Assignment 1 Lasa 2: Observational And Motor Learning During ✓ Solved

Assignment 1 Lasa 2observational And Motor Learningduring The Period

Describe how a young child’s fine motor skills are developed—making sure to include the theory of motor-skill learning that best fits this situation. Explain whether any motor tasks or skills can be accomplished via observational learning. Justify your response.

Now, consider a situation in which a young child (3–4 years old) is developmentally delayed in fine motor skill development. Create a strategy which would help the child strengthen his or her fine motor skills. You can find a number of activities online which purport to help develop these skills. From a theoretical viewpoint, be sure to explain how these activities will aid a child’s fine motor skill development. Make sure that you reference at least one peer-reviewed article in addition to any Web sites you find and describe these activities as part of your development strategy.

Sample Paper For Above instruction

Introduction

The development of fine motor skills in young children is a vital aspect of their overall growth, encompassing physical coordination, cognitive functions, and social-emotional development. Fine motor skills involve the precise movements of small muscles, especially those in the hands and fingers, which are essential for tasks such as grasping, manipulating objects, and writing. Understanding how these skills develop, the role of observational learning, and effective strategies to assist children with delays are crucial for educators, parents, and healthcare professionals.

Theoretical Framework for Motor Skill Development

Motor-skill learning in children is primarily explained through emerging theories that emphasize both biological and cognitive processes. The most applicable theory in understanding how children develop fine motor skills is the Dynamic Systems Theory (DST), which posits that motor development results from the complex interactions between the child's neuromuscular systems, environment, and task demands (Thelen & Smith, 1994). According to DST, children do not merely pass through fixed developmental stages but instead adapt their movements through practicing and interacting with their surroundings.

Within this framework, motor skill acquisition involves a process of exploration, trial-and-error, and gradual refinement. For example, a child's ability to manipulate objects like strings or scissors improves as they gain control over their hand muscles and coordination through repeated practice. These experiences are embedded within a supportive context conducive to exploration, which facilitates the child's natural tendency to develop motor competence.

Development of Fine Motor Skills in Children

Children typically develop fine motor skills in a sequential manner, beginning with simple movements such as grasping and progressively advancing to more complex tasks like drawing or cutting. Around the age of three, children are expected to perform activities such as using a spoon independently, drawing vertical and horizontal lines, stringing large beads, cutting with scissors, rolling clay into a "snake," and other similar tasks.

In terms of learning mechanisms, observational learning plays a significant role. Bandura's Social Cognitive Theory explains that children learn new skills by observing models—whether caregivers, peers, or media figures—and imitating their actions (Bandura, 1977). Observational learning is particularly impactful during early childhood, as children tend to replicate behaviors they observe in their environment, especially when those behaviors are reinforced by positive outcomes or praise.

Observational Learning and Fine Motor Skills

Research supports the concept that certain motor skills can be acquired or enhanced through observational learning. For example, in a study by Bekkering, Wohlschlager, and Gattis (2000), children demonstrated goal-directed imitation of gestures, which facilitated the learning of new motor actions. This indicates that children can learn precise hand movements by watching others perform them, provided that they understand the goal of the action and are motivated to imitate.

However, the extent to which observational learning can replace physical practice depends on the complexity of the task. Simple tasks like grasping or clicking a button are more amenable to observational learning, while intricate skills such as cutting with scissors may require direct hands-on experience to develop the necessary muscle control and coordination.

Strategies for Supporting Children with Delayed Fine Motor Development

When working with a child aged 3-4 years who demonstrates developmental delays in fine motor skills, targeted interventions that combine observational learning with active practice are essential. One effective strategy involves structured play activities that emphasize the child's engagement in tasks similar to those typical for their age, but with adaptations to match their developmental level.

For instance, a developmental strategy might include activities like finger painting, threading large beads, using tweezers to pick up small objects, or playing with modeling clay. These activities are designed to strengthen the hand muscles and improve hand-eye coordination. Theoretical support for such strategies is grounded in the principles of motor learning, which suggest that repetitive practice within a meaningful context enhances skill acquisition (Mazur, 2012).

Additionally, modeling and guided imitation can amplify the child's learning. Demonstrating the activity explicitly and then encouraging the child to replicate can leverage observational learning. Reinforcing effort and success through praise further motivates children to continue practicing these skills.

Evidence-Based Activities and Their Theoretical Rationale

Three activities that are effective in developing fine motor skills include:

  • Finger painting: Encourages grasping, hand movements, and bilateral coordination. The activity promotes sensory-motor integration essential for skill refinement, supported by the theory that multisensory engagement enhances neural pathways involved in motor learning (Bekkering et al., 2000).
  • Stringing large beads: Improves pincer grasp and hand-eye coordination. From a motor learning perspective, repetitive execution in a playful context enhances muscle strength and coordination.
  • Using tweezers to pick up objects: Develops precise grasp patterns and manipulation skills. This activity aligns with the principles of task-specific practice, fostering neuroplastic changes necessary for skill acquisition.

Conclusion

The development of fine motor skills in early childhood is a complex process influenced by biological, cognitive, and environmental factors. The Dynamic Systems Theory provides a comprehensive framework for understanding how children acquire these skills through practice and interaction with their environment. Observational learning plays a vital role, especially in the early stages of skill acquisition, by enabling children to learn through imitation of models. For children with developmental delays, structured and engaging activities grounded in motor learning principles can significantly enhance their fine motor development. Combining modeling, guided practice, and multisensory activities offers a promising approach to supporting these children effectively.

References

  • Bandura, A. (1977). Social learning theory. Prentice Hall.
  • Bekkering, H., Wohlschlager, A., & Gattis, M. (2000). Imitation of gestures in children is goal-directed. Quarterly Journal of Experimental Psychology: Section A, 53(1), 153–164. https://doi.org/10.1080/1747021000824244
  • Mazur, J. E. (2012). Learning and Behavior (7th ed.). Pearson Education.
  • Thelen, E., & Smith, L. B. (1994). A Dynamic Systems Approach to the Development of Cognition and Action. MIT Press.
  • Argosy University. (2015). Module 2: Developmental milestones and motor learning. Retrieved from [Access URL]
  • Smith, S. (2016). Early childhood motor development practices. Pediatric Physical Therapy, 28(2), 259–265. https://doi.org/10.1097/PEP.0000000000000004
  • McCullough, B., & Foth, D. (2012). Enhancing fine motor skills in preschool children. Journal of Occupational Therapy, 24(3), 145–152.
  • Robinson, L. (2018). The role of imitation in motor development. Child Development Perspectives, 12(4), 235–239. https://doi.org/10.1111/cdep.12286
  • Gabbard, C. (2014). Lifelong Motor Development (6th ed.). Pearson.
  • Wuang, Y. P., Lin, Y. H., & Wang, C. C. (2013). Fine motor ability of children with developmental coordination disorder. Research in Developmental Disabilities, 34(3), 1073–1082. https://doi.org/10.1016/j.ridd.2012.09.022

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