The Observations Of Richard Conducted

Jean Piaget, a Swiss psychologist, made substantial findings in intellectual development. His Cognitive Theory influenced both the fields of education and psychology. Piaget identified four major periods of cognitive development: the sensorimotor stage, the preoperational stage, the concrete operations stage, and the stage of formal operations. The preoperational stage includes children two to four years of age and is characterized by the development and refinement of schemes for symbolic representation. During the preoperational stage lies, what Piaget coined, the intuitive period. This phase occurs during the ages of 4-7 and during this time, the child’s thinking is largely centered on the way things appear to be rather than on

The CDEV 2010-2011 Edition by Spencer A. Rathus describes the physical, cognitive, and language development of children. I observed a child in Clovis Community College Lab School, the child was a male and appears to be between two to five-years-old. This child played only with an instructor and one of his peers throughout the observation. The child played at the “clay/playdough” table which he squeezed the clay a few times, but he immediately went to the sink to wash his hands. According to Rathus, “Gross motor skills involve the large muscles used in locomotion…

For example, I witnessed a young girl who was dancing poetically around the room, jumping (even on one leg at a time), and skipping. This girl demonstrated pronounced gross motor skills because she had great control of the large muscles in her body. After walking over to a table, pulling out a chair, and sitting down, the girl proceeded to demonstrate fine motor skills. This girl carefully inspected the snack table and concluded that she wanted some wheat thins. She held onto her plate with one hand, and with the other clutched small tongs to collect her crackers. She returned to her seat and grasped one cracker between her thumb and fingers and brought it to her mouth, demonstrating the pincer grasp (Decker, 2016c). Unlike gross motor skills, fine motor skills are concentrated on small muscle movements. The CDC provided an environment conducive for physical development, whether it be gross motor skills or fine motor skills. The CDC had a slide with steps, coloring utensils, free space, a station for students to play with pipe cleaners, an outdoor area, building blocks, and many more objects to aid the children’s physical

The Tragedy of Richard III by William Shakespeare depicts Richard III as a horrible, manipulative, and power-hungry monarch; not so much when he is a monarch, but in the events leading up to his reign. Whether this interpretation of Richard is accurate will be determined through evidence that either supports or denies Shakespeare’s version of the events. Not mentioned in The Tragedy of Richard III are all of the accomplishments that Richard succeeded in during his reign, considering that he spent much of his time as king defending his throne. In December of 1483, Richard established the Court of Requests. The Court of Requests was a place where poor people who did not have access to legal representation could state their grievances and have

In class we discussed many factors in how young children develop and learn. One of the topics we discussed was physical development

The child observed for this paper, Brooks, demonstrated both physical and motor development and cognitive development throughout the entirety of the observation. First looking at the physical and motor development, both his fine motor and gross motor skills were on par with those also found in his age group. There is a massive increase in the fine tuning of fine motor skills from early childhood to late childhood due to the “increased myelination of the central nervous system [which] is reflected in the improvement of fine motor skills” (Santrock, 2016, p.146). Brooks demonstrated his increase of fine motor skills on numerous occasions, as when he used a pincer grip to pick up and hold his pencil between his pointer finger and thumb both times

Perhaps the most notable analysis in the stages of development comes from the work of Marcia Baghban (2007) who studied the link between drawing and writing in early childhood. Baghban hypothesized that children use writing and drawing as a tool for thinking, organizing ideas, and understanding experiences. In addition, she

The Formal Operational Stage of Piaget’s Cognitive Stages of Development is the stage that this child is in. This child was able to manipulate thoughts in his head, think creatively, and use abstract reasoning. These are all things a child of this age should be doing and he fits well into this stage of Piaget’s Cognitive

“I have some works here, with which I need some help. Would you like to help me?” My invitation to Max, Sophie, Christian and Kate accepted, I proceeded to share, challenge, interview, and observe. The tasks I presented illustrated the phenomena of cognitive development in early childhood, the stage Jean Piaget calls preoperational. While Piaget refers to his developmental theory in “stages” he does not feel that the stages happen at specific times but that they are sequential and one depends on the previous. The distinguishing characteristics of the preoperational stage stand as barriers to logic and the

For this assignment, my group and I researched the physical domain from birth until late childhood. In our presentation, we embedded the typical changes in children’s bodies and motor skills. Simultaneously, we discussed the atypical physical development in children. It is essential to know about typical and atypical development in all of the domains for early identification purposes, to understand certain behaviors that students may display, and know which adjustments need to be made to the lessons so that each student has an equal learning opportunity.

The purpose of this paper is to examine child development in terms of motor development. Children are not born with perfect motor skills, such as crawling or walking. Motor development is much more than innate abilities. Motor development is a complex, ongoing process of learning. This area of development is a fundamental aspect of a child’s overall well being.

Play has a positive and essential impact on the cognitive, physical, social and emotional development of a child, as it gives children the opportunity to be creative through a variety of activities as well as them having the chance to expand on their imagination, physical skills and motor skills. The gross-motor skills including the large muscles (such as the legs and arms) are developed through activies which incorporate skipping or running as well as any other physical based activies. Additionally the fine-motor skills which involve the smaller muscles (such as the hands and fingers), may also be developed during play. Particularly through activites which involve cutting or drawing, ETC. All these motor skills can be developed through play

The groups were divided by the order the drawings were instructed and the presence of a visual aid. The children were tested in very similar conditions as in the first experiment, with variation in the drawing requirements and scoring. They were individually instructed to draw a human standing, one walking, and one running with or without the assistance of three photographs displaying a person doing the related action. An assessment with eleven distinguishing criteria and same two tests, the digit span and Mr. Cucumber, followed the completion of the drawing activity. Morra then performed a third experiment to conclude this study on drawing development.

Fine motor skills refer to the ‘small muscles’ in the hands. Proper development of these muscles is crucial for children to succeed academically in writing and self help skills. According to the National Childcare Accreditation Council (NCAC), “Fine motor skills form an important foundation for the acquisition of many other skills, including literacy, numeracy, self-help and the ability to perform many everyday tasks” (2008). Children start to develop motor skills from birth, and the ways in which children’s muscles develop will later affect their motor function. Caretakers often look for the typical milestones that infants develop; however, infants acquire development at different rates benefiting child growth. From birth through the early grades (preschool to second grade) children are constantly using their fine motor skills to eat, dress themselves, and in social settings such as school. These skills link to infancy development and are factors in knowing how well children will succeed. The following sub-topics address fine motor development and the importance of occupational therapy interventions:

However, it is important to remember that according to Melina in Charlesworth’s book, “motor development is influenced by a number of factors: genetics, status at birth, size, build and composition, nutrition, rearing and birth order, social class, ethnicity, and culture” (Charlesworth, 2000.p.151). Therefore, these factors help to explain the story of life, and why every child learns how to do things at their own pace, rather than at the same time as every other child their age.