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4-1c (How to Find the Time) I would personally use electronics to make
❖ To not make it time consuming, notes because of the efficiency and ease to
select only a portion of the List and add to the Portfolio
observe all the children for
whatever you chose.
➢ Different area on another
day
❖ Tablet, smartphone
➢ Later downloaded to Child’s
Portfolio
❖ Time can be limited in home visits,
so relying on reports of the parent
is helpful
➢ Parents may not
differentiate between an
emerging and accomplished
skill.
4-1d (What to Do with It) Focusing on what isn't being done will not
❖ Recorder reexamines each area benefit anyone involved. This is true for
periodically not only observation but daily life as well.
❖ Families have access to Portfolio
and Checklist
❖ Evaluating the child’s development
can be positive when you focus on
the accomplishments rather than
the areas yet to be attained.
4-2b (Education and Training) In the same way that kids have differing
❖ The educational level and POV’s, teachers do as well. Some have
philosophies learned affect how the had access to a wonderful education with
teacher perceives and essentially various experiences whereas others have
judges the child being observed. had minimal time to learn in the same
capacity.
4-2c (Past Experiences with Children) My mom will talk about the struggles of
❖ Those new to the profession, with that particular day in the classroom, and
little experience, are going to see even hearing about it makes me nervous
behavior and incidents differently for her. She has a lot of experience under
from those with much experience her belt and is able to handle all that comes
at her.
4-2g (Personal Factors that May Affect Yoga for me helps with my mindfulness.
Observation) Figuring out what works for you is
❖ The adult’s health and stress levels important so that you can avoid snapping
can affect objective observations or unintentionally lashing out.
regardless of how the child is
behaving.
❖ The professional must act ethically.
❖ Mindfulness: attending to thoughts
and feelings without judgment
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces
4-3a (Common Characteristics of I like how the book explained that the
Development) child’s mind and body need to be ready.
❖ Predictable sequences with Some parents may deem a child as being
individual differences are evident in lazy for not performing a certain skill,
physical development. when in fact, they may just need more time
❖ Cephalocaudal: sequence of the for their minds to get to that point.
development of muscle control from Everything we do is affected by our brains
head to toe and it is important to understand this as to
❖ Proximodistal: d evelopment of not make the child feel inferior.
muscle control from center of body
to extremities
❖ Informed families and
knowledgeable observers look for
indicators of milestones as proof of
normal development.
➢ Cultural values may affect
development
❖ Child’s mind and body must be
ready before accomplishing a skill.
❖ Large muscle/gross motor: m uscles
used in moving the body from one
place to another
❖ Small muscle/fine motor: m uscles
that control hands and fingers
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces
4-3b (Small Muscle Development) Knowing the needs of the classroom is
❖ Often taken for granted vital.
❖ The physical environment should
include materials and opportunities
for the child to practice fine motor
skills.
❖ Observer should look out for
dangerous situations and intervene
before a harmful event occurs.
❖ Small muscle task of early school
grades is handwriting
❖ Important info to be added to
Portfolio
4-4b (Physical Development and the It is the role of the teacher to make sure
Brain) the environment is allowing for proper
❖ Creeping/Crawling are examples of neuronal connections.
movement involving use of both
hemispheres of the brain.
❖ Neurons are developing and
connecting by synapses that are
being strengthened during the first
years of life.
❖ Sensory integration: i nfo taken in
through the senses and organized
for controlled body reactions
➢ Disruption in this may affect
learning
❖ Exercise and good nutrition are
necessary for learning and growing.
4-4c (Physical Development and Prime example of how all areas of
Social-Emotional Development) development are interdependent.
❖ Physical activity has a positive
effect on social capacity by building
positive relationships through play,
enhancing the feeling of community
and building trust and collaboration
skills.
❖ The interrelated factors of physical
development may not affect health,
but can cause children (especially
girls) to be ridiculed, leading to low
self-esteem and unhealthy dieting
problems like bulimia and anorexia.
4-5 (Physical Development and Play) I never considered how duck duck goose
❖ Physical growth/dev occurs most and many other games that were
rapidly during the first years of life constantly played at school were in fact
❖ Exploratory play is primary way of negative.
learning about the world.
❖ Playing is indelibly linked to social
adjustment and improved physical
condition.
❖ Games like duck duck goose should
be eliminated from organized play
➢ Not everyone can be active
❖ Success in sports depend not only
on physical activity but also on
emotional stability, self-control, and
competence
4-5b (For Safety Maintenance) Having a safe environment is the stem of
❖ Adult must prepare safe proper physical development
environment for children.
➢ school -age children should
be provided with
opportunities to develop
non-competitive skills
4-5d (Differences between the Physical Making sure that the children feel that
Play of Girls and Boys) they can play in whatever capacity makes
❖ Male 1-yr olds spend more time in them comfortable is important
gross motor; females in fine motor
respectively
❖ Social treatment of girls and boys
from early on is hard to control
➢ Subtle bias may occur
➢ Type of/how to play is
organized based of gender
4-6 (Helping All Children with Physical It’s sad how something as simple as play
Development) has become even harder to accomplish.
❖ Physical play is universal, but
various
environmental/developmental
factors can affect it.
➢ Play outside is not as safe as
it once one
❖ Play has become:
➢ More organized
➢ Adult-orchestrated
➢ Sometimes expensive
4-6b (Children with Disabilities) If not everyone has the same chance to
❖ In the past, the focus has been more learn, what is the point of teaching. It is
on what the individual cannot do. incredible that so many others fought to
❖ We need to look at what they can guarantee this right for all.
do.
➢ Adapting the environment
and planning for exceptional
children will build on
abilities they do have
❖ Least restrictive environment:
curriculum adapted so child has
closest match to what other
students are doing
➢ Basis for planning the
curriculum begins with the
assessment of where the
child is in that developmental
area.
❖ Universal Design for Learning
(UDL): environments, materials
usable by everyone, including those
with disabilities.
❖ P.D. is maturational and based on
genetics.
❖ Modeling and acceptance will help
all children feel the freedom to try
physical activities.
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces
Tool Template: Teacher’s Safety Checklist: Indoor and Outdoor Spaces