Fine Motor Development Observation Paper

Results
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,

In conclusion, more time is needed to further develop the project. I do not believe that a specific space is needed in a preschool classroom for fine motor development (aside from the small toy area) and that these activities can be implemented during the small group time instead. It is also difficult to do research in a classroom where there are intense, challenging behaviors that take away from class time. During work time, the classroom had to be evacuated 1 or more times each day during data collection. This interrupted the students and the activities that they were engaged in. When they would return to the classroom, some would return to their activities, but many would develop a new plan. An interesting observation that I made was that some of the materials I provided were never touched and other materials