In their development, children go through the various stages that are characterized by both their fine and gross motor skills. Analysts have attested to the differentiation between the fine and gross motor skills in that the former is the smaller actions that children take in their growth and development, and the latter is the larger actions that they take in their development. Therefore, children exhibiting their fine motor skills use their smaller muscles to carry out their activities. Examples of such actions are buttoning clothes, cutting with scissors, and eating. On the other hand, gross motor skills engage the children's larger muscles. Examples of the gross motor skills are jumping a trampoline, running races, and catching a ball. Essentially, children's caregivers have to monitor the fine and gross motor skills among the children in a bid to respond positively and encourage the children in their process of growth and development.
The child under observation regarding fine and motor gross development is the four-year-old Sam from the United States of America. Sam's parents are both from Jamaica and speak English. The criterion of selection was Sam's attitude and reaction when he got into trouble for not listening to the teacher in class. Sam would frown and fold his hands. Sam scored a 27 on the Early Screening Inventory- Preschool (ESI-P), which he only needed a 21 to pass. Ms. Krieger, Sam's teacher, gathered the students in his class for an activity involving apples. Ms. Krieger introduced the apples to the students with their colors. She then washed the apples and asked each of the students to taste. Most of the students liked the golden delicious and red apples due to their sweet taste. They disliked the granny smith apple due to its sour taste. Sam liked the delicious golden apple the most. Eating the apple was an indication of the fine motor skills regarding development. The activity of eating required Sam's smaller muscles in the body, which demanded less energy than the other activities he did in and out of the class.
Delegate your assignment to our experts and they will do the rest.
After Ms. Krieger had all the students do an activity in the demonstration, she took the students out for the gym. The students had gym class outside the classroom with Mr. D. Sam was required to run to the fence, top it, and return to his line. He also had to run backward, top the fence and then run back to his line. The activity was a demonstration of the gross motor skills he had acquired during his development. Additionally, Sam was placed with Tyler on a relay until the end of the gym in a bid to exhibit his gross motor skills. The activities required the larger muscles in Sam's body, unlike the fine motor skills that required his smaller muscles.
On another day, the students were on their carpet and taking out their homework and putting it in their homework bins. While Ms. Krieger called the students to finish their ESI-P evaluation individually, the students were busy on the carpet in an activity. Sam and Tyler took the magnet tiles and began building a square structure. The activity was a demonstration of Sam's fine motor development. That was because the muscles engaged in his body were the smaller muscles. Upon inquiry of what Sam was doing, he said that he was building a house. Then Sam demolished the structure without telling Tyler. Tyler got upset. Ms. Krieger's assistant, Ms. Reid, asked Sam why he did that while Tyler was still playing. Sam denied having demolished their model house. The teacher encouraged Sam to apologize to Tyler. Even though Sam was upset for Tyler scolding him, he apologized. All the activities he did at that time required his smaller muscles and were therefore categorized under the fine motor skills.
Later on, Ms. Krieger conducted breakfast with the children. Various foods were brought for the children to enjoy. Both Ms. Krieger and Ms. Reid helped the children who required assistance with the forks and the spoons while they queued to wash their hands for breakfast. At the breakfast table, Sam rocked his chair back and forth as he sat on the chair. He used the fork to eat his fruits one at a time. Sam demonstrated positive growth in his fine motor skills, as evidenced by his ability to use the forks and spoons to eat breakfast comfortably. After breakfast, the children went to read books. Sam played with his book on the carpet and then proceeded to cover Chase's face with the book. He tossed the book around and never read it, unlike the other children. The playing with the book required his smaller muscles and therefore fell under fine motor development. On a separate day, Sam was involved in a dramatic play as a firefighter. He puts on the firefighter coat and pretends to put out a fire on the stove using a fire extinguisher. He indicated the gross motor development as he engaged his larger muscles in the body.
Sam displays particular strengths concerning his fine and gross motor skills. Sam's negotiation with the physical environment is interactive; as evidenced in the gym class with Mr. D. compared to the classroom activities, Sam is seen to excel more in the outdoor activities. In most of his activities, Sam did not require any assistance from his various teachers. Additionally, Sam exhibits determination in his activities in the classroom. For instance, he passes his ESI-P test with a score of 27 above the score of 21 that was required to pass the evaluation.
