What I Did At Starpoint School It Changed For Privacy Reasons

The child knew how to turn the pages, show me the title of the book, and show me the title page of the book. The child struggled in holding the book right side up, showing me the front cover, and the back cover, and finding the first page of text. The child was not able to tell me what the author or the illustrator did. With the conventions of print the child was able to tell me where it tells the story at, where we start to read. Lastly the he could tell me that we read from left to right and top to bottom. The child struggled with the return sweep when reading. The child excelled in showing me the spaces between words, and pointing out letters to me. The child struggled in one on one reading, and finding word boundaries around a word. The child also had problems with finding the first word on the page, and the last word on the page, and with counting the words and letters for me. The child was not able to show me the difference between a capital and lowercase letter. The child was able to identify the letters on a page, some of the specific letters that I pointed to, and also was able to identity some of the letters in his name. The child was also able to name some of the letters on a page, some of the specific letters, and some of the letters in his name. He was able to

Physical Development: Kneels to play, throw and kick a ball, builds larger brick towers, pour liquids and uses pencils to make marks and circular scribbles.

She does show weaknesses in Working Memory, Passage Comprehension and Math Fluency. These results are supported by her teacher’s since they have reported that she works more slowly than most students on math assignments and has difficulty decoding words and with fluency in reading.

|Development Theory. |themselves. They will begin to play ball, enjoy climbing |Intellectual development – Delays to motor skills will delay |

From 3 to 7 years the child’s movements will be more coordinated. They will learn to balance when hopping, skipping and playing with balls. The fine pincer grip when holding pens, pant brushes will be more defined.

Olivia has always seemed to be ahead in her language abilities, such as in vocabulary and in advanced thinking skills of creating sentences and understandings of what someone is asking. At three years old, Olivia scored above average in her skills of language comprehension and production. She could tell a detailed story about a picture, in which we thought we could continue to help her develop by reading aloud at home, talking about

After observing, communicating with, and analyzing the work of Kayson Maciel-Andrews, I have learned many things about working with advanced students in a low-achieving classroom. At my internship site, we have a very low population of talented and gifted students, less than 2%, and therefore, getting the opportunity to work closely with one of these students was a very unique opportunity for me.

Intellectually they are learning about problem solving, numeracy and developing their reading and writing skills. Children’s ability to communicate with peers and adults develops through creative play as well as their overall speech and listening skills. Physically, creativity can help develop fine motor skills by children using materials such as crayons, paints and sticking. Participating in movement activities such as dance or drama (role play) also enhances the overall physical development of a child.

I think that Alexandria is developmentally on track compared to other first graders. From what I observed she is able to perform well with the school routine and the appropriate behaviors that should be performed when in school. An example of this is when Alexandria’s teacher announced to her whole class, “I love your eyes” in regards to having all her students paying attention to the teacher. When in circle time, Alexandria also performs how she should, with respect, quietness, and only talked when instructed to. Those are usually tough things for children six to eight years of age to accomplish, since they tend to have so much energy and are still somewhat new to the school system.

Alexander, Enrique, and Alexis are the names of the children I observed. They have different gross motor skills and fine motor skills. However, their differences are in the sophistication of each ability. Alexander, who is 7 years old is very active. He was jumping and trying to count by jumping on the tile floors to see how many there were across the living room. He is developing typically to his age. What has influenced this level of physical development is the amount of myelin in the brain increases and raises the speed at which electrical impulses travel between neuron. Which, makes massages reach muscles more rapidly and control them better. Enrique, in the other hand, his physical development is more sophisticated than Alexander’s.

So many children this day in age, are sat in front of a television or a tablet and expected to keep quiet. Children are built to explore, move, and learn from their experiences, and this cannot happen when a child is inside, being distracted by technology. No matter how busy parents are, they should find at least thirty minutes a day to go outside and play with their children. If the weather does not permit outside play, then playing games inside is always a great alternative. Parents should be encouraging their children to develop the motor skills that they are going to need in order to succeed in school and later in life. Many parents encourage the development of their children’s gross motor skills by involving them in sports, dance, or gymnastics. These programs are great for not only teaching children how to be good at something they love, but they also encourage children to develop their motor skills. If parents find that they cannot afford programs such as these, they can focus on providing multiple opportunities for play. For example, one day they could go to the park or they could go over the neighbor’s house to play. Ultimately, the best thing that parents can do to encourage the development of their children’s motor skills is to allow them to play as much as possible and to allow them to try new activities, even if they are

I was given the opportunity to visit Sophie at her school for a few hours. During that time i observed Sophie writing on a white board. Not wanting to disturb Sophie i asked her paraprofessional why she was not writing in a notebook like the rest of the kids in her class. She informed me that sophie prefers to write on a lined whiteboard but they are working on getting her to write more on the notebook. I speculate that the smooth surface of the whiteboard is easier for Sophie to work with, given that she has had trouble with her gross motor skills throughout her young life.

As children’s bodies become more streamlined and less top-heavy, their center of gravity shifts downwards toward the trunk. As a result, balance improves greatly, paving the way for new motor skills involving large muscles of the body. (Berk, 1999) During the preschool years until approximately age seven, fundamental motor skills develop including the locomotor skills needed to run, jump, hop, and skip. Also the object control skills such as throwing, catching, and kicking are developing. By the age of six or seven, children begin to integrate two or more of these skills. Though all children will not develop these skills at the same age, they will follow the same sequence.

Each marking period, she usually received honors. Sara has attended public school since the beginning of her schooling at the age of 3 years. Besides that, Sara is recognized in her school for being a kind, attentive and cooperative girl, with teachers and her classmates. Her parents said that teachers always speak very highly of her. However, the parents recognize that Sara may be shy sometimes, she speaks in a low voice tone and sometimes is difficult for her to express her feelings. In addition to this, they said that Sara has little tolerance for frustration, but this is an aspect they have been working with

The notion of confidentiality in the school systems is a popular idea. Confidentiality ensures that only authorize user can access and use the data. It will also indicate that the information will be protected from any unauthorized access at all times. The integrity of information is treasured in an educational facility. An adjustment of grades is a means by which integrity of information can be modified. Integrity, we will ensure that all the information systems and their data are precise as well guarantee that no alterations are made to the information. The goal in availability is to ensure that the computer systems are secure, making sure that the data is accessible and also helps to ensure that the individuals with the proper permissions