catch it again. to control.
Throw a ball to Jake and Ben couldn’t aim the ball at catches the return. Jake and needed many tries.
Ben managed to catch the return, but not well.
Throw a beanbag to Jake & Ben found the beanbag easier
catch the return. to use in this case.
Throw a beanbag into a hoop Ben could complete this
from 4 feet. task easily.
Throw a bean bag into a hoop Ben had 2 tries at this task
at 8 feet. before getting it right.
Throw a bean bag into a hoop Ben had a little trouble but
at 10 feet. got there in the end.
Throw a beanbag into a hoop Ben couldn’t complete this task
at 15 feet. and after 5 tries he gave up.
Skip with a skipping rope, on Ben couldn’t skip regularly.
his own. He managed no more than
3 or 4 completed turns.
Skip using a jump rope. Ben managed to skip better
With Jake and I turning the rope. He did this task well.
Dance to pop music Ben and Jake both dance together, to “s club beat”
They both do the dance that
is used in the dance video.
Ben uses good strong movements and co-ordination.
Choose some equipment and Ben choose to use the hoops
play with them as they wish. and see if he could “hoopla”
the hoops over the beanbag targets. Jake and Ben set up a score system and played in compation with each other.
Play “It” Ben was “It” most of the time and
Jake managed to keep away from him. Ben tried to think of ways to trick Jake, and after a lot of persistence and encouragement Ben got him.
Describe how it feels after exercising. Ben told me that his heart was “pounding” and that he trouble controlling his breathing. He said he was “boiling hot”
Conclusion
During my observation I discovered that most of the tasks could be complete by Ben if he was encouraged correctly and had several chances to complete the tasks. I asked the Ben and Jake to complete a list of simple physical tasks, (i.e. running skipping etc) I asked them to copy what I did and then repeat. I also asked them to play a simple game of ‘It’. I noticed the children could play together with each other displaying feelings of competitiveness and a general display of tact within the game. I.e. when Ben was it he kept doubling back on him self to try and catch Jake out. He used different techniques to see if he could get Jake, he did eventually. Both boys can work with a great deal of co-ordination, although Ben is not developed to his full potential. He had trouble aiming objects that he threw, and had trouble balancing himself. Although he had a little trouble he did manage to complete most of the tasks after he had a few goes. Ben could describe his feelings well, using explanations and adjective to get his point across.
Katherine Diltion identifies that children that are 7 years old should be able to explore and express ideas their movements, form and space experiment. They should be able to use a variety of materials, tools and techniques comment on differences in others' work. To help stimulate them you need to use and suggest ways of improving their own work.
Around age 7, most children are able to:
- remember and repeat skills, performing them with control and co-ordination choose the right skills for what they are doing so that they can:
- use tactics in simple games to score points against an opponent
- make up and perform short gymnastic sequences that join actions together
- move in time to a beat, showing their ideas and feelings in short dances
- pick out and copy actions, describing what they and others do well, and suggesting how to improve them
- describe how their bodies feel in different activities (for example, if they run a lot, their heart will beat faster and they will get hot)
- Enjoy being physically active.
Of course all children are different and some develop faster/slower than others so this needs to be taken into consideration when teaching or just observing a child. I noticed that Jake is more developed than Ben even though Jake is younger. This maybe due to the fact that Jake has more experience with the tasks I asked them or just simple that Ben is bigger and finds it hard to control the gross movements of his body. Both children have individual ideas and can express own ideas and style using physical techniques. In class 1 / 2 K we show the children how to use many different equipment and tools to develop their gross motor skills so they can learn to develop they’re techniques and skills in both group and individual work.
I feel that I accomplished my aim, I observed the Ben while he completed the tasks, and I recorded development levels and observed the gross motor skills. Children need to have good hand-eye co-ordination that enables them to control the movements of limbs. Ben doesn’t have very good hand-eye co-ordination but he has strong determination and a strong individuality and as a consequence he always try to do his best even if he cannot complete the task. Ben displayed the correct development levels for the average 7 yr., but only just. He is in the concrete operational stage, which means they can think with a concrete structure but they need concrete evidence which they base their thoughts and structures. Although he displayed the correct level of development, Ben needs further experience and encouragement to keep him on the correct developmental level.
J. Piaget sates that cognitive structures change through the processes of adaptation: assimilation and accommodation. Cognitive development consists of a constant effort to adapt to the environment in terms of assimilation (interpreting events in the present) and accommodation (events in a changing cognitive structure.)
In his stages of development Piaget states that children of the concrete operational stage can think in a logical way but their thinking depends upon concrete sources. Ben does this in most of the activities and tasks that he has to face. He thinks for him self if given the correct encouragement.
Children need to do activities that suit their age and stage of development. It is important to get the age and stage right for the children you are working with, activities that are too hard will be discouraging and the child will feel as it is failing. Children can learn from new activities and experiences that are interesting and a little bit challenging.
Learning for me
Both boys had different view on things and even though they have different views they get along well. Jake and Ben are close friends even though they rarely dis-agree on things. They figure out compromises so that they both get what they want. The teachers and other staff practice anti-discriminatory and anti-bias practice. It is important to portray equal opportunities. Children are to be treated equally but at the same time their personal needs need to be taken into consideration. Ben and Jake work well together to form a team. They can contribute ideas and fit them together to get the best possible out come for the both of them. I learnt to set up and clear away activities with the children’s help how to encourage exploration of colour and creativity. I managed to gain the children’s confidence and by helping them to reach their full potential.
Evaluation
I feel I achivied my aim by observing and recording the gross motor skills of both ben and jake.
Bibliography
Piaget, J. (1929). The Child's Conception of the World. NY: Harcourt, Brace Jovanovich.
Tassoni, P (2000). Diploma in Child Care and Education. Oxford, Heinemann’s.