Children's Developmental Chart - Assignment Example

Children’s Developmental Chart EMR450 Developmental Domain Chart: Grade 2 Healthy Living Topic: Personal Safety and Injury Prevention Group: B Name: Brittany Coulson #11556485 Physical Development: E.g., fine and gross motor development, safety and play needs, gender differences Observations: 1. During art class, students have difficulty cutting along straight and curved lines with scissors. The teachers expected the students to cut out their own “fish” shapes that were equal to the size of a conventional piece of paper. They often require assistance while using scissors. 1. 2. During Word Study period, students have difficulty copying the words down in their language notebooks. For every word, the tutor expected them to write them three times across one line of the page. They tend to have enormous printing those results in having to continue one-word stream outside the proposed line. 3. While observing the grade two students during their science class, I have noticed that they have difficulty molding/model making with play-dough. The teachers gave the students small containers of play-dough and expected them to “create” objects they see in nature using this hands-on material. While asked to form the life cycle of a butterfly (caterpillar, cocoon and butterfly), the students seemed to give up on the expected concept and instead created mini-balls out of the play-dough. 4. During physical education classes, Grade 2 students had difficulties in with dressing themselves in games uniforms. They also needed assistance in undressing. During dressing of games uniforms, teachers confined students into various groups to undress without the assistance of senior students. Instead, of dressing in games uniform, the students opted to tie the clothes around their Heads. 5. Why observing the students during questions and answer sessions, they faced problems in recalling their full names, those of their parents, or family friends. Most of the students faced challenges in remembering physical address of their homes or residence. When asked about their parents cell phone numbers. What questions are these observations prompting? Observations #1 and # 2 are provoking me to question and consider students’ fine motor development and abilities at age 6 and 7. Why do children at this age have difficulty with these fine motor tasks? Why do they face problems in copying written words in their notebooks? Observation #3 provokes me to question, why students at physical development level faces problems with simple art works methods such as modeling or molding in making their playgrounds or figures. Why do children between the ages of 6 to 7 finds it hard to mold own objects in specified shapes as instructed. In addition, why is it impossible for them to follow simple outlined instructions? Why do they prefer their creativity? Observation #4 provokes me to question, why children at the age of 6 and 7 finds it challenging to dress and undress by themselves. Why do they opt to do the contrast of the instructions? Why do they find it easy to follow their creation? Observations #5 provokes me to question, why children at this age faces difficulty in recalling the most important names especially those of parents. Why do they have problems in remembering the physical address of their residence? Research connections: According According to McCarty et al., 2001, infants experience a sense of agency through touching, manual, manipulation, and grasping. The sense of agency assists them in exploring their environment. Such urgency relates to fine motor development and has relation with Children abilities to write, draw, and participate in normal routines such as dressing or eating. Cutting out fish shapes using scissors presents a humble opportunity for infants to practice their fine motor skills. Fine motor skills are a procedural process that works in coordination with perceptual information relayed by eye movement. At the tender age of 7- 9 months, most infants orient their hands using visual information. Coordination of visual movements and activities relates to abilities to use scissors. According to Martin, Fabes, and Fabes, 2009, Ability of children to coordinate eye-hand and eye-foot usually develop starting from the age of 9 or 10 as in observation #2. Eye and fine motor coordination skills relate to their ability to write effectively. Motor development also defines memory status, which tends to develop gradually with age. Fine motor skills and development also relates to manipulative abilities such as modeling, dressing, and undressing that fully develops at the final stages of the operational phase, which clearly explains reasons for observation #3. Interpretations and implications for health lesson planning: Based on observation #1 and #2, I would devise lesson plan that aims at fastening students fine motor skills. Such lesson activities may include running, knitting, clapping, and drawing. I would also create more number and letter charts for constant reference. Based on observation #3, lesson plan should incorporate more shape learning and using play-dough to model the shapes. The plan should also incorporate life skills such as insects’ life cycle. More biology charts showing life phases of insects, plants, and other animals would be included in the lesson plan. Lesson plan for observation #4 should aim at integrating active physical activities such as jumping with little energy requiring exercises such as singing (Martin, Fabes, and Fabes, 2009). Such plan would ensure gradual development of fine motor and associated muscles. The lesson plan should integrate question and answer reinforcement sessions based on observation #5 to help in memory development. Cognitive Development: E.g., reasoning, problem solving, language capabilities and understanding, gender differences, metacognition Observations: 1. During search activity sessions, the teacher instructed students to arrange the different colored marbles in order of their respective colors. There were 25 marbles of different colors. After the activity, the students’ arrangement of marbles was a mixture of colors of the latter. During the session, the students could not effectively communicate to help come out with a correct arrangement. Some seemed unable to solve the problem and remained helpless 2. I observed that when the teacher asked the students to draw either of their parents while drawing sessions, there were biases in relation to gender. The male students drew their mothers while the female students preferred to draw their fathers. 3. When the teachers instructed the students to get their bags after classes, I observed most of them struggling to obtain the bags at heights they could not access. The students in most cases struggle to get their Bags alone without help from senior students. 4. Observing the students of the age 6 and 7 in their playgrounds they hold their marker sets on their ears as if they are making phone calls. With the sets von their ears they imitate the voice of either their parents or their teacher. I observed some students moving around in some style imitating the teachers.    