Sex : Female Location : Benjamin Franklin Elementary

They have many different puzzles at their disposal and their teachers are always there to play with them. Building a castle with blocks and keeping it all in a line and not allowing it to fall is a great way to work on fine motor skills. Making sure that the puzzle pieces in the wooden dinosaur puzzle fit into the correct space and turning it until it reaches the correct position. These are all little ways that we help tune the fine motor skills.

Concept: Fine- motor skills Definition and explanation: According to the textbook, fine- motor development has to do with smaller movements, such as reaching and grasping (Berk, p.181). Reaching and grasping allow infants and toddlers to discover new objects and become more curious about the world. For example, when a child grabs a new toy she immediately starts to look at the toy and observe it from different angles which allows the child to learn how to approach new scenarios. These fine- motor skills encourage them to develop new motor skills that will continue to grow as they grow older.

*Physical development: At this stage the child learns to hop, write, sew, skip, ride a bicycle, jump from height, thread a needle, and do buttons and shoe laces.

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

Physical development in children is an important area and is usually expected to happen automatically as they grow. The important areas are gross motor skills,

Setting : Observation took place in a classroom of Richmond Preschool . There were 18 children who are 4 years old, 3 ECE teachers and 1 volunteer during this observation.

Within this study Emma has expressed concern for her four year old daughter Lucy's development. In considering Lucy's

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P.M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills,

To sum up, during my naturalistic observation I applied Piaget’s theory of cognitive development and Erikson’s theory of emotional and social development. Both of these theories gave me the opportunity to understand the subject better. According to my observation, all physical skills of the girl were developed properly. After analysis I came to the conclusion that the subject is on the

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

What began as involuntary movement and reflexes at birth, by 6 months have become voluntary movements. By 2 years the fine motor skills are beginning to develop. Gross motor skills involve the large muscles of the body that enable such functions as crawling, kicking, sitting upright and rolling over. It is a little harder for an infant to walk because they are top heavy and their thighs are too big to support their little feet. Most infants, starting at nine months begins to learn how to walk. Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands and fingers. Fine motor skills are different than gross motor skills which require less precision to perform. This is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw.

Young children learn and grow everyday. Especially, young children, the ages three years to five years old, learn important skills while they play with friends and interact with their teachers. Janice J. Beaty (2014) states that for young children, “play is their way of learning” (p. 167) Thus, teachers need to observe children while they play and assess the development of the child because “Knowing the development of a young child helps a teacher to plan the curriculum, to set up activities for individuals, or to ask for special help when necessary” (Beaty, 2014, p. 3).

Fine motor skills are the movements made with the small muscle of the hand (Jan, Beth & Melissa, 2012). A 3 year old child gets better in their fine motor skill (Jan, Beth & Melissa, 2012). They are able to move their fingers independently and have better spatial awareness; therefore, these children can engage in more complex tasks such as using a scissor, the first cutting skills start at the age of 3 (John, 2009). Children of this age should be able to unbutton a shirt or eat with a fork without assistance (John, 2009). They can also complete and insert puzzle pieces, picking up small objects with the thumb and

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

For this observation paper, I will go in depth into my observation of a 10-year-old girl named Kassie. Kassie is in 5th grade, and is the youngest of two children. She has one older brother that is two years older, and two very loving and involved parents. In this paper, I will discuss the attributes and characteristics that I observed while watching and spending time with Kassie. Starting with motor development skills, it was very prominent how active Kassie was. The results of this were obvious, because Kassie’s stature and build is athletic. She is a healthy weight with lean muscle, especially in her calves, thighs, and arms. Kassie seemed to be very coordinated for her age. This was demonstrated to me by observing her kick a soccer ball, jump on the trampoline and play jump rope with her peers. While observing Kassie and three other children her age kick a soccer ball, I noticed that Kassie was quicker than the others, as well as more agile. She would make rapid movements while maintaining her footing and balance. This was also true for the trampoline and jump rope. I noticed that Kassie had an easy time making friends, and was well liked among her peers. She was often the leader, and this made her seem quite popular with the other children. It seemed to me that more children are shy and prefer to be the follower, as opposed to the one calling the shots. However, Kassie was the complete opposite. Onto her cognitive development, I thought she seemed to lack a little. She