It is very important for a child to be school ready. This prepares them taking into consideration future grades to come. They must reach certain milestones and develop their skills well enough to pass each grade and move on to the next (Davin, 2013). 1. Criteria to determine school readiness: There are basically 5 main criteria’s that we were taught to follow when working with the child’s development. These criteria were given the acronym of ‘PMS EC’, this simply stands for: a) Physical Development- This is where the child is developed through hands-on-tasks and free play as well. The child gets to develop their gross and fine motor skills in this development area (Davin, et al, 2005). They also develop their perceptual skills which helps …show more content…
It maybe because she is young than her grade R classmates. She relies on her teacher’s support for most of the day. However, she is a well- liked girl. • Emotional development: Annalize is the only child in her home, she does not get enough attention from her parents, as they are always busy. She is a quiet yet friendly girl. But she is always anxious. She is independent when it comes to following daily routines but, she must be encouraged to carry out group leader responsibilities for the day. She often gets frustrated when she has difficulty in performing cutting and pasting activities. She has good manners and is an independent child with a little push. • Cognitive development: She finds it difficult to concentrate. The child is easily distracted yet she does try very hard. She enjoys listening to stories but because she is easily distracted she cannot focus on the whole story and this affects her comprehension. Annalize is an Afrikaans spoken learner. She does have difficulty with basic rhyming skills, her English vocabulary is limited. She struggles to follow instructions and to clearly verbalise her thoughts in English. However, she finds mathematical concepts easy to grasp, she is competent to classify and compare different manipulatives. She can also complete a 30-piece puzzle. She also is often found paging through books in the book …show more content…
A fun game to practice this skills is the button sorting cups game. If the child has troubles when it comes to reading, spelling, handwriting, math and comprehension, this just might be because of their visual perceptual skills, being able to establish and understand the information seen and give it a gist (le Roux, 2009). A good activity for children to practice their visual perceptual skills is the matching game. It is important for learners to understand the language you teach in. Our universal language and language taught in schools is English. Therefore, it is a compulsory subject and is taught from small. Language can be learnt through communication and listening (Wikipedia, 2010). The make your own word game is fun and children will really enjoy it. Numbers are a part of a child’s everyday life. Showing the child how it is incorporated in their daily life is an exciting task. Numbers are the key to basic mathematical concepts. The child should be taught the number and its word (Davin, 2013). A good game for children to learn counting, would be to take them out. Have them play the finding my 10 stones or pebble
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The occupational therapy assessments tool used were the Peabody Developmental Motor Scale 2 (PMDS 2) and the Childhood Autism Rating Scale. The performance areas assessed within the PMDS 2 were the grasp, visual motor, object manipulation, standing activities and locomotion. The areas divided into 15 categories namely relating to people, imitation, emotional response, body use, object use, adaptation to change, visual response, listening response, taste smell and touch response and use, fear or nervousness, verbal communication, nonverbal communication, activity level, level and consistency of intellectual response, and general impressions. 2. Child’s History (child initials, general demographics, social history, growth and development, social /health habits, family history, and current condition to include chief complaint, functional status, and medication M was born on November 8th 2009 and weighed lbs.
The term preschooler is often used to describe children ages 3 to 6 years of age. Developmental milestones are behaviors or physical skills seen in children as they grow and develop. Rolling over, crawling, walking, and talking are all considered milestones. The milestones are different for each age
He starts to solve more complex problems and forms mental images for things, actions, and concepts. He also can solve more problems in his head by performing mental trial and error instead of having to manipulate objects physically. For example putting building blocks together and knowing how to attach them instead of not building it right. In addition, his memory and intellectual abilities develop and the sense of time becomes more evident. For example, a mother would tell her child, “ You could play a game after you finish eating.”
