around.
Neck stability helps the eyes hold steady so the baby can gaze at whatever interests him. In turn, stabilization of the eyes helps the baby improve motor control, for the more he uses his eyes to observe his surroundings, the more he coordinates his movements. With developing binocularity, (ability to look near to far and visa versa) or eye-teaming, he looks where he is going and goes where he is looking.
He begins to crawl, then creep. As he alternates his hands and legs, he uses both sides of his brain and stimulates bilateral coordination.
His maturing tactile, vestibular, and proprioceptive senses promote praxis (voluntary and coordinated action). He can figure out how to do something he has never done before, and then do it again without thinking much about it. Rolling over, for example, requires motor planning the first few times, until the child has practiced it so often that he ca n roll over effortlessly.
The child’s activity level becomes better regulated, and his attention span and emotional security increase because his sensations are becoming well organized. He can sit in his car seat for a ride to the store. He can bang on the piano keys for a few minutes. He can tell the difference between a parent and a stranger. He can fall asleep peacefully at the end of his busy day.