• Choose one gross motor skill and one fine motor skill you see children demonstrating in this video.
Gross motor skills are skills a child learns to better coordination and balance. For example, Do you remember trying to skip, climb a tree, dribble a ball or write your name? “Young children try, fail, and try again. They become skilled and wise, eventually understanding some of life’s limitations” (Berger,2011,241).
Fine motor skills are harder to develop than gross motor skills. These skills require children to use the hands and fingers, such as pouring juice into a glass, cutting food with a knife and fork, and using a pencil or crayons. “These skills all require a level of muscular control, patience, and judgment that are beyond most 2-year-olds” (Berger,2011,241).
“Many fine motor skills involve two hands and thus both sides of the brain: The fork stabs the meat while the knife cuts it; one hand steadies the paper while the other writes; tying shoes, buttoning shirts, cutting paper, and zipping zippers re- quire both hands” (Berger,2011,241).
In the video, Gross and Fine Motor, one is able to watch children in their environment and display their learned motor skills. Examples of the gross motor skills I saw in this video would be the children running, jumping, sliding and playing on the monkey bars. I also saw the children using some of their fine motor skills when they were holding their crayons and coloring pictures.
“Young children are imaginative, creative, and not yet self-critical. They love to express themselves, especially if their parents applaud their performances, display their artwork, and otherwise communicate approval. The fact that their fine motor skills are immature, and that their drawings thus lack precision, is not yet important. Perhaps the immaturity of the prefrontal cortex is a blessing: It allows creativity without anxiety” (Berger,2011, 242)
• In what ways does the development of these skills you identified affect the social, emotional, and cognitive development of the child?
Brain development allows lateralization of the brain’s left and right hemispheres and better coordination of the left and right sides of the body; it also leads to a decline in impulsivity and perseveration. Gross motor skills slowly develop during the younger years and as children grow older than develop stronger gross motor skills (Beger,2011,319). Cognitively, Vygotsky believed that a child’s cultural context, develops from learning from mentors—which include parents, their teachers and peers. Children develop their own theories, including a theory of mind, as they realize that not everyone thinks as they do (Berger,2011,319)
Young children are avid learners. Child-centered, teacher- directed, and intervention programs can all nurture learning; the outcome depends on the skill of teachers, as well as on the specifics of the curriculum. Emotionally children have a positive Self-esteem during early childhood. “Self- concept emerges in Erikson’s stage of initiative versus guilt, as does the ability to regulate emotions. Externalizing problems may be the result of too little emotional regulation; internalizing problems may result from too much control” (Berger,2011,320).
• How can these skills lead to greater independence for the young child?
Children gain greater independence by consistency, positive discipline, routines, safe environments and rules set for them. The skills that children develop, develop more from them by the positive outlook they have of themselves and the positive feedback they receive from their parents, teachers and peers (healthychildren.org).
“Adults need to make sure children have safe spaces, time, and playmates; skills will follow. According to sociocultural theory, children learn best from peers who demonstrate whatever skills the child is ready to try—from catching a ball to climbing a tree. Of course, culture and locale influence which skills children display—some small children learn to ski, others to sail” (Berger,2011, 239)
• Growth and development depend on an intricate interplay among heredity and environmental influences (both nature and nurture). As an early childhood professional, how can you provide an environment in which children can maximize their inherent potential?
As an early childhood professional, I can provide an environment for children that maximizes their potential by making sure the activities they are given promote creativity and their cognitive abilities. I will also make sure the children are given positive support and stability. It is also important to provide a safe and comfortable environment inside and outside the early childhood setting.
(2011) (Berger, K. S.), Developing Person through Childhood, 6th Edition.