PRESENT LEVELS OF PERFORMANCE/RELATIVE STRENGTHS: Katy?s teachers identified the following areas of strength: Katy knows how to ask for help, and knows where to go for help, she makes people laugh and has a great sense of humor, is motivated and hardworking, works well with others, is becoming a good artist, is highly respectable, can follow directions, and able to comprehend text, participates in class when asked to, is positive and attentive when provided supports. Teacher responses to behavior rating scales yielded age appropriate levels of behavior in the following areas: Conduct Problems (i.e., rule-breaking behavior no more often than others her age), Anxiety (i.e., displays anxiety-based behaviors no more often than others her age),
She is full of intellect and inquiry. Her voracious appetite for learning is just as impressive as her poetry, and it is rare that I encounter a student who absorbs lessons the way she does. She often helps me understand the purpose of an assignment better by having completed it, and I take many of my cues from her. She may not know it, but I am sure I have learned far more from her than she has from
Their brain may see what is going on in the world sometimes as confusing and difficult to understand. This may make then have outburst of unwanted talking, become caught up in there on world, and unwilling to talk to others. These enable kids to have less social lives and fewer friends. When your brain is scattered you have trouble learning and processing things either quickly or properly. For example kids who are learning words for the first time if their brains have a developmental issue than their memory could have issues as well.
The child’s social development is well development she like to sing and dance you can see that during music time when she does the dance with the whole class and sometime even start randomly dance when the teacher turns on the music to get ready for music time. Sometime she will be walking around the classroom when she is looking for a station she will start singing unknown songs. She is very independent and need very little help with things she can put on her own shoes although she still need help tying them still, she can write her own name clearly on papers and washed her hands, can pour our milk and can eat all by herself. She is alway playing with one of her classmates and is very friendly whenever you look around she is playing in some center with a group of people and get along with anyone who joins in her play.
Each child is an individual with individual methods of learning, strengths and weaknesses. Children need to be examined in order to indicate whether they need special educational
There are many factors that influence and hinder a child or young personâ€TMs development such as physical disability, learning disability and health concerns. As children and young people grow and develop in life these personal l factors could create significant developmental delays. For example, someone who suffers from asthma will not be able to take part in high energy activities including sport, lessening their physical development but also social development as they are then unable to fully engage with the activity with peers. Personal factors are largely unpreventable and down to genetics. However, there are also a range of external factors which could be prevented and could have substantial ramifications for a child/young person overall
Assignment (2) Play skills milestone Motor development milestone Cognitive milestone Speech &language development milestone Social skills milestone Bike Ride which moving their leg as riding a bike Pedal Pushing Use reflexes to survive Hands are clenched in fists and close to the thorax most of the time. Start to investigate their own hands and fingers.
Identifying the information On Wednesday October 21, 2015, I was able to join the Developmental Playgroup from 9:30 a.m until 11:30 a.m. Members present within the Playgroup, were CDR Developmental Playgroup staff, eight children, one family consultant/therapist from the Infant Parent Program, and two volunteers. The red Purpose of the session Developmental Playgroup allows the opportunity for and atypical developing child to experience an interactive opportunity to progress in their areas of development (gross motor, fine motor, problem-solving, speech, and etc.), but it also allows a child to interact and become familiar with others their age who are also developing atypically and typically developing.
They may be compassionate about learning one day, but not the next. Learning can be affected by external stimuli and anxiety. Children may have average or above average verbal, memory or spatial skills but find it difficult to be imaginative or join in activities with others. Individuals with more severe challenges may require intensive support to manage basic tasks and needs of day to day
Even though S.H. repeated two numbers and built a bridge, she was not able to decipher the figure that looked like a person nor repeat three numbers in order. S.H. needs cooperate more with her teachers. During the narrative observation, I observed that various times her teacher reminded her to play on the rug and she would go play in other areas of the room. In the DECA, I recorded that S.H. occasionally listens to other adults, therefore, she doesn’t always make them smile. With the DECA, I recorded that she frequently cooperates with other because she cooperates with
Children follow the same pattern of development, but at different rates, reaching their milestones at different times. In a babyâ€TMs early years, development happens fast so their milestones are close together, becoming further apart as they grow older. The aspects of development are measured as physical, language and communication, social, emotional, moral, and behavioural challenges and intellectual and cognitive development. Physical Development