Your Assignment Type: Standard Question
Currently Working in Childcare? No
Your knowledge: Basic Knowledge
Your Question?
1. Choose one child aged between 4-7 years then:
a) Use the format to observe how this child approaches the task of cutting with scissors. You should complete four observations.(Template on next page)
b) Write a summary of what you have noticed about children’s cutting skills:
• Try to notice whether children:
- open/close their hands
- use a leading hand to hold & move paper
- isolate fingers so that ring & little finger do not move
- look at what they are doing - hand-eye co-ordination
- have stable wrist, elbow, shoulder
- are they cutting thumb up (not facing floor)
• How do children approach the task?
• Can you notice any planning skills being used
• Do children look to others for clues?
• Use dominant hand or swap hands?
• What are the common difficulties?
c) From your observations, outline four possible intentional teaching experiences to develop this child’s fine motor skills.
d) Plan 2 of the above experiences that focus on the use of scissors or fine motor skills to support later scissor use such as games with tweezers or tongs, tearing, fringing etc.
NOTE: Do not use stencils or activity sheets
e) Use the planning format to record:
- the skill - such as squeezing, finger isolation, stability, hand-eye coordination etc
- the task – such as fringing, snipping, picking up small items with tweezers etc.
- the resources you plan to use
f) Write an evaluation each of the 2 experiences and make any necessary adjustment to your plan.
g) At the conclusion of the two experiences suggest follow-up strategies
Assessor’s Name: _____________________________________
Assessor’s Signature: __________________________ Date: ______________________
Satisfactory Unsatisfactory/ Re-submit
Child’s Name: Age:
Observations
Cutting with scissors
Date:
Today I provided scissors and paper to observe kids. River was so excited to see scissors on the table. She holds the paper in left hand and scissors in the right hand. She was cutting the paper into round shape and she cut in square shape. Then she draw triangle with pencil and cut the paper into triangle shape. She was moving the paper.
Date:
Today river asked me for pencil and white paper with sketch pen. I asked her what you are making today. She said, “I am making flower”. She cut the paper in zigzag shape and stick it on the paper and then she cut the paper in long way for stick. I noticed her hand and eye co-ordination was great. Today I observed she was cutting the paper bit fast and excited to make flowers. She was using the same right hand for scissors and left hand for paper.
Date:
Today after reading a story book. River decides to make a castle. She put a book on the table and tried to make a castle using scissors and paper. She is confident now. She was so confident today. She cut paper using the same pattern holding paper so tightly and moving around to cut into circle shape. She cut triangle and square shapes to make castle. Then stick it altogether to see how the castle looks like.
Date:
Today I gave her catalogue and asked River to cut some fruits and vegetables into shape. We were going to make a healthy food chart. She holds paper so gently and cut the paper into fruit shape and sticks it to the sheet. I observed she has ability of closing and opening hands and grasp and releasing the paper.
(print back-to-back)
Summary of what you noticed
I noticed that she was opening and closing her fingers and used right hand for scissor and left hand for holding paper. She was isolating fingers and combined movements of the thumb, index and middle fingers to keep these fingers moving separately from the ring and little fingers. Her hand and eye co-ordination was amazing. She has good control on her wrist and elbow. Her
Shoulder was stable and she has a good control on the scissors. While she was cutting the paper she kept her thumps up. River planned to make castle and flowers using scissors and she
Didn’t look at others for any clues. She didn’t swap her hands. I noticed when she was cutting catalogue she need a help in holding paper. She was feeling it difficult. She was trying to avoid this activity. She was not confident and was saying I can’t do it. So I noticed she has a difficulty to cut the paper from the magazine or catalogue. She can cut the paper which is drawn by her such as shapes triangle, circle and square. She has a good control on her wrist, palm of the hand and fingers.
Four possible intentional teaching experiences:
1. I tried to teach her how to hold scissor because she tried to put the whole fingers on one side of scissor.
2. I will teach her how to hold paper smoothly and release it while moving the paper around to improve her fine motor skills.
3. I will encourage her to cut out the pieces by turning the paper with one hand and keeping the scissors straight, rather than turning the scissors while cutting. It will improve her hand and eye co-ordination.
4. I will extend her interest by showing her example of cutting paper and so she can try the same and it will develop her encouragement.
Planning for Development: Cutting Skills Age Group:
Experience 1 Experience 2
Skill: using tongs to collect pom pom
Skill: making necklace with beads
a)Task: (what you want the child to do) (Link task to EYLF outcomes)
I will give them a container and tongs to collect coloured pom pom. Kids have to pick pom pom using tongs and put in the container. They have to match the
Same Colour of pompom. They have to put big and small size of pompom in separate container using tongs. Children used their play to investigate and explore ideas. Outcome: 4 CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS.
b) How will you acknowledge the child’s effort to participate
I provide the resources to the children which offer surprise; encourage children to make their ideas. I will join in children’s play and listen carefully to expand their ideas. I will share child’s attempt with other children in positive way.
c)Your role: (include enthusiasm, encouragement, respect and safety)
As a carer role:
I will show interest in what they are doing and saying.
Use body language to provide suggestions and feedback.
I will speak warmly and enthusiastically.
Encourage and guide children to recognise and solve problems in appropriate ways.
• Allow children to play an active role in setting up and maintaining the environment.
a)Task: (what you want the child to do) (Link task to EYLF outcomes)
I will provide kids threading beads and coloured pipe cleaners to make necklace. Kids have to pick up coloured beads one by one and loop through the pipe cleaner. Threading with beads is a fantastic activity for promoting fine motor development in young children. It requires concentration, thinking skills, encourages the use of the pincer grasp between the thumb and forefinger and naturally strengthens the small hand muscles that are vital for holding a pencil to write with, cutting skills. Outcome: 4 CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS.
b) How will you acknowledge the child’s effort to participate
I will provide sensory experiences with natural and processed materials. I will encourage them to represent their ideas. Will make the environment enjoyable and welcoming.
c)Your role: (include enthusiasm, encouragement, respect and safety)
I will draw attention to the children and support them to construct multiple solution the problems.
I will give them positive feedback and support.
Resources:
Container
Tongs
Coloured pompom
Big and small size pompom
Resources:
Coloured beads
Coloured pipe cleaners
Make copies as necessary)
Planning for Development: Cutting Skills Evaluation
Experience 1 Children liked this experience. They were excited to see little plastic tongs and coloured pompoms. They leaned about colours name by sorting them into same box. They leaned about big and small sizes by separating pompoms into containers. Using tongs they learned about opening and closing their hands. They learned how to hold the object and release it. This activity improves kids hand and eye co-ordination. This experience helps them in cutting skills activities.
Experience 2 Threading beads onto pipe cleaners is a fabulous fine motor learning tray activity for kids. It is so simple to set up, colourful, engaging and is sure to grab the attention of any child! Kids were so attractive to see these activities on the table.
The Threading Beads Learning Tray involves the child threading beads onto the pipe cleaners. It is a repetitive activity that requires concentration and fine motor control and coordination. Through this activity kids learn:
Fine motor control
Hand and eye coordination
Concentration and problem solving
Determination and perseverance to accomplish a task
Colours and patterns
Follow Up strategies:
What is your answer so far or What have you done so far as an attempt to solve this question?
I gave the answer to my most of question.
Description and Message:
I want to say thanks to L.A. for giving my ideas which help me to complete by assignment. I need little bit help with follow up strategies. can anyone please give help? I would be very thankful to you.
thanks in advance.
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