Early childhood. Fundemental movement skills and behaviour Assignment

Early clawhood. Fundemental movement skills and behaviour - Assignment ExampleObservation Techniques The thoughtfulness techniques that were selected for this opportunity were anecdotal record, checklist, and photo observation, which means antecedents, behaviours, and consequences. The 1989 United Nations Convention on the Rights of Children includes articles 12, 13, and 14 which pertain directly to the observation of children. Article 12 states that children have the sort out to say what they think should happen adults are making decisions about them, and to have their opinions taken into account (Hobert & Frankel, 2004, p. 2). Article 13 supports the right for children to have information as long as it is not harmful to them. Article 14 says that rights to privacy should be afforded to children (Hobert & Frankel, 2004, p. 2). Keeping this framework in mind, the observational techniques were used in non-invasive and comprehensive methods. The advantages of using the anecdotal re cord is that it allows for an opportunity to use the humanistic approach in order to bear for values to be placed on the spirit of what occurs. The disadvantage is that the anecdotal record can be subject to bias and might not reflect the true picture of what has been observed. The checklist provides for a series of milestones to be placed on a list and they can be checked off as they are observed has having been fulfilled. The disadvantage is that a checklist does not provide for context of use to be placed into the checklist and it is a bit removed from the child. Antecedents, behaviours, and consequences is a comprehensive way to look at what is observed and puts the entire experience into context with the time that has passed. The Rogerian Approach provides for looking at what occurs objectively so that it can be objectively evaluated. The disadvantage is that it might be difficult to interpret bestride if not enough changes before and after the event. Introduction of Child and Context The child that was chosen for this observational opportunity has been given the name Alice for the purposes of this discussion and to protect her identity. Alice was four years and two months old at the time of observing her. She was included in a small group of four other children she contend with frequently in the part. Their age range was 3 to 5. The children was included in the feistys and was intended to extend on the skill of balancing. Interpretation Alice was observed being open to equilibrium using different strategies. The FMS was observed through three games in order to determine if the task was consistently possible for the child. Alice had been observed having some balance issues in the past, but it had not been decided whether or not they indicated a developmental delay, so the three gamers where developed to extend this skill. During the three games, the second game of her balancing on beam was successful as she was balancing alone however the other games disrupted by laughter and not concentrating due to her cogitate being on other children and not on the task. Recommendation for Planning Table The skill was broken down into a series of skills that were needed to accomplish the task. During the time period between the ages of 2 and 6 there are great strides in fundamental movement skill development and a child should be able to stand on one foot or balance by the age of three (Rathus, 2006). The skills for balancing as follows