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Diversity essay by early childhood educator
Characteristics of physical development in early childhood
Physical development within childhood
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Physical and motor development are two similar but different areas that describe child development. Physical development encompasses all of the various changes a child's body goes through. Those changes include height, weight, and brain development. Motor development is the development of control over the body. This control would involve developing reflexes such as blinking, large motor skills like walking, and fine motor skills like manipulating their fingers to pick up small objects like Cheerios. It is important to objectively study physical and motor development in children to gain knowledge on what characteristics are considered typical for each age and stage of development. This will enable me to be aware of when a child or children are developing at an irregular pace, and devise recommendations or find experiences and other resources that can aid in stimulating their development and to work towards closing achievement gaps. This particular assignment was to observe the selected child and reaffirm the importance of studying physical and motor development, and to develop ideas on how to involve it in my work as an early childhood professional. Introduction to the Child and Family The child that I selected to observe through the course of this semester is a Caucasian female. Her name is “R.” She was born on April 24, 2013. She is currently 10 months old, but will be turning one year old at the end of the semester. “R” is a child who is very active. She has an independent but outgoing personality. At this stage, she exhibits uncertainty with strangers and other people she recalls but has not physically seen in a period of time. Some of “R”'s favorite activities include tossing objects, mirroring actions and movements, music, a... ... middle of paper ... ... in my daily work and in my future classrooms by including diverse activities that challenge different aspects of physical and motor development, such as safe outdoor activities like climbing, encouraging motor development through an art station, and developing fine motor skills through the use of finger plays. It will encourage me to always be aware of the uniqueness of each child's developmental abilities so my teaching methods are inclusive and in-depth. Works Cited Santrock, J. W. (2013). Children (12th ed.). New York, NY: McGraw-Hill. Office of Head Start by the University of Cincinnati. (2012). Physical and Motor Development [Video]. Available from the University of Cincinnati. Zawilinski, K. (n.d.). Ways to help baby learn to walk. Parents Magazine. Retrieved February 27, 2014, from http://www.parents.com/baby/development/walking/help-baby-learn-to-walk/
From birth onward, the physical needs of a child are fundamental to the child’s ability to maneuver through the many developmental stages of childhood. Protection from physical danger, adequate nutrition, adequate health care and immunizations, fundamental hygiene and motor and sensory stimulation all combine to insure that the child is physically capable of successfully moving through the various developmental stages (World Bank 2). At birth, babies’ basic sensory systems are working but these become more complex, coordinated and sophisticated during the early months (Honig 1). At this age, ...
The case study topic was social and emotional interactions. The child I observed was named Lacey. She started out on her first day of preschool very energetic. She seemed to enjoy the toys and did not appear to be frightened of her new surroundings. As i noted in my observation “she really didnt need any help to gain self confidence.”(observation question 5) She parted from her mother very easily barely acknowledging she was leaving due to her involvement with all the new toys. She was very outgoing and talked to many teachers and even some other children. She seemed to really adapt to the room very well. She primarily plays with Keely and Grace. “Keely is the one she wants to sit/play with often.” She loves to play dress up and dance in the longer dresses. She also likes to play with the dolls. When Keely and Grace come in the room she occasionally even brings them a doll to the door to get a start on playing with the dolls as soon as possible. She often initiates the play with the other girls. One thing she really enjoyed was building a long line of building blocks and walking along them like a tightrope. She did this many times and other Kids joined in as well. She seems to be very aware of the other children and how they feel. An example of this is when one of the girls was sitting by herself she went over and sat down and asked her to play. She often plays domestic games such as house, baby dolls, or the doll house. These are her go to games but she does also participate in things like blocks, or trains.
For the Purposeful Curriculum Planning, I observed the newborn and toddler classroom at the Vineland Tri-County Head Start. The teacher, Mrs. R, along with her teacher aide, were lining up the children to step outside for playtime around 11:00a. As the children lined up, the teacher conducted a head count and, after doing so, led them out to the play-yard. The weather was very warm and somewhat humid that day. Outside, there was an enclosed area dedicated for playtime that contained two small gyms, one was a climbing apparatus that had a slide attached, and the other was a tree yard, which also had a small slide, a play window and entrance, and attachments. Once the children were all outside, some began to run around the yard, while the others decided to play on the gyms.
...e capable of improving a child’s chance for cognitive, social, and physical development by supplying an environment of innate play-based activities. There are not any strict timetables for tackling different challenges and obtaining abilities, and parents and caregivers must realize that there is an extensive range for what is considered as normal. All children grow and adjust to the world at their own pace. Everything catches up in the end when given the right kind of stimuli and nurturing.
