The reduced capacity of Bonnie’s fine motor skills is a troubling matter, for both her personal life and academic success. While educators and parents cannot speed up the process of development, they can support children through various methods, helping them strengthen and increase their learning and development. The educator’s response to Bonnie’s situation would not only further hinder her delays by not giving her the experiences she needs to develop but also through the confidence and self-esteem issues that will arise from excluding her from the activities.
Owens (2008) states that fine motor skills are the fundamental skills needed to interact with the world and therefore learn. These motor skills include the use of the small muscles …show more content…
3). A reduced capacity for fine motor skills can lead to a reduced academic performance as Bonnie struggles not only to write (Kid Sense, n.d.) but also through the lack of control over muscular muscle and its effects on reading and visualisation (O’Donnell et al., 2016, p. 98). Bonnie is at risk of developing low self-esteem, reduced independence in matters such as personal maintenance as she struggles to dress herself, do up buttons and tie up her hair, limited play options, (Kid Sense, n.d.) and anxiety (O’Donnell et al., 2016, p. …show more content…
1). To best achieve these learning objectives, Bonnie’s teacher needs to understand Vygotsky’s theory of socio-culture development, which states learning is best done through the guidance, explicit teaching and feedback of others (O’Donnell et al., 2016, p. 95; Woolfolk & Margetts, 2013, p. 80). Bonnie’s educator needs to be aware of the zone of proximal development (ZPD), and how to scaffold Bonnie’s learning within her ZPD. By assessing Bonnie’s needs and then to plan and structure lessons and activities that not only support Bonnie’s learning but extend the range of her abilities through guidance (O’Donnell et al., 2016, p. 117). The educator will need to assess not only Bonnie but also the classroom itself. Ensuring that all Bonnie’s needs are being met in terms of tools and dominance hand support, these include using the correct dominant hand (if she is left handed correct scissors are supplied) and that the table is at the correct height (Kearns, 2010, p. 90). Bonnie’s teacher should also speak to her parents about the matter, ensuring their support and cooperation in continuing activities and support at home (Kids Health, n.d.). The meeting will also allow the educator to become aware of any medical reason behind the delay, if any support is already in place and gives them the chance to work together to
Owens (2008) states that fine motor skills are the fundamental skills needed to interact with the world and therefore learn. These motor skills include the use of the small muscles …show more content…
3). A reduced capacity for fine motor skills can lead to a reduced academic performance as Bonnie struggles not only to write (Kid Sense, n.d.) but also through the lack of control over muscular muscle and its effects on reading and visualisation (O’Donnell et al., 2016, p. 98). Bonnie is at risk of developing low self-esteem, reduced independence in matters such as personal maintenance as she struggles to dress herself, do up buttons and tie up her hair, limited play options, (Kid Sense, n.d.) and anxiety (O’Donnell et al., 2016, p. …show more content…
1). To best achieve these learning objectives, Bonnie’s teacher needs to understand Vygotsky’s theory of socio-culture development, which states learning is best done through the guidance, explicit teaching and feedback of others (O’Donnell et al., 2016, p. 95; Woolfolk & Margetts, 2013, p. 80). Bonnie’s educator needs to be aware of the zone of proximal development (ZPD), and how to scaffold Bonnie’s learning within her ZPD. By assessing Bonnie’s needs and then to plan and structure lessons and activities that not only support Bonnie’s learning but extend the range of her abilities through guidance (O’Donnell et al., 2016, p. 117). The educator will need to assess not only Bonnie but also the classroom itself. Ensuring that all Bonnie’s needs are being met in terms of tools and dominance hand support, these include using the correct dominant hand (if she is left handed correct scissors are supplied) and that the table is at the correct height (Kearns, 2010, p. 90). Bonnie’s teacher should also speak to her parents about the matter, ensuring their support and cooperation in continuing activities and support at home (Kids Health, n.d.). The meeting will also allow the educator to become aware of any medical reason behind the delay, if any support is already in place and gives them the chance to work together to