Child Development: Fine/Gross Motor Skills

GOALS

• To educate students on the various way to foster and enrich the areas of development for toddlers.

OBJECTIVES:

• Identify the importance of a stimulating environment & the benefits it has on the areas of development.
• Differentiate between fine and gross motor skills

PRIORITY STANDARDS:

• 12.2-Analyze conditions that influence human growth and development
• 12.3-Analyze strategies that promote growth and development across the lifespan.

RATIONALE/RELEVANCE:

• This lesson is an introductory lesson for the Toddler unit. It allows students to explore various ways in which toddlers primarily develop during years 1 through 3.  We will discuss the physical, emotional, intellectual, and social impacts of the types of development and their importance during this unit. To promote development toddlers must have a stimulating environment to assist in their development. This lesson will allow students to zone in on and understand the importance of fine and gross motor skills and apply it to the various areas development of toddlers.

MATERIALS:

Station 1:

• String
• Beads

Station 2:

• Q-tips
• Ziploc bag filled with paint
• Shaving cream

Station 3:

• Numbers paper

Station 4:

• Tongs
• Egg carton
• Pom pom balls

Station 5:

• Clothespin
• Cotton balls
• Paper
• Tray
• Paper plates

Station 6:

• Bucket
• Bean bags

Station 7:

• Hula hoops

Station 8:

• Balls

Station 9:

• Tic tac board
• Bean bags

Station 10:

• 3 bowls (small/medium/large)
• Bean bags

PROCEDURE:

1. Greet students
2. Review daily agenda/instructions
3. Students will think/pair share on what is a fine/small motor skill is and what a gross/large review as a class. Remind them that during this period, both gross and fine motor skills improve dramatically.  Keep in mind that not all children develop physical skills at the same time.
4. Introduce the stations activity students will be participating in. Explain what the students will be doing at each station and the process for each station.
5. After discussing each station, display a list of the groups on the board.  Students will start at the station of the number they were given. Students will get into their groups and begin!
6. Students will complete the various activities and will also be answering application questions for their activity.

• As students are completing the stations with their group, teacher is facilitating. Students will have about 3 to 4 minutes at each station and will rotate to the next station number.
• Students will be instructed to organize the last station they were at and return to their seats.

1. Teacher puts up the final questions plus they will be on their paper for students to reflect on and answer as they leave.  Students will individually complete the lesson summary and we will discuss the objective of the lesson as a class.

CLOSURE

• We will discuss (whole group) the importance of a stimulating environment for toddlers. Individual answers to the summary question will be used for individual evaluation and competency of the importance of a stimulating environment/understanding of fine and gross motor skills.

ASSESSMENT:

1. Informally assess students by participation and observation during the stations activity.
2. Formally assess students through completion of the questions presented for each station and through the unit exam.