...In a review of available evidence on motor and cognitive processes, four conclusions were described by Diamond (2000). First, neuroimaging studies frequently point out that tasks that activate the prefrontal cortex, an area of the brain associated with attention, also activate areas of the brain necessary to motor processing, specifically the cerebellum. Second, damage to certain areas of the prefrontal cortex or cerebellum often results in a reduction of activity in parts of the other area (i.e., damage to the prefrontal cortex results in activity reduction in the cerebellum and vice versa,) suggesting that these two regions are dependent on each other for normal functioning. Third, children who are diagnosed with cognitive disorders (e.g., ADHD and dyslexia,) often experience motor impairments; furthermore, children with motor impairments frequently exhibit learning difficulties. Lastly, Diamond suggested...
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...Angel Orsini DRE-098 Development in children refers to how a child becomes able to do more complex things as they get older. Child development is classified into several categories to help us better understand the growth of children. These categories are gross motor, fine motor, language, thinking skills, and social skills. Firstly, gross motor uses large groups of muscles. Like, sitting, standing, walking, running, and keeping balance. There are lots of activities that can increase muscle strength and coordination, preparing children for more advanced skills, from writing with a pencil, using a computer mouse, or playing a musical instrument (Dewar). Secondly, fine motor uses hands to be able to eat, draw, dress, write, and do many other things. When combined with increasing hand-eye coordination, fine motor skills also open new doors for exploring, learning, and creative expression (Parent Magazine). Thirdly, language is a large part in development through childhood. Speaking, using body language and gestures, communicating, and understanding what others say are just some of the things children need to learn throughout childhood. The first 3 years of life, when the brain is developing and maturing, is the most intensive period for acquiring speech and language skills(NIDCD). Fourth category is thinking skills, makes the child stop and process what is going to happen or what should happen. Thinking skills include learning, understanding, problem-solving, reasoning and remembering...
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...Toy project (Part One) When it comes down to choosing toys for children it is a very important responsibility for the childcare provider or parent to make sure they select an appropriate but useful toy. Although there is a great number of toys available to children not only in their homes but also in child care settings, after doing my research I found that there are many toys that are inappropriate or dangerous for children. However, I believe the need for open-ended opportunities is great, because toys give young children supportive play, which I believe is an essential element in child development, I also believe that the variety can be very dangerous if not selected properly. While doing my research I came across this list of things that you should take into consideration before purchasing a toy. Note: This list of guidelines was first published by the author in Chapter 15: Choosing Appropriate Toys for Young Children in A Right to Play (1993).] 1. The toy is developmentally appropriate. • Challenging but not frustrating • Appropriate level of complexity 2. The toy can be approached from a variety of levels. • Variety of developmental stages addressed 3. Toy is safe for intended age group. • Passes choke test (for infants through three-year-olds) • No sharp edges • No danger of suffocation 4. Toy is durable and intended for extended use. 5. Toy is appealing to children. 6. Toy is appropriate for intended use at home or child care center...
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...develop new motor, cognitive, language and social skills is a source of wonder for parents and caregivers. The study of human development is a rich and varied subject. We all have personal experience with development, but it is sometimes difficult to understand exactly how and why people grow, learn and change. Developmental psychology seeks to understand and explain how people grow and change through the entire lifespan. Researchers study the enormous range of influences including how genetics shape a child's development as well as how experiences play a role. Let's take a closer look at early childhood development including the basics of physical development and psychological growth. As a child matures, parents eagerly await important milestones such as learning how to roll over and crawl. Each of these represents a part of physical development. The maturation process happens in an orderly manner; that is, certain skills and abilities generally occur before other milestones are reached. For example, most infants learn to crawl before they learn to walk. However, it is also important to realize that the rate at which these milestones are reached can vary. Some children learn to walk earlier than their same-age peers, while others may take a bit longer. Motor Skill Development As a child grows, his or her nervous system becomes more mature. As this happens, the child becomes more and more capable of performing increasingly complex actions. The rate at which these motor skills...
