Explain The 5.2 Fine Motor Skills

Can laugh showing a range of feelings. Stops crying when talked to and reaches out to be held.

To better understand learning, the research and experimentation was conducted by a student. The purpose of this study was to examine a novice learner performing a skill, in which improvement, retention, consistency, adaptability and stages of learning would be tested. The individual chose juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three beanbags at once using both hands. Practice was completed in one way to keep consistency; this included throwing small beanbags standing up in the same room. Hypothesis of the experimenter suggested greatest improvement of skill in the beginning to middle of testing. Learning would be accomplished. An increase in practice time and

They will be delayed in their physical development due to difficulties with the lower brain which is responsible for balance and co-ordination. They may also have a difference in muscle tone and find it difficult to gauge how much to grip an object. This delay in physical development will have an impact on the child’s social and emotional development also as they may not get as much chance to play and interact with other children in their peer group.

RELEXES ICLUDING SWALLING AND SUCKING, RROTING,GASP, STARTLE AND WALKING AND STANDING REFLEXES AS THEY REACH AROUND ONE MONTH BABIES BECOME LESS CURLED UP AND WILL BECOME LESS STARTLED.

Skill number six is where the resource family understands how to help the child develop a strength based understanding of his or her life story and to make new meaning of their trauma history and current experiences. The goal is to guide the resource family with strategies on how to talk about the child’s past, build meaning to his or her life narrative, and process new information that the child discloses. Some tasks associated with this goal include:

Undress baby down to her/his nappy (to take off the clothes gently start with one arm then the other, after that remove the clothes from the front of the head to the back) Be careful not to tug little ears and noses;

This week in the field as an intern for the Department of Social Services, I was able to complete in-office tasks and complete a home visit with my supervisor. On Monday my supervisor informed me she and other coworkers were in need of creating a new resource manual that would be up to date with the current resources in the Midlands area. Therefore, one of the tasks completed this week was creating a resource manual that would have more resources with up to date numbers, addresses, and contact persons. During this process, I was able to understand the importance of workers having the manual up to date with more resources added to it. Competency skill 9 states a professional social worker, “Actively refers clients to community resources.” With this being required of a professional

As children progress through the early stages of their lives they will continually reach milestones that are somewhat of a tracker as to where they stand in their development, but at the same time it’s important to remember that even though there are suggested milestones as to a maturing task for a specific age and month, each child may mature differently than the next. One part of this progress that children will continually develop through in the early stages of their lives is motor skill development, which is the use of their larger and smaller muscles to perform adult like tasks. More specifically this development can be categorized into fine and

In this lab experiment, we try to understand how the body keeps itself in its balance position. In order to keep individual in balance the body is actually constantly moving around or also called postural sway to adjust the centre of mass so it can be within the base of support. The first experiment we learn how somatosensory, visual, and vestibular system affects the maintenance of balance. These three systems receive stimulus in the environment and integrate the information and process it to the central nervous system. It demonstrates how human require all three of these sensory systems for motor controls. Losing any one of the three sensory systems can affect motor control. The aim of the first experiment is to try to understand how postural

I had always thought I knew what field I wanted to go into until I started this research paper. One of the goals of my paper was to research and find possible career choices. In the process of taking surveys and reading job descriptions, I figured out what I really would like to do. The other goal I would like to fulfill while creating this paper is to learn more about myself. Just doing research on CFNC.org in Mrs Pennington’s class has already helped me accomplish these goals, and I’ll tell you what I found throughout the rest of the paper.

The skill which I am going to discuss about is impulse control. It means regardless of what is asked or done, one is unable to control the need to act upon something. In other words, impulse can be described as an immediate action or reaction that is particularly evident in emotions. This is an important skill in today's environment which can indicate the adaptability of an individual in an external environment and potentially determine future success. For instance, if one is unable to control his/her impulse and bursts out of anger at every occasion; that person may not be emotionally fit to be successful because of the lack of self-control on their impulses.

After taking the O*NET Interest Profiler test on the My Next Move website, I was fitted for several jobs based on my personality and interests. After looking through the suggested jobs, I found two that would fit me best. The first job I was interested in is a buying and purchasing agent for farm products. Out of all the suggestions O*NET gave, this was one I felt not only fit my skills the most, but also my personality.

Fine motor skill (or finger dexterity) is the coordination of small muscle movements, usually involving the synchronization of hands and fingers with the eyes. The complex levels of manual dexterity that humans exhibit can be attributed to and demonstrated in tasks controlled by the nervous system. Everyone uses their hands and fingers whether it be for professional uses or not everyone is always trying to improve their finger dexterity (Muellbacher, 2009).

Skills likes these are often not taught in a classroom, but have an impact on student’s education and can affect them later on in life.

A few examples of Fine Motor activities displayed during the early years include handwriting skills, drawing pictures, making objects out of clay, and even cutting with scissors. Each of these activities is characterized by including the small-muscle developments that involve finger-thumb coordination, hand-eye coordination, and the development of muscle strength in the hand and arm. All in all, motor skills are an important part of the learning process, and as these “fundamental motor skills are learned...[they] serve as the foundation for more specialized motor skills that will be