Assignment Prompt & Instructions
**files (1)**
– ## 635Reponcemodule6.docx
**## 635Reponcemodule6.docx**
**GB**
[**Geneses Bello**](https://touro.instructure.com/courses/162762/users/122516)
1. Gross motor and playground activities are important for preschoolers because they help children build strength, coordination, confidence, and social skills. In my preschool schedule, I would include outdoor playground time, music and movement, obstacle courses, dancing, climbing, riding toys, and simple group games such as “Follow the Leader” or “Red Light, Green Light.” These activities give children opportunities to move their bodies while also practicing listening, turn-taking, problem-solving, and cooperation.
I would include climbing activities because they help children strengthen their large muscles and develop balance and body awareness. I would also include ball activities such as rolling or kicking/catching because they support hand-eye coordination and motor planning. Obstacle courses would also be useful because children can practice crawling, jumping, balancing, stepping, and following directions. According to Cook, Klein, and Chen (2020), early childhood activities should be adapted so that children with disabilities and special needs can participate meaningfully. For this reason, I would make sure activities include options such as larger balls, lower climbing structures, ramps, adult support, or simpler movement choices.
2. For the caregiver interview, I spoke with the caregiver of a four-year-old preschooler about the child’s self-care skills. The caregiver shared that the child can feed themselves with a spoon and fork, drink from an open cup, and help clean up after meals with reminders. The child can remove shoes, socks, and a jacket, but still needs help with buttons, zippers, and sometimes putting shoes on the correct feet. The child is mostly toilet trained during the day but still needs reminders to wash hands carefully and sometimes needs help wiping.
I found that the child is developing age-appropriate self-care skills but still needs time, practice, and adult support. One suggestion I would make is for the caregiver to give the child more opportunities to try tasks independently before stepping in. For example, the caregiver can allow extra time in the morning for the child to practice putting on shoes or zipping a jacket. I would also suggest using visual supports, such as a handwashing chart, to remind the child of each step. Positive feedback, such as “You put your shoes on by yourself,” can also encourage independence. Overall, consistent routines at home and school can help the child continue building self-care skills and confidence.
Reference
Cook, R. E., Klein, M. D., & Chen, D. (2020).
_Adapting early childhood curricula for children with disabilities and special needs_. Pearson.
2 Classsmate
[**Tara Zebrowski**](https://touro.instructure.com/courses/162762/users/119384)
1. Discuss types of gross motor and playground activities you would include in your schedule for preschoolers and justify why you have selected this, based on your reading.
I currently teach preschool dance and TA in an ABA classroom. When teaching dance, we focus on preschoolers' gross motor skills as they progress through different dance steps. Creative Movement and dance are the first types of activities I would include in a preschool movement plan. This challenges students to use locomotor and non-locomotor movements in fun ways, such as imitating different animals or using props. This allows students to work on balance, coordination, listening skills, and self-expression. The second activity I would incorporate is obstacle courses. Using materials like a balance beam, a tunnel, and hopscotch. This also focuses on locomotor movements, such as jumping and crawling, in different ways. Bilateral crawling is also developmentally appropriate for preschoolers when used in an appropriate environment (Cook, 2020). This has children work on motor planning skills and problem-solving. A third type of activity I find important is playground climbing. This allows children to climb safely. Climbing helps children develop core strength, coordination, and balance. Gross motor skills are not just physical; they can also incorporate cognitive, social, and emotional skills (Cook, 2020).
1. Interview a caregiver of a toddler or preschooler about the child’s self-care skills using the questions included in Chapter 7. Explain what you found out and include suggestions you would make for improving self-care skills.
I interviewed my friend, who has a 2-year-old son, whom I have already referenced on a few discussion boards. We discussed the self-care routines for her son and the importance of his gaining independence in these skills. He eats independently, participates in dressing with adult support, attempts to brush teeth with adults doing the thorough cleaning, and is not yet potty trained. These self-care routines are done with his parents. His strengths include independent eating, active participation in dressing, understanding the concept of toothbrushing, and following self-care routines with adult support. His challenges include effective toothbrushing, independent dressing, and toileting. Foods he likes to eat include chicken, pasta, fruit, French fries, water, juice, and milk. He does not like sauce or foods with unusual textures. The parents' goal is for him to be potty-trained, and they are starting the process. My suggestions for them were to create a consistent routine in the bathroom: pulling down pants, sitting on the toilet, pulling pants up, flushing, and washing hands. Creating a predictable routine helps him learn the sequence and build independence. Positive reinforcement will be offered in the form of praise for completing this routine. When the child goes on the potty, he will get a preferred reinforcer, such as a mini M&M. Parents should also listen to songs and read books featuring potty training. If the child is struggling, he can be shown these audio and visual aids in the bathroom. He should also be offered continued opportunities for independence when dressing and toothbrushing with adults still doing final checks. When it comes to texture, dislikes can be slowly introduced in pairing with foods he likes. With consistency and positivity, I believe he will be able to achieve his parents' goal and foster more independence in his self-care routines.
