SUNY CORTLAND MOTOR DEVELOPMENT LAB

PED 201 – Professor Yang

Stability:  Lab One

Name: ___Maggie Trombly_________________                         Date: ___9/17/11____________        Lab Group Day and #: _Day 1#1___

Tasks

A. To observe the interaction between St. Mary’s students and Cortland students.

B. To get to “know” some of the students at St. Mary’s through play and participation.

C. To make yourself aware of Stability (static and dynamic movements) across the different phases of motor development (Table 1.6, page 21 of Gallahue text)

TODAY IS FAIRLY INFORMAL! Have fun but be purposeful, try to learn a little about your students including their names.

Schedule:        

PREK CLASSROOM

* Assigned group stays with Pre-K for entire time

  1. Play with kids – parachute activities
  2. Fine Motor Activities (coloring, books, story time, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text  

CAFETERIA 

  1. Fine motor activity (finger twister, coloring, etc.)
  2. Observation of fine motor activity (eating, coloring, etc.)
  3. Tag Games from Adventure Activities
  4. Tag games from Text

GYM

  1. Tag Games from Adventure Activities
  2. Tag games from Text

RESOURCES

  1. Organize PE equipment rooms, ball bins, racks
  2. Cut out photos for labeling equipment boxes

        

TASK A – Gross and Fine Motor Observation:  Please answer the following questions, all responses must be typed:

Observe the interaction between St. Mary’s students and your peers (Cortland students).  Try to get an idea of the behaviors of the St. Mary’s students – Do they listen well? Do they remain on task? What do they attend to?  What motivates them to play?

        -When working with the Pre-K they need repetitiveness from the teacher to really listen well. They try to remain on task, but when they are excited they go from one task to another within seconds of each other. These 4 yr olds attend to the teacher and attend to silly simple games. What motivates them to play is interaction, playing with them, and funny animal or food games. Once one child gets actively involved the other follow.

 

1. Based upon observation, what are the differences in motor behavior and  social between the St. Mary’s students you observed?  What differences did you observe between grade levels, gender, and ability?  Do you think that grade level, gender, and ability have any influence on motor behavior?

        -During the first day at St. Mary’s I interacted with the Pre-K. These children are mostly all 4 yrs. old. There small little bodies are very flexible and move everywhere. They can run faster then me at times, I joke that they are like monkeys on the playground, but this is very true they are hanging and climbing on the bars and slide. Their motor behavior is very different then their social behavior. The Pre-K kids were socially were funny to watch because they really have no perception of personal space. They more then once were “in my bubble”, I did not mind at all just sometimes you have to teach them that eventually that is not what to do. They also interrupt each other a lot. When we were sitting at the table for snack it is funny to listen to what they are talking about. Most of the kids offered me a drink of their milk or a bite of their cookie. I only had a chance to interact with some of the older kids for 15-20 min in the gym, but when I did they are very skill full in jump rope and soccer. Socially they wanted to know everything about me, my name, why I was there ect. When observing gender between the grade levels, in Pre-K they all play together, but then looking at the older kids they seem to separate to opposite sides of the gym. The girls were playing with the dolls and jump roping and the boys were playing soccer and basketball. The children’s ability motor wise surprised me, they are very active and skilled! So yes, I do believe that grade level, gender, and ability influence motor behavior. As grades go up the children become faster and more balanced. Gender wise the boys are actually smaller then some of the girls, they may be a little more “tough”, but they are mostly at the same level. And ability wise each child is unique and has strengths either with their feet, arms, speed, ect.

2.  Based upon your observation, what fine motor activities did you observe (describe these) when watching the St. Mary’s students?  Were there differences between age?  Gender? Ability?  

        -When observing the children there was a lot of movement and activity Pre-K-5th grade. I was with the Pre-K outside playing at the playground then we went inside and had snack and read a little bit of a book. When we were outside I noticed some fine motor activities such as hanging on the plastic bars and walking on all fours near the slide. They really like to slide down the slide time after time. A lot of these kids need assistance from an adult when doing fine motor activities such as buttoning their pants, tying their shoes, and pouring a drink into a glass, ect. They also need help with some gross motor activities. With the older kids they are able to do those fine motor activities plus more advanced skills such as cutting paper, coloring in the lines, getting a drink out of the water fountain, zipping their jacket, ect. Also they are more advanced in the gross motor activities such as throwing, catching, and kicking.  When observing the children I did not really see a difference in boy vs girl ability to do one fine motor activity better then the other. As age goes up the children are more able to complete more fine motor activities. Fine motor activities takes time and practice, practice, practice.