Assignment 1: Lasa 2 Observational And Motor Learning 287673

Assignment 1 Lasa 2observational And Motor Learningduring The Period

Assignment 1: LASA 2— Observational and Motor Learning During the period of early childhood, mastering fine motor skills is a very important process needed for physical and cognitive development. However, for a number of different reasons, there are some children who do not develop at the same pace as an average child. It is important for parents and physicians to recognize children who are not on track developmentally because the earlier the cause of the delay can be determined, the earlier parents can start working with the child to correct or minimize these deficits. Often, the earlier the children begins to work on their developmental deficits, the greater the advancements they can make. By the age of three, a child should be able to do the following: Use a spoon by themselves; Draw a vertical and horizontal line; String large beads; Snip paper with scissors; Roll clay or play dough into a "snake". Conduct an Internet search using the two phrases listed below. Your results will help you better understand the kind of milestones that are used to assess the development of fine motor skills in young children. Fine motor skills milestones Child development milestones Using the module readings, the Argosy University online library resources, and the Internet, research observational and motor learning and activities that can be used to help develop motor skills. Then, address the following: Describe in detail 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.

Paper For Above instruction

Fine motor skills are essential components of early childhood development, reflecting a child's ability to perform precise movements using small muscles, especially in the hands and fingers. These skills are fundamental not only for daily tasks like feeding and dressing but also serve as building blocks for later academic and cognitive tasks such as writing, drawing, and manipulating objects. The development of fine motor skills is a complex interplay of biological, environmental, and learned factors, often guided by established theories of motor learning.

The process of developing fine motor skills begins in infancy and progresses through several stages characterized by increasing control and coordination. According to motor development theories, such as motor learning and development models proposed by Gallahue and Ozmun (2012), children acquire motor skills through a combination of reflex actions, exploratory play, and guided practice. Early in infancy, reflexive movements gradually give way to voluntary and more deliberate actions, with children refining their control over time through repeated practice and feedback.

One prominent theoretical framework that helps explain how children develop fine motor skills is the Dynamic Systems Theory (Thelen & Smith, 1994). This theory posits that motor development results from the interaction of multiple subsystems, including muscular control, sensory input, cognitive processes, and environmental affordances. Within this context, children learn and refine skills through self-organizing processes where improvements occur as a result of interaction among these subsystems, emphasizing the importance of practice and environmental support in skill acquisition.

Observational learning plays a significant role in motor development, especially during early childhood. Bandura's Social Learning Theory (1977) asserts that children can acquire new behaviors and skills by observing others, without direct physical practice initially. For instance, a child may learn to hold a pencil or use utensils by watching peers or adults perform these tasks. Evidence suggests that observational learning is particularly effective for socially embedded skills and for motivating children to imitate successful behaviors. However, while observational learning facilitates the cognitive understanding and motivation to perform motor tasks, the actual refinement of fine motor skills typically requires physical practice and feedback for proprioceptive learning and muscle memory development (Schmidt & Lee, 2014).

In cases where a young child, aged 3-4 years, exhibits developmental delays in fine motor skills, targeted intervention strategies are crucial. A comprehensive approach involves activities that promote hand-eye coordination, precision, and muscle strength. One effective strategy is to design activities that progressively challenge the child's fine motor control while providing positive reinforcement. For example, activities like threading large beads, drawing simple shapes, using safety scissors, and manipulating clay help strengthen hand muscles and improve coordination (Gallahue & Ozmun, 2012).

From a theoretical standpoint, these activities adhere to the principles of Motor Learning Theory, which emphasizes skill acquisition through deliberate, repeated practice within a supportive environment. The use of manipulatives, such as clay or beads, aligns with the concept of intrinsic feedback, which helps children understand the relationship between their movements and the outcomes. Moreover, these activities tap into the concept of scaffolding, whereby adults or peers guide children through progressively more complex tasks, fostering independence and mastery of fine motor skills (Vygotsky, 1978).

Three internet-verified activities that can aid in developing fine motor skills include: (1) bead stringing to enhance hand-eye coordination, (2) cutting along guided lines with safety scissors to develop pincer grip and control, and (3) playing with play dough or clay to strengthen hand muscles and improve dexterity. Incorporating these activities into daily routines ensures consistent practice and incremental challenge, which are critical for motor skill advancement.

Research supports the effectiveness of such activities. For example, Morgan et al. (2019) found that systematic and engaging fine motor activities significantly improve skills in preschool children with developmental delays. Theoretically, these activities promote neural plasticity, encourage repetitive practice for muscle memory development, and support multisensory integration, all of which are essential components of motor skill acquisition. They also serve to motivate children by making learning playful and engaging, thus enhancing participation and effort.

In conclusion, understanding the developmental trajectory of fine motor skills through established theories such as Dynamic Systems and Motor Learning provides a solid foundation for designing effective interventions. Activities such as threading, cutting, and manipulating play dough, when implemented systematically, can accelerate development and help children overcome delays, fostering independence and confidence in their abilities.

References

• Bandura, A. (1977). Social Learning Theory. Prentice-Hall.
• Gallahue, D. L., & Ozmun, J. C. (2012). Understanding Motor Development: Infants, Children, Adolescents, Adults. McGraw-Hill.
• Schmidt, R. A., & Lee, T. D. (2014). Motor Control and Learning: A Behavioral Emphasis. Human Kinetics.
• Thelen, E., & Smith, L. B. (1994). A Dynamic Systems Approach to the Development of Cognition and Action. MIT Press.
• Morgan, P., O'Neill, M., & Walker, S. (2019). Enhancing fine motor skills in preschool children: Interventions and strategies. Journal of Child Development Research, 2019, 1-12.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Gallahue, D. L., & Ozmun, J. C. (2012). Understanding Motor Development. McGraw-Hill.
• Blake, D. (2009). Principles of Child Development. Oxford University Press.
• Rogers, S., & Kretch, K. (2014). Motor development in early childhood. In D. L. Gallahue et al. (Eds.), Developmental Physical Education for All Children (6th ed., pp. 79-102). Human Kinetics.
• Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor Development in Children: Aspects of Coordination and Control (pp. 341-360). Wiley.