Throughout the observation, he picked up many objects such as the peach squishy ball that he threw and blocks that he handed to his mother or put away in the bucket. 4. Describe how the toddler climbs on a chair and sits in it. To climb onto the small green chair, he first put two hands on the seat and attempted to out his right knee on the chair. Next, he moved his hands with the left on the table and the right on the top backside of his chair.
* Explores objects with eyes * Points to/pokes at objects with index finger 12 MOTNHS * Sits down from standing position * Stands alone, may walk a few steps * Throws toys on purpose * Clasps hands together * Sophisiticated pincer grasp + releases on purposes * Feeds self with spoon and finger foods 15 MONTHS * Walks independently * Crawls upstairs +downstairs (feet first) * Sits in chair independently * Tries to turn pages in books * Makes a tower of 2
Miss Carrie asked the kids to listen and pointed to her ears and then she made the sound of the letter. John was watching intently as Miss Carrie said “ya,ya,ya” . She asked John and the other children to repeat after her. John very clearly repeated the sound that “Y “ makes. Miss Carrie was providing scaffolding (cognitive) for John and his classmates during this exercise.
By the age of 6 months a circadian rhythm is established and by the age of 1 year infants are usually sleeping mainly at night, with 1 or 2 naps during the day. The periods of deep sleep lengthen and there is a reduction in the amounts of active/REM sleep. Sleep patterns change during childhood and by the age of 5, children have EEG patterns that look like those of an adult but they are still sleeping more (around 12 hours a day) and having more REM activity (about 30% of total sleep time). Boys are also found to sleep slightly more than girls. As childhood progresses, the need for sleep decreases, but in adolescence it increases slightly, to around 9 or 10 hours a night.
Constructing Meaning through Reading and Writing Shannon Zelayandia Grand Canyon University: EED-475 April 7, 2013 Constructing Meaning through Reading and Writing |Strategy |Activity |Assessment | |Teach the Author-Reader Relationship |Write Aloud: Give the students a small passage |Have the students hand in their papers and | | |and then have the students write what the |check for a clear understanding by what answers| | |author’s purpose is. Including main characters,|the students put down. Have each student bring | | |plot, main idea, and setting. They can also |up the paper one by one and ask further | | |draw a picture to go with it. |questions to the students t check for a better | | | |understanding.
In this same observation, he stacked round cylinders up to his eye level before the tower collapsed. In the first observation Z displayed his skill in working with tools. While drawing he held the paper with his left hand and used three fingers of the right hand to hold the crayon. He had fairly good control of the crayon, drawing a stick figure that he called “Daddy.” However his ability to use scissors was less developed. Z opened the scissors with both hands and had difficulty aiming them at the paper and controlling the cutting action.
Felix was using his small motor development to pull the plush circle out of the mirrored plush wedge toy and then push it back in along with the square and triangle. When it was snack time Felix had full control over his sippy cup with one hand while drinking it. 3. Describe an example of the child’s gross motor skills observed Ashley was walking all over the motor development lab. She was
1 Thai Plank Sets: 3 Reps: 5-10 (each side) Get into pushup position and then bend your elbows so your forearms are fl at on the floor (A). Rotate your body to the right, raising your right arm and right leg off the floor and bringing them together so your elbow and knee touch. Brace your core hard and hold for three seconds (B). Repeat on the opposite side. If that's too difficult, perform theexercise on your knees.
She completely zones out and only concentrates on the one task at hand, creation. She plays her music quite loudly for she says it brings out the best in her creative ability. Sometimes I may come in her brightly colored room and sit on her bed waiting for her to finish her thought. While I sit there I watch the intensity of her pencil scratching on the sketch pad, the occasional eraser shavings on her desk would drop to the floor with a silent boom. Finished with her drawing she’d open her desk drawer with a swift glance back at me.
“Thats what they say. If only it worked.” Standing up I grab the oversized flannel that I so often turn to comfort for and pull it on as I make way to my desk. I pick up the small cardboard oval box and run my thumb over the top to feel the imperfections. Inside are a few dozen slips of paper with some sort of inspirational writing or drawing on each one to stop a relapse. I lift off