The Observational Record I Chose For This Journal Is Scissor

The Observational Record I Chose For This Journal Is Scissor Skills D

The observational record I chose for this journal is scissor skills. During an activity, I observed that some students had difficulty cutting with scissors, often becoming frustrated or ripping the paper instead of cutting it properly. To address this, I designed an activity aimed at increasing their confidence and competence in using scissors. The activity involved cutting three different-sized circles and then stacking them from largest to smallest to create a snowman.

Initially, I observed how students held the scissors, paying attention to whether they inserted their fingers correctly into the holes. I also observed how they held the paper and their approach to cutting. A significant issue was how they held the paper, as many focused on their grip on the scissors rather than on securing the paper correctly. This insight led me to guide them on how to hold the paper properly to facilitate better cutting. Proper paper holding enabled them to see more accurately where they were cutting, which is especially important when working with shapes like circles.

Since the shapes were circles, children also needed to learn how to turn the paper instead of their hands to cut smoothly around the curve. I explained to them that turning the paper, not their entire hand or arm, was essential for making clean cuts along the circle's edge. By instructing them on this technique, I helped them understand the mechanics of turning the paper to follow the shape accurately.

At the end of the activity, all children managed to cut three circles and assemble the snowman successfully. The activity enhanced their confidence in holding scissors and manipulating paper. They learned that turning the paper rather than their hands made the cutting process easier and prevented hand strain or ripping. This observed improvement demonstrated the importance of explicit guidance in developing fine motor skills necessary for cutting as part of early childhood development.

Paper For Above instruction

In this paper, I explore the importance of developing scissor skills in early childhood, focusing on how targeted activities can improve fine motor abilities and confidence among young learners. The observational record I selected involved assessing children's scissor cutting skills during a classroom activity designed to practice cutting shapes—in particular, circles—to make a snowman.

Development of scissors skills is a critical component of fine motor development, which includes hand-eye coordination, grip strength, and precision (Grissmer et al., 2010). These skills are not only important for academic tasks such as writing but are also vital for daily activities and overall independence (Russell & Russell, 2010). Without proper instruction and practice, many children struggle with these skills, which can lead to frustration and decreased motivation to participate in classroom activities (Case-Smith & Olsen, 2014).

The activity I implemented was carefully designed to target specific aspects of scissor use, including proper grip, paper stabilization, and turning the paper to cut curves. During initial observations, I noted that the children primarily focused on how they held the scissors, often inserting fingers incorrectly or gripping too tightly, which affected their cutting ability (Schneck et al., 2017). Additionally, many children did not hold the paper steadily, resulting in uneven cuts or tearing.

Guiding children on how to hold the paper correctly—not too tightly and with a stable grasp—proved transformative. Proper paper stabilization allowed them to see where they were cutting and facilitated smoother, more controlled movements. Furthermore, explaining the importance of turning the paper rather than their entire hand aligned with research indicating that mastery of directional control is fundamental for shape cutting tasks (Nursey & McNeill, 2018). These instructions helped children achieve more accurate cuts and prevented hand fatigue and frustration.

The results of the activity were promising. All children managed to cut three different-sized circles successfully and assemble them into a snowman. Their confidence increased as they experienced success, which correlates with research suggesting that achievable tasks boost motivation and skill acquisition (Sandall et al., 2018). The activity also highlighted the importance of explicit, step-by-step guidance tailored to young learners' developmental levels and individual needs.

Importantly, this observational record underscores the significance of scaffolded instruction in developing fine motor skills. Teachers must understand the common difficulties children face, such as improper grip or insufficient hand strength, and provide targeted strategies like visual cues, hand-over-hand guidance, or differentiated activities (Cameron & Gibb, 2019). Incorporating practice in a playful, engaging manner enhances not only skill mastery but also fosters a positive attitude towards learning new skills.

In conclusion, the process of observing and guiding children in scissor skills offers valuable insights into early childhood development. Through structured activities that address specific motor challenges, educators can facilitate skill acquisition, boost confidence, and prepare children for more complex tasks such as writing. Continued emphasis on explicit instruction, combined with opportunities for repeated practice, will support children in developing essential fine motor skills vital for their academic and personal growth.

References

• Cameron, S., & Gibb, S. (2019). Fine Motor Development in Early Childhood. Journal of Education and Development, 12(3), 45-58.
• Case-Smith, J., & Olsen, J. (2014). Occupational Therapy Interventions for Fine Motor Development. Pediatric Therapy Journal, 24(2), 22-29.
• Grissmer, D., et al. (2010). Fine Motor Skills and Academic Achievement. Child Development Research, Article ID 126193.
• Nursey, M., & McNeill, M. (2018). Improving Preschoolers’ Hand-Eye Coordination through Play-Based Activities. Early Childhood Education Journal, 46(4), 415-424.
• Russell, D., & Russell, K. (2010). The Development of Fine Motor Skills in Children. Journal of Child Development, 81(4), 1372-1382.
• Sandall, S. R., et al. (2018). Early Intervention Strategies for Developing Fine Motor Skills. Journal of Early Childhood Special Education, 40(2), 118-127.
• Schneck, C., et al. (2017). Assessing Fine Motor Skills in Preschool Children. Journal of Pediatric Occupational Therapy, 30(1), 25-30.
• Tomlinson, C. A., et al. (2014). Differentiated Instruction in Early Childhood Education. Teaching and Teacher Education, 39, 66-76.
• Vanderwater, K., et al. (2020). The Role of Hand Skills in Academic Readiness. Journal of Developmental & Behavioral Pediatrics, 41(3), 189-197.
• Williams, J., & Lee, S. (2016). Promoting Handwriting Readiness in Preschoolers. Journal of Early Education and Development, 27(5), 665-680.