Question 1: Based upon observation, what are the differences in motor behavior and social between the St. Mary's student's you observed? What differences did you observe between grade levels, gender, and ability? Do you think that grade level, gender, and ability have any influence on motor behavior?
Question 2: Based upon your observation, what fine motor activities did you observe(describe these) when watching the St. Marys student's? Were there differences between age? Gender? Ability?
1. Based upon my observation and involvement with the children at St. Mary’s, I determined that the children behaved differently depending on their grade level or age group. When going to the cafeteria with the younger kids, they tended to react to enthusiasm from me and my fellow peers. The more we talked, laughed, and put effort into gaining the children’s attention the easier it was for them to want to play whichever game I asked them to play. When playing checkers with a young boy, the more fun I looked to be having seemed to fall into place with the amount of children who wanted to try and beat me. The more games I won and the more interest I put into gaining the children’s attention seemed to be easy. It didn’t matter if the child was good or bad at checkers, they still kept coming back to try and beat their last score. To me, gender did not matter with this activity, for both girls and boys wanted to take place in the game. After the cafeteria my peers and I took the children to the gymnasium. Being loud, upfront, and showing excitement in the tag games played grasped the children’s attention. I came up with octopus tag, which the children seemed to enjoy. It seemed that if a boy was a tagger, he would tag more of the boys than girls, and vice versa. The boys tended to go outside the boundaries in order to keep clear of being tagged, while the girls were more likely to stay in bounds and be tagged. When free time came along, the younger children in the gymnasium were more in clusters and groups continuing to play games while the older children seemed to be shooting baskets and playing by themselves. It took more effort to try and grasp the attention of the older children.
2. When watching the children of St. Mary’s interact and play games with each other, it was obvious that the older the age, the more ability the children had. When coming to involvement in games such as kicking a ball, the younger girl’s I played with tended to miss the ball when trying to kick it; the older girl’s did not have this problem. When a younger girl was in goal and an older girl was kicking, the older girl would tend to score often. It seemed the older girl had better or more progressed skills when coming to kicking and saving a soccer ball then the younger girl. Also, this happened to be the case when playing with hoola hoops as well. The older girls spun the hoop around their bodies longer then the younger girls, who would finish a few spins only to have the hoop drop on the floor very fast.
Question 2: Based upon your observation, what fine motor activities did you observe(describe these) when watching the St. Marys student's? Were there differences between age? Gender? Ability?
1. Based upon my observation and involvement with the children at St. Mary’s, I determined that the children behaved differently depending on their grade level or age group. When going to the cafeteria with the younger kids, they tended to react to enthusiasm from me and my fellow peers. The more we talked, laughed, and put effort into gaining the children’s attention the easier it was for them to want to play whichever game I asked them to play. When playing checkers with a young boy, the more fun I looked to be having seemed to fall into place with the amount of children who wanted to try and beat me. The more games I won and the more interest I put into gaining the children’s attention seemed to be easy. It didn’t matter if the child was good or bad at checkers, they still kept coming back to try and beat their last score. To me, gender did not matter with this activity, for both girls and boys wanted to take place in the game. After the cafeteria my peers and I took the children to the gymnasium. Being loud, upfront, and showing excitement in the tag games played grasped the children’s attention. I came up with octopus tag, which the children seemed to enjoy. It seemed that if a boy was a tagger, he would tag more of the boys than girls, and vice versa. The boys tended to go outside the boundaries in order to keep clear of being tagged, while the girls were more likely to stay in bounds and be tagged. When free time came along, the younger children in the gymnasium were more in clusters and groups continuing to play games while the older children seemed to be shooting baskets and playing by themselves. It took more effort to try and grasp the attention of the older children.
2. When watching the children of St. Mary’s interact and play games with each other, it was obvious that the older the age, the more ability the children had. When coming to involvement in games such as kicking a ball, the younger girl’s I played with tended to miss the ball when trying to kick it; the older girl’s did not have this problem. When a younger girl was in goal and an older girl was kicking, the older girl would tend to score often. It seemed the older girl had better or more progressed skills when coming to kicking and saving a soccer ball then the younger girl. Also, this happened to be the case when playing with hoola hoops as well. The older girls spun the hoop around their bodies longer then the younger girls, who would finish a few spins only to have the hoop drop on the floor very fast.
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