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DR 3: Children show physical and motor competence
⇣ Indicator: MOT—Children demonstrate an increased proficiency in motor skills
⇣ Measure 41: Balance—
Child refines the ability to balance self in space
	Descriptors	Examples
9	Coordinates multiple movements involving balancing	Runs and kicks a ball. Holds Ping-Pong ball on spoon while walking. Walks on a low wall or low balance beam. Balances a bean bag on his or her head. Hops on one foot for five or more hops.
8	Balances while in motion	Hops on one foot for a few hops. Runs and jumps over small objects. Jumps down from 2-foot stair or box.
7	Balances well while performing difficult motions	Balances on one foot without support for a few seconds. Walks on line without stepping off the line.
6	Balances body while carrying or manipulating an object or to play with ball	Briefly stands on one foot while putting other foot through leg of pants. Carries a large stuffed bear across a room. Kicks a ball. Uses arms while standing to try to catch a large ball that is thrown to him or her.
5	Balances whole body and supports own weight while standing on two feet	Stands freely. Bends over and picks something up off the floor. Squats down from a standing position to pick up toy and then stands again.
4	Balances whole body while standing on two feet using support or on all fours	Gets to all fours from sitting position. Balances body while adult holds hand. Holds on to table for balance while walking around it. Uses walker for balance.
3	Balances support or weight of torso (head, chest, arms) while sitting	Sits without support. Extends arms to sides to prevent falling while sitting.
2	Balances body briefly	Holds head up while being held or sitting in a car seat. Lifts head and chest when on stomach. Sits with support.
1	Depends on other people or objects to balance body	Lies on back as positioned by adult. Remains in one position unless repositioned. Depends on adult to support head.

Measure 41 — MOT 2

Balance

Child refines the ability to balance self in space

The development of balance, or postural control, is an essential aspect of early motor development and is necessary for most movement. Balance is associated with confidence in performing physical tasks; with independence in the activities of daily living, such as dressing and toileting; and with increased skill in social interactions. Postural control is defined as the ability to maintain an upright posture by keeping or returning the body’s center of gravity over a base of support. For example, to sit independently a child must be able to keep her head and trunk upright and vertical over a relatively wide base of support. There are essentially two kinds of balance, static and dynamic. Simply put, static balance refers to a child’s ability to maintain postural stability while not moving; dynamic balance refers to his ability to maintain balance while he is moving.

Newborn infants cannot maintain balance independently and must rely on people or objects for support. During the first year of life, an infant gradually increases postural control against gravity. For example, an infant can hold up his head and push up on his extended arms when lying on his stomach. Sitting balance, particularly sitting without support, is an important accomplishment for older infants. As infants continue to develop their balance skills, they balance while standing using support, such as pulling themselves up to stand at a table (static balance) and cruising around furniture (dynamic balance).

Toddlers are able to balance in upright positions as they support their own weight. For example, toddlers maintain standing positions without support (static balance) and bend over and pick objects up off the floor (dynamic balance). Older toddlers are able to balance against gravity while carrying or manipulating objects. They maintain balance in an upright position while trying to kick or catch a ball, although these movements may not be smooth or precise.

Young preschoolers demonstrate increased skill and precision in motor movements and also demonstrate improved balance. They are beginning to demonstrate postural control during movement and can balance while performing motions, even when their base of support is challenged. For example, they can maintain balance while standing briefly on one foot and are able to maintain balance while walking with both feet on a line.

Older preschoolers have clearly acquired the ability to balance while in motion (dynamic balance) and can apply this skill to a number of movements, such as hopping, running, and jumping. Eventually they can smoothly coordinate movements that require balance skills, such as walking and carrying a glass of water with little or no spilling.

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