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Easton’s gross motor skill abilities have advanced this semester. He has demonstrated the ability to catch a bean bag with his hands. During Dinosaur week, Easton played a game called “Catch the Dinosaur Egg.” The dinosaur eggs were represented by bean bags. Each child had a partner and they both practiced tossing the bean bags back and forth. Easton enjoys bean bag tosses so much. During Spring week, he played another bean bag toss game, except the bean bags represented butterflies. The children had to make the butterfly fly through the air. Easton had a great time playing this game as well. Being able to catch a bean bag is an example of good hand-eye coordination. Easton is showing signs of having excellent hand-eye coordination. Another …show more content…
A lot of the time during gym time, the preschoolers are supposed to gallop to one side of the gym, and run to the other. Easton loves times like these, when he can have a little freedom and let out some of his sometimes-hidden energy. Sometimes when Easton is told to skip, he ends up galloping instead. But with a little more practice, he will be able to understand the difference between the two. Another gym activity that the students played during Spring week was pretending to be frogs. The students had to hop from one lillipad to another on both of their feet. Easton did extremely well with this. He would hop on both feet with a huge smile on his face. Easton really loves to participate in obstacle courses. Usually the obstacle courses include walking on a balance beam. On a balance beam, the children are supposed to walk heel to toe. This is a milestone for a four year old. However, Easton takes steps when he’s walking across a balance beam, so his heel of one foot and toe of the other are not connected. But once again, the more Easton practices this motor skill, the better he will become. In my opinion, the ability to even maintain balance while on a balance beam is incredible. Easton is doing great for his age
My individual, Athena Salman, displays public service and public policy on a day-to-day basis by engaging with potential and existing voters. In many of her conversations with voters, she tries to make sure citizens understand their role in shaping public policy. Citizens have the choice to take part of the election process or make actual policies by lobbying, protesting and keeping elected officials accountable for their action or lack thereof. Engaging with voters has been a yearlong commitment by Athena that has resulted in a better Arizona. By that, I mean there was an increase in voter turnout in the Arizona state primary within the democratic party. The turnout increased about 30% compared to the last election in 2012. In 2012, there
The following comments are the result of observations and interviews done to a four year old Hispanic-American child, and his mother on February 13 & 14, 2014. Physically, the child seems healthy; his height is 44 inches tall and weighs 42.5 pounds. According the National Center for Health Statistics’ chart, the child has a healthy weight, although he is a bit higher than the norm. At this age height ranges between 40 inches high, and proper weight should be 40 pounds, (Cook & Cook, 2010). The child does not show delays in his gross motor and fine motor skills. He can jump, run, roll, balance, climb, throw and catch balls with assurance. His eye-hand and eye-foot coordination also look good. He can string small beads, colors very well with crayons, and write his name with a regular pencil. All these are on par with typical skills for this age, (“Best of child”, 2003; PBS, n.d.).
Jelly was at the 25th percentile for grasping. Her grasping abilities was at the average month of 20 – 27. In visual-motor integration, she was at the 2nd percentile, performing at a 19 months. Overall, Jelly had a poor Fine Motor Quotient score at the 5th percentile. There were other assessment and evaluations used for Jelly. The Adaptive Behavior Assessment System II assessed her developmental and adaptive skills. The Differential Ability Scales assessed Jelly’s intellectual abilities. The Battelle Developmental Inventor was used for Jelly’s Pre-Academic and Developmental Skills. A Sensory Profile was also used for sensory processing. After the evaluation from MPS Diagnostic Teacher and SLP, an IEP team was formed. Jelly’s first goals / objective was to improve imitation in her fine motor skills by imitating vertical, horizontal, and circular lines, as well as placing three beads on a string independently. During music or classroom calendar activity, she should imitate clapping and finger play. In class, she was to stay seated or be in her spot for approximately five minutes, and to complete classroom activities with messy media for on minute with no complaints or needing to wash / wipe her hands. Jelly’s second IEP goals / objectives was to improve her fine motor skills by demonstrating a mature pencil grasp to imitate and trace, using her opposite hand to stabilize paper while using her right preference hand to write, and cutting along a 6” line. In her current IEP goals / objectives, it includes the increase and improvement of fine motor skills by using a static tripod pencil grasp to copy from a nearby model, write up to two to three sentences with correct letter formation, as well as size and space legibility on lined paper. During fieldwork, an assessment was used informally with Jelly called the Schoodles. It is a school fine motor assessment that
After a few days spent home with my parents it was time to return to the University of South Florida to continue with classes. I arrived at Regan International Airport at 7:45 am for and 9 am flight where I would conduct the research strategy of participant observation. Participant observation is a strategy involving both participation in and observation of the daily life of the people being studied. I made my way to the gate, sitting an elderly couple was across from me, next to me was a young woman and behind me was an older gentleman. Many people walked around the terminal trying to find seats close to the gate but far enough away from people they were unfamiliar with. There were little kids around the age of 3 and 4 walking around engaging in conversation with everyone. One little girl had stopped by me, saying “Hi” and then attempted to sit with me. However, her parents ensured she was not allowed to sit with me which I assumed was fear of losing their child. Also, with no rapport between me and the parents it was understandable as to why they would remove the child from trying to sit with me. Meaning the relationship of trust and familiarity with members of the community were not developed.