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...According to Brown (2009), he defines play as “…play is a very primal activity. It is preconscious and preverbal…” (p.16). However, according to Caplan & Caplan, they define play as “a voluntary activity which permits freedom of action, diversion from routines, and an imaginary world to master”. The concepts that are being touched on between the two authors Play by Stuart Brown and The Power of Play by Caplan & Caplan are fine motor skills, gross motor skills, and negotiation. First, what are the basic definitions of these three concepts? According to Dictionary.com, negotiation is defined as, “mutual discussion and arrangement of the terms of a transaction or agreement”, Encyclopedia of Children’s Health defines fine and gross motor skills as “gross motor skills are the abilities required in order to control the large muscles of the body for walking, running, sitting, crawling, and other activities”, “fine motor skills generally refer to the small movements of the hands, wrists, fingers, feet, toes, lips, and tongue” (2009). Combined with fine and gross motor skills physical development/activity is and outcome of these concepts. In other words both of these concepts have something to do with being active. Therefore, what are the concepts that Brown and Caplan & Caplan are giving towards physical and personality development? For example, Brown (2009) explains, “One of the quickest ways to jump-start play is to do something physical. Just move. Take a walk, do jumping jacks, throw...
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...and the like, achieve multiple benefits, such as encourage expression (emotional and social), facilitate thinking and communication (cognitive and social), and strengthen fine motor skills (physical). Morra, (as cited in Feldman, 2014) supports art’s importance on honing fine motor skills, as well as other developmental aspects (p.110). Furthermore, creative expression toys offer children a chance to express their emotions, to showcase their imagination, and to be messy in a safe way (Kool & Lawver, 2010, p.21). Whether the specific illness or injury directly impacts hand use or not, utilizing creative expression toys in pediatric ward play areas encourage bounteous skill development, all while redirecting focus away from ailments, and towards pleasurable...
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...Ashford University Early Childhood Classroom 203 Instructor: Chandra Farmer An overview to what the children will be learning Understanding of Early Learning Standards: Lesson Plans Developmentally Appropriate Practices Play and Socialization Assessment Strategies References. Early Learning Standards It is important for parents to understand why Early Learning Standards are implemented in the classroom. There are many benefits of identified Early Learning Standards. The purpose of these standards is to prepare children to enter into kindergarten. It provides them with a head start on how to solve problems, get in a daily routine, and become more aware to how school works. It is very beneficial to have guidelines in place in order for educators to know what type of curriculum to teach. It can really “contribute to school readiness” (Gronlund, p. 4, 2006). It can help the children make an easier transition into kindergarten and help their communication levels (Gronlund, p. 4, 2006). Throughout my class every subject will follow the guidelines for the Early Learning Standards. I will let the parents always be aware of what those standards are for each subject. How I will communicate the standards, “Philosophy, mission’s statements, parent orientation materials, handouts, newsletters, and announcements. Here are a few example how I can communicate to the parents about what is going on in the classroom (Gronlund, p.134, 2006). . Sending home weekly progress...
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...At the initial evaluation of Bryce’s motor skills, I observed her doing a lot of gross motor activities. She displayed about 80% gross motor skills and 20% fine motor skills initially; however, over the course of the semester I observed Bryce doing a lot of activities with magnets, dolls, or little ponies. She began practicing more fine motor tasks with the small animals and magnets, but I still thought she could use more help developing these skills. An activity I would recommend for Bryce would be to create a necklace with multiple macaroni pieces, of all shapes and sizes, or beads. By holding the string or yarn for the beads or macaroni she would be working on the Pincer grasp, and by grabbing the beads, or macaroni she would be able to...
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...the day. My students participate in P.E. one day a week. I make sure the children remain active throughout the day by doing yoga for not only relaxation but also to strengthen muscles. During recess I initiate ad participate in activities such as, leap frog, catch, tag, and jumping rope to encourage the development of gross motor skills. I use developmentally appropriate materials to strengthen gross motor skills such as balls, jump ropes, and scarves. I support fine motor skills by teaching my students how to use lace boards, scissors and promoting the manipulation...
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...different diseases and problems from movement defects and disorders to mental illnesses. Hippotherapy has a goal for treating both children and disable adults that is positively focus on balance , posture , speech , motor function , respiration and daily on living skills and this will positively affects there physical , social , psychological outcomes . Theory : Hippotherapy sessions occur in an indoor or outdoor area , and safety is the most important thing should be considered for both patient and his\her...