A newborn child’s physical and motor development is an evident progression throughout their first years and later in life. A child’s motor development is more of a slower progress, from going to gross motor skills to more fine motor skills in a few months while physical development is an apparent process. The environment affects children in their physical and motor growth, as they learn and adapt to new stimuli everyday as they develop. Separately, these developments start at different times, but function hand in hand as a child grows. Physical development is apparent at conception, early childhood, middle childhood, and adolescence; while motor development
Child development and growth observation can be quite fascinating considering the uniqueness of each child. As children grow, they normally develop and acquire new skills whether complex or not. The abilities experienced by each child progresses differently that is it depends on the nurturing given by the parent or guardian and on the characteristics that they inherit. Proper development and growth of the child occurs when basic needs are provided by the reliable adult guardians, including such things as love, food, encouragement, shelter and warmth. The essay evaluates child development and growth through observation conducted by myself on my nephew. The essay will include physical development, general health, emotional development,
Mastering fine motor skills is a very important process needed for physical and cognitive development. It is during early childhood that most children develop these skills, however there are many children that do not. A young child’s fine motor skills are developed through a vast array of activities that aide the child in doing little things such as grasping a toy as an infant, and buttoning buttons as a toddler or tying shoes when they are a preschooler. Fine motor development is the development of the small muscles in the hands and fingers. Many crucial daily activities depend on strong motor skills, such as writing, using eating utensils and getting dressed, among other things. Without fine motor skills a child will have difficulties preforming
P. E. teachers teach skills that I know are necessary to mold healthy children for a healthy future. In order to achieve such skills it is also important that children have a safe environment in which to exercise motor skills. As children grow, they become more interested in the world around them through the use of motor skills .
The results found were inconclusive. What was expected to be seen was growth in the student’s fine motor development from working in the maker space because the activities in the maker space were geared toward fine motor development. Some students worked in the maker space seven 7 of the 14 days of data collection. The other seven 7 days, no one worked in the maker space area. The first day of data collection, 12 students worked at the maker space table. As data collection went on, less students chose to work in the maker space area. No students chose to work in the maker space area for the last four days of data collection with the materials provided. The reoccurring students that worked in the maker space area for the seven 7 days observed had already scored at the highest level on the Ages and Stages Questionnaire in fine motor development. Therefore,
When I was observing Mark my first focus was physical and motor skills.During dinner time came to see that baby Mark was about 15 pounds and about 26 inches of length he is a small child. Mother sat during dinner and fed Mark in her bed room bed he was able to sit with out anyone holding him. Baby Mark would go from the sitting position to laying down he was able to roll both ways. Occasionally he would also start crawling around the bed. As Mark was sitting he would reach for his spoon and he would grab and play with it occasionally if not he would just grab it. Baby Mark has a pretty good physical and Motor skills as it should be at his age level.
From preschool into early elementary school, children have begun to develop their gross motor skills. They have developed a “mature pattern of walking” and are ready to test their physical abilities to the limits. Also fine motor skills have begun to develop, however more slowly. Along with motor skills children are developing their visual, tactile, and kinesthetic senses. A child’s sensory skills are helpful in learning language.
The two major developmental domains are physical and cognitive. As a future educator, knowing the major two domains regarding development and physical is of much importance. Throughout my time taking this class, I have done a number of observations on students who range from Pre-K to Seniors in high school. These observations all took place at Metcalf and University High School. Through observing these students, I have been well educated on how children develop over time. These two aspects are crucial to determining how you can make each of your students as successful as possible. There are many ways to assess both developments. To fully understand these two concepts, we will need to consider each aspect in detail. Both physical and cognitive
Throughout the courses such as the introduction to child development, observation techniques, developmentally appropriate curriculum for children, and methods of inquiry in child development, I have grown in my understanding of this student learning outcome I in many ways. I now understand the basic observation skills regarding children’s physical, cognitive, social, and emotional
In locomotor development, there is norm identified as the average age of mastery. Sometimes there are circumstances where a child masters a task before the norm and other times a child may lag behind the norm. There is no need for alarm in parents if a child is one or two months behind. However, with sitting and waking, a parent should keep a close eye on the slower developing child. By six months, a child should have mastered rolling over, keeping its head steady, grasping small objects, sitting without support, and standing up while holding onto something (Sigelman 136). A child’s gross motor skills come before fine motor skills are developed. Gross motor skills are classified as kick one’s legs while fine motor skills are for example picking up cheerios and arranging them in a
Six-year-old children can do everything that they have learned thus far, and then some. They also begin to be able to tie their shoes, write more words and numbers, gain more language skills due to rapid vocabulary development, and they also have longer attention spans as well. Their reading skills also change a lot and they continue to develop the ability and strategies to decode words, build fluency, read independently, and understand more and more about what they are reading. They enjoy sharing with their peers and the teacher what they are reading, along with writing stories and notes for friends and family. Their math skills also develop more as they explore counting