5. During physical education, I observed the teacher clapping to the student who fell. The students stood without crying. What questions are these observations prompting? Observation #1 provokes me to question, why children at the age of 6 and 7 find it difficult to relate different colors. Why is it that the children find it hard to follow instructions or collectively coordinate their work? Why is it difficult for the students to communicate effectively? Is it a more involving task for their age bracket? Observation #2 provokes me to question, why most female students preferred to draw their mothers while the male remain biased to drawing their fathers. What actually motivates them to such biasness at a tender age of 6 or 7? In regards to Observation #3, it is questionable why the students strive to solve their problems even though some seems out of their reach. Why would they aim at items above their heights? Concerning observation #4, why do most students prefer the symbolic play? Why do they imitate what their parents always such as making phone calls? Observation #5, what is the relationship between the students reasoning, emotions, and encouragements from their teachers. Research connections: Shaffer & Kipp (2010) in their interpretation of the Piaget’s developmental philosophies, students in Grade 2 are in the operational stage of development. From cognitive point of view students tend to acquire skills of independence and self-reliance. The mental development has advanced in this stage than in Grade 1 (Shaffer & Kipp 2010). The students tend to make more recognition of different personalities differentiating individual traits choosing friends and close associates. Students in this grade display a wide range of skills both in social and academic fields. Shaffer & Kipp (2010) argues that the students exhibit advance levels of interest in self-endeavors in problem solving. They demonstrate high levels of the understanding ease of learning and tendency to imitate adult’s behavior. Observation #2 has theoretical support from by the Oedipus and Electra complex theories. Research by Shaffer & Kipp (2010) explains observations #3 and #4 describing independence and symbolic play. Newman and Newman, 2005, Explain the theory, cause, and effects that support observation #5. The knowledge acquired from cause and effect training is important in helping the students understand the properties of the object, human behavior pattern and ability to relate events and consequences. Interpretations and implications for health lesson planning: In respect to the research findings and behaviors observation, # 1 it is evident that the teachers must be vibrant in their instructions when handling students in the operational stage. As a teacher, I must be vivid while giving my instructions and never make assumptions that the students in this stage can identify colors adequately. After giving the instruction, I should device suitable memory-building techniques to enable the students memorize the instructions. Such techniques may include song composition. Observation #2 requires the application of the two complex theories of understanding the gender-biased behaviors the student’s exhibit at this stage. As a teacher, I must recognize that students at this stage tend to be independent as evident in observation #3, therefore, must give them a chance of doing certain things themselves to nature self-reliance. The learning process must incorporate student participation. Observation # 4 shows how, Students in this stage are aggressive and will always try to imitate any action they learn. As a teacher, I should focus on this symbolic play to build the students’ memorizing of the concepts in class. Social-emotional Development: E.g., personal confidence/self-esteem, interaction/collaboration with peers, interactions with adults, moral development/self-regulation, responsibility, independence/initiative, expression of emotion (e.g., empathy) 1. I observed that the children between the age of 6 and 7 found it hard to build a relationship with foreign persons apart from parents or trusted family members. 2. I observed the students during language session and it was remarkable how they shared the resources given. Their teacher had to intervene several times and sensitize them of the need of sharing common resources. 3. During lunch break, the students walk to the dining hall, serve their meals and then walk back to their classes after meals. 4. Observing the students in the class they tend to recognize personality, Choosing the classmates, with whom they always interact. The students tend to be also selective on the friends they play with. 5. I observed that the students get frustrated at their mistakes. They develop shyness and tend to hate committing mistakes or accepting corrections. What questions are these observations prompting? About observation #1, why is the change of relationship. Why do female students get attracted to their fathers while male ones prefer their mothers? Observation #2 prompts me to question the expectations for students at the age of 6 and 7 when they work together. How can students at this age learn to work together in collaboration by sharing ideas? Do students at the tender age of 6 and 7 prefer to work on their own or in groups? Concerning the observation #3, why do the students tend to prefer independence? Are they able to accomplish most of their wishes? In regards to observation #4, why do students get frustrated at their own mistakes? Why do they hate correction or committing mistakes? Research connections: According to Shaffer & Kipp (2010), students of grade, #2 in Piaget’s development theory is selective in their associations. The students in this stage are more independent while carrying out their routine activities (Shaffer & Kipp 2010) this research explains observation #3. The students in this stage tend to be more selective on members of their class with whom they associate, play or share their ideas. Shaffer & Kipp (2010) argues that students at this stage with their recognition ability are more self-conscious, they most feel frustrated with their own wrong doings, and they become shy and hate themselves for doing mistakes. Students in this stage are not quick to accept their mistakes and always get offended if corrected. This theory on self-consciousness explains observation #5. Interpretations and implications for health lesson planning: Based on observation #1 and #2 lesson plan should integrate social activities such as learning other people’s way of living. The students should learn to appreciate the role of collective responsibility in the society. The lesson plan should also incorporate sessions of sharing complementary ideas. The plan must integrate a sense of appreciation of diversity. The learning objectives should encourage positive interaction among the students and their peers. As aforementioned in the lesson plans for observation #1 and #2, lesson activity for observation #3 should further encourage positive interaction amongst the students and their peers. The students should learn to appreciate other personalities by being devoid of independence and accommodating diversity. Such healthy lesson plan includes joint activities such as singing or dancing in groups. Personality oriented lesson plan would address observation #4. Lesson plan should involve life skills sessions to help address issues such as frustrations. References Martin, C. L., Fabes, R. A., & Fabes, R. A. (2009). Discovering Child Development. Boston: Houghton Mifflin Co. McCarty, M. E. (2001). “How Infants Use Vision for Grasping Objects,” Child Development, 72 (4), 973–87. Newman, B. M., & Newman, P. R. (2005). Development Through Life: A Psychosocial Approach. Belmont, Calif: Thomson/Wadsworth Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and adolescence. 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