Essay on CDA Nince Learning Experiences

I have inside gross motor activities such as a climber, beanbags, musical and dance items, and blocks. I have fine motor activities too, such as small and large beads, Legos, dress up dolls, stencils, and chain links. I provide an ample supply of books for the children to look at and read. I allow plenty of time for children to draw and practice writing skills.

I give the children the opportunity to socially interact with each other. I develop positive and secure relationships with each child. Children often participate in activities that require teamwork. I meet children’s social and emotional needs by talking and nurturing them. I tend to validate a child’s progress throughout the day. I read them books and have finger plays & flannel board activities available. I try and help

Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Whilst playing the children will begin to learn skills such as balance and coordination, throwing, catching, running skipping and jumping however none of these skills can be learnt if the child does not learn the movement skills. They need to learn hand-eye coordination this is when the brain will learn to make the hands and eyes work together resulting in the children being able to play catch, foot-eye coordination this starts when babies begin to learn to walk up the stairs but can then be extended when the child learns to kick a ball, balance this is learnt over time depending on the age of the child, when the child begins to learn these skills through physical activity their central nervous system will also begin to develop which will in turn help their muscles, glands and organs. This is applied into my practice by taking the children in to thee garden. When in the garden I make obstacle courses for the children with crates that range it heights and sizes, tyres and the slide. It can very day to day to teach the children different things. But by using the different height crates it allows the children to learn to balance by themselves, the slide allows the children to climb. We also have balls that the children play with but depending on the age of the child would depend on how it is used. If the child is 18 months or younger then I would

Physical: To promote physical development, children will have many opportunities to engage in activities that will strengthen fine motor, gross motor and sensory skills. They will participate in art and craft activities that will allow them to refine the use of their hands and fingers for more precise movements and further develop their hand eye coordination. The children will have the opportunity to participate in several outdoor, large group gross motor activities. These activities are designed to improve coordination (when moving or standing still), balance, and spatial awareness during movement. There are also activities that will engage the children in tasting and touching to help further develop their sensory skills.

To play, fill a box with some favourite and unfamiliar objects. Talk to the children about what they like/dislike about each one and why they might be feeling like that. You could also share stories with children on emotions and get some feedback from the

What began as involuntary movement and reflexes at birth, by 6 months have become voluntary movements. By 2 years the fine motor skills are beginning to develop. Gross motor skills involve the large muscles of the body that enable such functions as crawling, kicking, sitting upright and rolling over. It is a little harder for an infant to walk because they are top heavy and their thighs are too big to support their little feet. Most infants, starting at nine months begins to learn how to walk. Fine motor skills are necessary to engage in smaller, more precise movements, normally using the hands and fingers. Fine motor skills are different than gross motor skills which require less precision to perform. This is the child's ability to use small muscles, specifically their hands and fingers, to pick up small objects, hold a spoon, turn pages in a book, or use a crayon to draw.

Fine motor therapy focuses on helping the child control their fingers, hands, and arms. This is very important, as fine motor skills are used in daily life. Some good activities for children developing fine motor skills include coloring, writing, and cutting items with safety scissors. Video or tablet games may also help your child develop fine motor

It is important to understand what fine motor skills are before you try to look at activities to try and enhance fine motor development. Fine motor skill is the ability to control the movement of small muscles like your fingers, mouth, tongue, toes, etc. This means that the activities that you need to use have to deal with the control of the small muscles. A good and easy activity you can do with children to enhance their fine motor skills is play with play dough. Rolling and making figures out of play dough helps children with their hand and finger coordination. You could also even incorporate cookie cutters and toy scissors to this activity to make it more interesting. Another activity you can do is have them thread beads or lace. This will

So many children this day in age, are sat in front of a television or a tablet and expected to keep quiet. Children are built to explore, move, and learn from their experiences, and this cannot happen when a child is inside, being distracted by technology. No matter how busy parents are, they should find at least thirty minutes a day to go outside and play with their children. If the weather does not permit outside play, then playing games inside is always a great alternative. Parents should be encouraging their children to develop the motor skills that they are going to need in order to succeed in school and later in life. Many parents encourage the development of their children’s gross motor skills by involving them in sports, dance, or gymnastics. These programs are great for not only teaching children how to be good at something they love, but they also encourage children to develop their motor skills. If parents find that they cannot afford programs such as these, they can focus on providing multiple opportunities for play. For example, one day they could go to the park or they could go over the neighbor’s house to play. Ultimately, the best thing that parents can do to encourage the development of their children’s motor skills is to allow them to play as much as possible and to allow them to try new activities, even if they are

As a teacher, you need to create learning opportunities by providing enough space inside the classroom for all different types of play based on your students needs. Infants and toddlers are going to need to practice their motor skills in order to master new sets of skills in the long run. All of these are ways teachers can help support the motor development learning for children

These skills need to be constantly used and refined in development so that they’re maturing at a steady rate. The development of these skills is of upmost importance because these are the muscles a child will use all day every day, when walking around the house or when playing with friends at school. These muscles will be continually engaged and having a good solid foundation of these working muscles will improve the early stages of a child’s life. The development of gross motor skills will generally speaking grow from inside to outside as well as head to toe, which is consistent of an infant’s same develop in the mother’s womb. As a child is progressing through the first two years of life, many changes will occur. The child will first learn to balance the body and move towards controlling the muscles of the body, then on to crawling and supporting itself, and by the end of that second year of life the child will have mostly refined skills that allow for play and overall being more mobile in moving around and navigating through day to day movements. Along with this increased mobility, a child will be able to get different places like on furniture, or up stairs but getting back down will be the hard part. As well as, the infant’s muscles’ may be progressing but the ability to stop and switch direction in movements is however not fully developed at this point.

For infant fine motor skill can be integrated in activities is to help increase hand a finger movement stage by teaching pincer grasp to take object in and out of a container. They can also be integrated in to a poking game or activity they need

For example, the teacher could have a week about oceans in the curriculum. The teacher could sing a song about sea animals, while the teacher is holding up a picture of a certain sea animal, the children can mimic what they think the actions that sea animal would make. By doing this activity the children are using auditory, visual, and kinesthetic senses. To add the sense of tactile, the teacher and children could this activity outside in a sandbox. By combining these senses the children will have made more connections and pathways in the brain and the children will be able to recall this information easier. Making the learning experience more fulfilling and fun, at the same

The first aspect of this “Self” project I will be discussing , is the Self-Concept. Self-Concept is the relatively stable set of perceptions one holds of themselves. Perceptions vary widely , for some , the most significant part of one's self-concept might consist of social roles, where as for another might be physical appearance and so forth. Self-concept develops at the incredibly young age of 6 to 7 months old., when a child begins to become aware of the distinction between their bodies and their surroundings. This is manifested by the baby's newly, founded spirit of exploration, looking at their hands and feet intently, grabbing everything in reach, the process of crawling to investigate new places, Ect. . As the child develops , this