Questions:
1. What activities do you use in class to engage students through music and movement?
2. Should classroom teachers lead structured physical activities or leave it to special teachers?
3. Do you think dance should be offered as a class for pre-school students in school?
**## 635Reponcemodule6.docx**
**GB**
[**Geneses Bello**](https://touro.instructure.com/courses/162762/users/122516)
1. Gross motor and playground activities are important for preschoolers because they help children build strength, coordination, confidence, and social skills. In my preschool schedule, I would include outdoor playground time, music and movement, obstacle courses, dancing, climbing, riding toys, and simple group games such as “Follow the Leader” or “Red Light, Green Light.” These activities give children opportunities to move their bodies while also practicing listening, turn-taking, problem-solving, and cooperation.
I would include climbing activities because they help children strengthen their large muscles and develop balance and body awareness. I would also include ball activities such as rolling or kicking/catching because they support hand-eye coordination and motor planning. Obstacle courses would also be useful because children can practice crawling, jumping, balancing, stepping, and following directions. According to Cook, Klein, and Chen (2020), early childhood activities should be adapted so that children with disabilities and special needs can participate meaningfully. For this reason, I would make sure activities include options such as larger balls, lower climbing structures, ramps, adult support, or simpler movement choices.
2. For the caregiver interview, I spoke with the caregiver of a four-year-old preschooler about the child’s self-care skills. The caregiver shared that the child can feed themselves with a spoon and fork, drink from an open cup, and help clean up after meals with reminders. The child can remove shoes, socks, and a jacket, but still needs help with buttons, zippers, and sometimes putting shoes on the correct feet. The child is mostly toilet trained during the day but still needs reminders to wash hands carefully and sometimes needs help wiping.
I found that the child is developing age-appropriate self-care skills but still needs time, practice, and adult support. One suggestion I would make is for the caregiver to give the child more opportunities to try tasks independently before stepping in. For example, the caregiver can allow extra time in the morning for the child to practice putting on shoes or zipping a jacket. I would also suggest using visual supports, such as a handwashing chart, to remind the child of each step. Positive feedback, such as “You put your shoes on by yourself,” can also encourage independence. Overall, consistent routines at home and school can help the child continue building self-care skills and confidence.
Reference
Cook, R. E., Klein, M. D., & Chen, D. (2020).
_Adapting early childhood curricula for children with disabilities and special needs_. Pearson.
2 Classsmate
[**Tara Zebrowski**](https://touro.instructure.com/courses/162762/users/119384)
1. Discuss types of gross motor and playground activities you would include in your schedule for preschoolers and justify why you have selected this, based on your reading.
I currently teach preschool dance and TA in an ABA classroom. When teaching dance, we focus on preschoolers' gross motor skills as they progress through different dance steps. Creative Movement and dance are the first types of activities I would include in a preschool movement plan. This challenges students to use locomotor and non-locomotor movements in fun ways, such as imitating different animals or using props. This allows students to work on balance, coordination, listening skills, and self-expression. The second activity I would incorporate is obstacle courses. Using materials like a balance beam, a tunnel, and hopscotch. This also focuses on locomotor movements, such as jumping and crawling, in different ways. Bilateral crawling is also developmentally appropriate for preschoolers when used in an appropriate environment (Cook, 2020). This has children work on motor planning skills and problem-solving. A third type of activity I find important is playground climbing. This allows children to climb safely. Climbing helps children develop core strength, coordination, and balance. Gross motor skills are not just physical; they can also incorporate cognitive, social, and emotional skills (Cook, 2020).
1. Interview a caregiver of a toddler or preschooler about the child’s self-care skills using the questions included in Chapter 7. Explain what you found out and include suggestions you would make for improving self-care skills.
I interviewed my friend, who has a 2-year-old son, whom I have already referenced on a few discussion boards. We discussed the self-care routines for her son and the importance of his gaining independence in these skills. He eats independently, participates in dressing with adult support, attempts to brush teeth with adults doing the thorough cleaning, and is not yet potty trained. These self-care routines are done with his parents. His strengths include independent eating, active participation in dressing, understanding the concept of toothbrushing, and following self-care routines with adult support. His challenges include effective toothbrushing, independent dressing, and toileting. Foods he likes to eat include chicken, pasta, fruit, French fries, water, juice, and milk. He does not like sauce or foods with unusual textures. The parents' goal is for him to be potty-trained, and they are starting the process. My suggestions for them were to create a consistent routine in the bathroom: pulling down pants, sitting on the toilet, pulling pants up, flushing, and washing hands. Creating a predictable routine helps him learn the sequence and build independence. Positive reinforcement will be offered in the form of praise for completing this routine. When the child goes on the potty, he will get a preferred reinforcer, such as a mini M&M. Parents should also listen to songs and read books featuring potty training. If the child is struggling, he can be shown these audio and visual aids in the bathroom. He should also be offered continued opportunities for independence when dressing and toothbrushing with adults still doing final checks. When it comes to texture, dislikes can be slowly introduced in pairing with foods he likes. With consistency and positivity, I believe he will be able to achieve his parents' goal and foster more independence in his self-care routines.
Questions:
1. What activities do you use in class to engage students through music and movement?
2. Should classroom teachers lead structured physical activities or leave it to special teachers?
3. Do you think dance should be offered as a class for pre-school students in school?