Gross Motor Domain Case Study

She interacts appropriately with others during group activities and knows and follows the classroom rules. She will gain attention from peers in an appropriate manner and is reported to have a best friend. She will volunteer for tasks, quiet down after active play and returns objects to their usual locations. She will accept friendly teasing and expressive anger in a non-aggressive manner. She accepts valid criticism without crying and provides assistance to others when appropriate. She will help with group projects and apologizes if she hurts some else feelings. She will remain calm if a small request is

For ‘D’s’ gross motor development I did a checklist, took pictures and did a rubric. I found that ‘D’s motor skills were on target for his age. He can run, jump, walk, catch and throw. ‘D’ can gallop but not smoothly, with practice he will be able to gallop smoothly. All of ‘D’s’ motor skills will improve with practice. ‘D’ seems to enjoy playing outside, so I feel there is no problem these skills will progress.

Raymond is a male and his date of birth is 3/14/2011, he is four years and six months according to the paper I saw posted in the observing room. Raymond along with other kids are running around and playing in areas that they shouldn’t be in. Raymond along with the other children get into trouble with one of the teachers and she tells them that they have to find a new area to play in, the teacher then talks to Raymond and he says “I’m sick,” by using these two words he is trying to escape from getting into more trouble. He demonstrated cognitive ability by being curious and roaming around the classroom with his friend Kenta, also a male and his date of birth is 4/2/2011. They couldn’t stay in one area so they would move from the arts and crafts group to the reading group until they found something of their interest. Eric who is also a male and his date of birth is 3/12/2011 showed cognitive ability skills by building a fort. He knew

In reviewing the results, Jarrod scores a “3” on the DSI-screener, indicating that his knowledge spelling patterns is somewhere around the end of first grade level. Therefore, the results of this assessment indicated that he was at the “Letter Naming” stage. It also indicated that Jarrod needs work in skills such as short vowels, affricates, constant blends and diagraphs. However, when Jarrod was give the “Letter Naming” stage test he scored a “21” which meant that this test was at his approximate level. However, to gain a better understanding of Jarrod’s needs, and to understand the discrepancy between his low score on the DSI screener and the “Letter Naming” feature test, Jarrod was also given the “Within Word” feature stage test, where he

Developmental coordination disorder is most commonly found in boys, aged between five to eleven years old, by a 2:1 to 7:1 ratio depending on the group being studied (“Diagnostic and Statistical Manual of Mental Disorders fifth edition”, 2013, p. 75). This disorder is most commonly diagnosed in children; 5%-6% of school-aged children are affected. Developmental coordination disorder is a life-long disorder that affects a child’s ability to perform daily activities where no medical or neurological conditions are present. In most cases, it is difficult to diagnose children under the age of five years with having developmental coordination disorder because it is normally overlooked and assumed that the child is a slow learner and will eventually

Perhaps the most startling aspect of the entire assessment was discovering which vectors were the farthest along on the developmental track. It was initially expected that the majority of the vectors would be developmentally deficient due to the fact that I am not yet of college age, but astonishingly there are multiple vectors in which advancement is well under way. For example, considerable progress has been made within physical and manual competence; a sublevel within the competence vector. The only aspect in which significant growth needs to be made is in the knowledge of how things work.

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

Andrew reaction to activity was tested by analyzing his Gross motor skills which were good for his age; he was able to build blocks, do puzzles, and color. Andrew attention span was also analyzed, and he was able to focus on doing activities for 10-15 minutes which is appropriate for his age. Andrew is now 19 months old. During his check-up, the doctor placed Andrew

The child, L.M ranked above the cutoff on the ASQ-3 communication portion of the assessment, indicating that his development appears to be on target. When L.M was asked to follow directions that were unrelated to one another, he completed the tasks promptly and with ease. When L.M was talking about things that occurred in the past he said, “We played and read books at school”. He answered the question and did not continue to discuss additional activities he participated in at school. When L.M used comparison words, he referenced objects he observed in the room in doing so and said, “The book is big but the flip-flip is smaller. L.M was asked to repeat two sentences; however, he was only able to repeat one sentence without making mistakes.

Despite the low scores in certain areas, Victoria scores well above the cutoff score for the gross motor domain in the ASQ-3. Her family is not surprised that she received a 45 in this domain because she shows signs of being very active during her daily playtime and during the observation. An infant or toddler’s surrounding environment can be vital contributor to their success in the gross motor domain because “outside space, inside space, daily activities, fine and large motor toys, and child and family characteristics... can predict motor and cognitive success later in life” (Wittner & Peterson, 2013, p. 238). On a daily basis, she asks her father or sisters to come down to the garage area and supervise as she rides her tricycle or pushes a wagon around for an hour each day. She also often asks to go to the park so she could play on the playground structures that she does not have access to at home. During the observation, Victoria demonstrated the ability to push her body down a slide

In the preoperational stage, the child should be able to do physical problem solving. I told Jeremiah if he wanted to make a peanut butter sandwich and he said yes. When we had everything on the table to get started he realized he didn’t reach the table. He then grabbed a stool to step on and was now able to reach the table. He demonstrated physical problem solving. The next cognitive skill I assed was the ability to understand conservation. According to Piaget children at this age aren’t able to

The first scenario manages a seven-year-old kid who has finished an IQ test which assess her as having an IQ score of 67. This child is experiencing some difficulties in her academics especially in reading and arithmetic. She is portrayed as be deficient in her social advancement and difficulties completing daily tasks that other youngsters her age do, such as, dressing herself and doing individual grooming customs, for instance, brushing her teeth and washing up.

These positions and motion were all very well controlled and were executed smoothly. Beyond these transitions and positions the child displayed multiple combinations of controlled movements during play. This puts the child into the context specific category of development (ages 7-11). This child was only 4 years old but displayed proficient movement control that can be considered above average

Record what you observed about the child you chose in the following areas and interpret according to developmental expectations listed in your text of a child this age:

Binet and Simon compiled a collection of tests which incorporated various tasks which they deemed would highlight children’s abilities at various ages. They based the tasks on their many years of observing children, imparticularly the observations Binet had made in regard to his own two daughters.