Self-Care
The video begins with one child struggling to pick some snacks using a tong. He struggles, and eventually, when he manages to pick some snacks, he smiles and shares the rest of the snacks in the bowl with his colleagues (“Clip #1062,” 2016). After some struggle, the child then starts to open a snack packet, which he manages to open the packet. After opening it, he becomes proud and happily tells their attendant that he made it. He can respond to his instructor’s comment since he smiles after being appreciated.
Fine motor skills are observed in the video when the kid struggles with the tong to pick a snack. The child shows cognitive skills as he figures out his way of opening the snack packet without bothering the attendant. The child also has social skills since he can interact with his peers and express his joyous feelings. Decent behavior, operational interaction with others, and articulating individual needs are essential constituents of such skills.
Goals
- The child will learn the development of hand-eye coordination skills.
- The child will learn how to ask and answer relevant questions.
A teacher can enhance hand-eye coordination skills by letting the child do activities such as catching a ball. An instructor can enhance asking and answering relevant questions by giving the kids plenty of opportunities to ask questions after they have finished speaking. The documentation is easy to use, and it helps administer the main challenges faced by the child. I could use this method in the future since it is effective.
Development
In video A, a preschool child picks blocks on the ground and independently places them on the shelf (“Clip #1199,” 2016). In video B, a child follows the instructions he is given by the attendant and constructs a fort-building kit (“Clip #1214,” 2016). In video C, a preschooler attempts to cut the shape of a drawing he has previously drawn using scissors (“Clip #1024,” 2016). He cuts little slashes on each side of the paper as he spins it in various directions. As he cuts, an instructor joins him and supports the paper for him while offering vocal support and comments to the kid. Video D is about children moving around the class led by their instructors (“Clip #1165,” 2016). These kids follow all the rules from their instructor, and they look extremely happy. Video E is about kids playing with their mother in an open environment (“Clip #1415,” 2020). The kids show total cooperation, and they are joyful as well.
The videos portray different learners listening skills. The children can respond to various instructions in the second, third, and fourth videos. Gross motor skills are portrayed in the fourth and fifth videos, where the children run, jump and stop when required. The attention skills are shown in the video where the child attentively uses scissors to get a drawing and where a child attentively builds a fort building kit with the help of their instructors.
Goals
- The child in video D will learn language and literacy skills.
- The child in video C will learn self-care and interpersonal skills.
The teacher can help a kid learn language and literacy skills by encouraging discussions and questions with the child. The teacher can help a kid achieve self-care and interpersonal skills by leaving the kid to do some activities independently. The documentation was easy to use, and it helped capture meaningful information about the children. The documentation guides one in observing the different occurrences and capturing one’s attention. I would use this method in the future since it helps understand a child’s physical development.
References
Clip #1024 – Cutting with scissors. (2016). Eastern Connecticut State University. Web.
Clip #1062 – Serving selves snack. (2016). Eastern Connecticut State University. Web.
Clip #1165 – Moving in different ways. (2016). Eastern Connecticut State University. Web.
Clip #1199 – Putting away large blocks. (2016). Eastern Connecticut State University. Web.
Clip #1214 – Building a fort. (2016). Eastern Connecticut State University. Web.
Clip #1415 – Duck duck goose. (2020). Eastern Connecticut State University. Web.