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...INTRODUCTION While cerebral palsy is a blanket term commonly referred to as “CP” and described by loss or impairment of motor function, cerebral palsy is actually caused by brain damage. The brain damage is caused by brain injury or abnormal development of the brain that occurs while a child’s brain is still developing — before birth, during birth, or immediately after birth. Cerebral palsy affects body movement, muscle control, muscle coordination, muscle tone, reflex, posture and balance. It can also impact fine motor skills, gross motor skills and oral motor functioning. Those with cerebral palsy were most likely born with the condition; although some acquire it later. It was once thought that cerebral palsy was caused by complications during the birthing process. While this does happen, it is now widely agreed that birthing complications account for only a small percentage, an estimated ten percent, of cerebral palsy cases. In my interview with Mrs. Rachel Kagichiri, a parent to a recently diseased CP child, she explained to me that many of the misconceptions we have about the disease should be done away with. Karanja, her son, was often blamed on her ‘negligence’ by relatives and friends who openly thought she must have done something for her son to turn out this way. Current research suggests the majority of cerebral palsy cases result from abnormal brain development or brain injury prior to birth or during labor and delivery. Accidents, abuse, medical malpractice...
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...counseling and psychosocial support for parents and family members are required due to the complex nature of this disorder, multiple organ involvement, and diverse symptomology presented with this condition. According to Foster (2010) parents and siblings of children with SMS suffer of a high level of depression and anxiety. Medical tests commonly underwent by children with Smith-Magenis syndrome included but are not limited to renal ultrasound, echocardiogram, spine radiographs, electroencephalogram, magnetic resonance imaging, computed tomography, and blood work. The recommendation to perform these...
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...Children develop in many different ways at the same time. Different aspects of children's development are never at rest or waiting for other parts to catch up. Instead, development goes around in a circle. While physical growth and maturity are the most obvious signs that development is occurring, children also develop cognitively (mentally), socially, emotionally, physically and sexually. During childhood our body and mind changes very fast. I believe that nowadays parents focus more on the brain development of their children than their physical activity. When I was a little girl - over 20 years ago - we spent most of our time outside playing, running and enjoying fresh air and being in movement. Physical activity of children can secure them health and well being in their adulthood as well as teach them a lot of very important aspects like social relations and behaviors in different situations. Now I see that a lot of children spend their time at home or at after school activities that don’t involve a lot of movement.Child development is the study the cognitive, emotional, physical, social and educational growth that children go through from birth through adolescence. Young children are not only growing physically during early childhood, but they are also growing mentally. Children of this age continue to advance their skills in observing and interacting with the world around them. They also make tremendous leaps in how they process, store, and use information. Sigmund...
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...this evaluation is to observe TC’s physical development; a baby girl aged four months and twenty nine days. Physical development is defined as “the way that the body increases in skill and becomes more complex in its performance” (Beaver and Brewster et al 1994). A physical development assessment includes both, gross and fine motor skills. Gross motor skills are those where the baby uses the large muscles of the body such as head, arms or legs, and the associated movements: crawling, walking… On the other hand, for the fine motor skills the baby uses smaller muscle movements such as fingers or feet and it involves hand-eye coordination. According to Arnold Gesell’s theory, the development of the motor skills in babies and children is determined in stages, in a specific order and timeframe, depending on their genetic plan. Gesell defined some of the first developmental norms or milestones. In contrast, Ester Thelen not only believed that the babies develop their motor skills depending on how they behave on the environment, but also that they modify their movements depending on the results of their actions. With regard of TC’s physical development, in terms of gross motor skills, while lying on the mat in supine position, TC has complete control of her head, keeping it in central position and moving it side to side when something calls her attention. She also kicked strongly using alternate feet while on the mat or while changing her nappy, skill that babies of her age range do...
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...Child Development June 16, 2014 Child Observation Narrative I observed my two children; infant and toddler at the same time. The infant was 16 months, and the toddler was three. In my notes, child #1 is the infant and child #2 is the toddler. Both children are males. The setting for this observation is a scheduled playdate by the children’s parents. Both children’s mother and father are present. Child one screamed “AAHHHRRRAAA” a lot and had a toy truck in front of him. Child didn’t immediately start to play with the truck; he slammed down on the toy with his hands open and pushed it around. Child one tried to get up and ramble without a definite purpose around the room which he had difficulty doing because his gross motor skills seem to not yet be fully developed. Child ones mother grabbed him and said to him “no baby I need to keep an eye on you’ and sat him back down where he began. The child began to scream inaudibly “AHH!” Child two came out of his room, not knowing that anyone was there and slowly came near or nearer to the small group in his house and immediately moved with haste to where the other child was. Child two said “Ty, play trucks with me! This is your truck. Okay? Now let’s race!” Child one continued to sit in front of the truck, non-responsive to child two. Instead of playing with child two, child one stared blankly into the next room, and had drool forming at his bottom lip. Child one placed both of his hands firmly on the ground beneath him and with...
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