Humans act in a number of different ways. Whether a habitual activity that seems automatic, or a skilled activity that requires more explicit focus, bodily movements are occurring to reach some goal. What seems to be lost in the shuffle sometimes is human use of and interaction with objects. Dribbling a basketball, throwing the baseball to home plate from a glove, or handing the baton to the anchor in a relay for example are ways that people use objects in sports. This utilization of available objects lends itself to Heidegger’s ready-to-hand concept. Readiness-to-hand is crucial to understanding human action and the nature of athletic agency.
It is my goal to teach my client how to throw a Frisbee backhanded because she wants to join SCORCH, the University of South Carolina’s Women’s Club Ultimate team. My client is a 22 year-old female who is 5 feet, 8 inches and weighs approximately 130 pounds. She is in good physical condition, but has never played the game of Ultimate or thrown a Frisbee before. Sam, the client, has no learning-disabilities or physical-disabilities. She is right-handed and is a self-proclaimed visual learner. As she has had no prior experience with Ultimate, she is classified in the cognitive stage of Fitts and Posner’s Learning Stage Theory. This stage means that Sam will make many gross errors in her movements and will be unable to self-correct her body errors and movements.
The period of two to six years of age, Children engage in many activities that involve many sensorimotor skills with the help of toys. Toys promote the aspect of a child’s physical, cognitive and social development. Gross motor skill, Fine motor skill, Sorting, counting numbers, telling time and Language (vocabulary) are sensorimotor skills that can be stimulated in children through toys. Toys on the market also cause potential safety hazards no matter the age of the child and no matter what type of toy it is. There are many types of toys that stimulates a child’s mastery in a specific sensorimotor skill, but also cause a safety hazard.
“Man is condemned to be free” (Sartre, 1957). Believing in existentialism entails thinking that the universe is chaos and nothing has a destiny. In “Existentialism and Human Emotions”, Sartre believed that men and women are condemned to be free because the choices they make are the only input for their character. Whether a person acts in good or bad faith is entirely up to them, and their choices define them. In the short story “The Guest” there are few characters to outline where on the spectrum of existentialism that one can exist. The main characters in the short story “The Guest” displays many key points from the book “Existentialism and Human Emotions”.
Observational learning is a type of learning that is done by observing the actions of others. It describes the process of learning by watching others, retaining what was learned, and
The way that each individual interprets, retrieves, and responds to the information in the world that surrounds you is known as perception. It is a personal way of creating opinions about others and ourselves in everyday life and being able to recognize it under various conditions. Each person’s perceptions are used as a kind of filter that every piece of information has to pass through before it determines the effect that it has or will have on the person from the stimulus. It is convincing to believe that we create multiple perceptions about different situations and objects each day. Perceptions reflect our opinions in many ways. The quality of a person’s perceptions is very important and can affect the response that is given through different situations. Perception is often deceived as reality. “Through perception, people process information inputs into responses involving feelings and action.” (Schermerhorn, et al.; p. 3). Perception can be influenced by a person’s personality, values, or experiences which, in turn, can play little role in reality. People make sense of the world that they perceive because the visual system makes practical explanations of the information that the eyes pick up.
A cognitive learner is a beginner, new to the sport or skill being developed. Beginners are prone to frequently making mistakes. Beginners who are developing volleyball skills learn best via effective learning; through physical actions which helps improve physical or motor skills. Cognitive learners are also visual learners and require a rough mental image of the specific skill. Visual aids, such as a coach demonstrating the technique of a skill, helps progress the learner’s development. In volleyball audible cues, such as “elbows out”, can inform a player to focus on their setting, helping beginners modify their technique. The coach may also manipulate the position of a players arm for example, to modify their digging technique. This allows
What was noticed about the abilities of students at each developmental level is that the students like to do things that are interactive. According to the video it was stated that “all students like to see things” (Annenberg Learner, 2016). This was exactly what Mr. Gillam did with his class. He simply kept them involved in what they were doing to deepen their level of thought. He started with something that they can put their hands. Once they started to grasp the process Mr. Gillam mentioned that “you must challenge them again” (Annenberg Learner, 2016). This helps expand their level of
What is your reaction when people stare or look at you in elevator? People normally avoid facing others when they are in elevator, and it has been a norm that most people follow. The reason of doing this project is to see people’s reaction when others are breaking the norm of riding elevator. By doing this project we developed three steps of observations in elevator, which were examining people who follow the norm without violation, being an observer and a violator to watch the rider’s reaction when the norm is violated. Also, we would discuss about two main parts of the norm violation such as the process during the violation and the personal difficulties of breaking the norm.
The definition of hand-eye coordination is the capability of the vision system to coordinate the information received through the eyes to control and direct the hands on how to function. An increase of this ability is very useful in a hands on work setting. This allows for work to be completed more efficiently and without errors. Not only does better hand-eye coordination help in the occupational setting, it also can be a useful tactic in child development (Daniel, 2011). It has been known to engage children at quicker pace because they are not forced to stop and think about the actions they are performing. With less thinking time, the children are able to absorb new information and skills at a faster
During an observation, there three types of first grade students that were observing a gifted, typical and special need. Some common characteristics of a typical first grade student they may ask many questions, very social, interest in learning, bossy with friends, enjoy doing projects and very energetic. They also understanding of their testing behavior and interested in learning, enjoy art, riddles and poems (Responsive Classroom, 2011). Some characteristics of a gifted student have strong curiosity, high level of language and verbal development, great capacity to process information and have long attention span. Gifted students also have a higher understanding of self-awareness and persistence and goal directed (Duke University, 2008). Some