Published at Thursday, April 25th, 2019 - 10:29:03 AM. Worksheet. By Villetta Hamon.
School should be a welcoming, peaceful place for children – an environment to which children come eager to see what challenging, stimulating, and fun activities are in store. Children know they may not succeed at everything they try, but also know they will be valued for who they are. Children’s efforts should be rewarded, so that they will persevere and they will see themselves as learners (Kostelnik, Stein, Whiren, & Soderman, 1993). Physical Development, Children are born with a need to move (Kostelnik, Soderman, & Whiren, 1993). They wiggle, toddle, run, and climb as naturally as they breathe. When we insist that children sit still and do what for them may be a meaningless task, such as completing a workbook page, we force children into a situation incompatible with their developmental needs and abilities. When children cannot or will not do such a task, we may label them ”immature” or ”hyperactive.” We may complain about their short attention span, or as in Jamaica’s case, criticize her efforts. On the other hand, if we allow children to choose their own task from among appropriate offerings, we may see children as young as three and four years old spend 30 to 45 minutes completely engrossed in building with unit blocks, painting at the easel, or listening to stories. When we plan developmentally appropriate activities for children, they will attend to them, work hard, and learn (Bredekamp & Rosegrant, 1992).
Before a child can hold a pencil and make an accurate mark on paper, he must have a great deal of small motor control. He needs practice with various materials and objects that require grasping, holding, pinching, and squeezing. He must have ample opportunity to make his own marks with objects such as paint brushes, chalk, fat crayons, and felt-tip markers. Only later, when he has achieved the necessary finger and hand control, should he be asked to write words or numerals with a pencil. The timing of this accomplishment will vary among children. Some four-year-olds and most five-year-olds are ready to write a few things, notably their own names. But, we must remember that each child develops on his or her own schedule, and some six-year-olds may be just starting this task. If they are encouraged, rather than criticized, they will continue to learn and grow and feel confident.
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