Question

Save computer. The Red Ball (Kathleen Van Antwerp) 1. Read the following scenario to the class. The Red Ball I was called to apreschool program to help observe and create a behavior plan for a young three-year old child. When I arrived I was given the verbal "rap sheet" of this child by his very frustrated teacher. I stood back for a few minutes observing: the young boywas on the playgrouond playing with a big red rubber ball. A few minutes into his play, a little girl began to play beside him. Sure enough the red rubber ball was soon the cause of tears from the little girl. The teacher walked over to the little boy and said, " Why did you throw that ball at her?" The little guy replied, "I didn't". "Yes, you did the teacher stated, I saw you, you threw it right at her" Again, the young boy stated, "no, I didn't". The teacher then turned to me and said, "you see he is lying, I saw him throw the ball at her!" I walked over to the young boy and said, "Can you tell me what happened?" He said, "I was playing with the ball and I threw it and it hit her, I did not mean to hit her." Young children do not often have the coordination or motor skill development to control the direction of their motions. This child did throw the ball and it did hit the little girl, but he did not intend to hit her; so when he said "I did not throw the ball at her, it was the truth in his perception SOc Discuss how physical and cognitive immaturity affected this child's behavior Discuss the dangers of labeling children without considering the causes of their behavior a. b.

Answer 1

a. At three years, the child developing motor and cognitive abilities. The physical development is more stable but slower in this stage. The child still lacks in fine motor and gross motor skills. Incoordination of large muscle delays in motor skills. These cognitive delays affect with play and communication. Immature fine motor skills interfere with holding of the object. Observing of surroundings and imagination are not appropriate to his age.

b. When approaching the children, the child should not be blamed without reasoning. The children should treat with a calm, quiet, and humble manner. Give space to the children to explain the situation and their part to build trust in them. Even though the child has done mistakes, explain to them about their actions and the outcomes of it. Make them realize their mistakes and avoid such situations in the future. Putting labels on children affect their emotional development. They become faces emotionally unstable, develop excessive fear and anxiety, withdrawal from society, and learning difficulty.