Intervention and educational assessment in the motor field - Coggle Diagram
Intervention and educational assessment in the motor field
Objectives of intervention in motor development
Principles of intervention
The main objective is to favour the development of their motor skills (relational, affective and cognitive),
Taking into account that each child has his or her own learning pace.
The first years of life are fundamental for the overall maturation process.
At this age, their body is the instrument that helps them adapt to the outside world.
Objectives of motor education
To identify children's motor possibilities and limitations.
To enhance children's motor skills.
To encourage children's initiative to learn new skills.
Stimulate children's knowledge of their own body
To identify motor similarities and differences between one's own body and those of others.
To achieve greater control of tone, posture and balance, in order to increase body control.
Evaluation of the intervention
Observation is a fundamental tool for an educator to assess the evolution of children's motor development.
As an example of an observation scale for the evaluation of motor development, we propose the use of the EVE scale developed by the national government.
In our case only the scales referring to developmental variables will be used.
Intervention for pupils with motor impairment
Detection of children with difficulties
The main task of the nursery school together with the families is to detect any difficulties in the development of the children.
Adaptations in the nursery school
This involves adapting the objectives to the needs of pupils with motor impairments.
In order to adapt the objectives of the programme to the characteristics of the children, reflecting the materials, the time and the performance of the educator.
Adaptations in space
Please note that corridors, doors, etc. should be as wide as possible to accommodate wheelchairs.
There should also be at least one adapted toilet.
Adaptations of equipement
Adaptations of teaching materials used in the classroom
For example--> child seats
These adaptations will allow the integration of the student with motor impairments in the classroom and will
achieve the proposed objectives
The role of the educator
Some aspects to take into account
ASSIST IN THE RESOLUTION OF CONFLICTS
OBSERVATION WORK WILL BE KEY
TAKE INTO ACCOUNT THE COHERENCE OF THE ACTIVITIES IN RELATION TO THE OBJECTIVES.
The timing of the different activities according to a series of criteria:
ATTENTION CAPACITY INCREASES WITH THE AGE OF THE CHILDREN, it will also depend on the environment and the motivation of the educator.
THE SEQUENCE OF ACTIVITIES MUST BE IN A LOGICAL ORDER.
THE LEVEL OF TIREDNESS OF THE CHILDREN WILL BE ASSESSED.
Materials, resources and activities to support motor development
: clear and coherent place.
Accessible to children
: accessible to children. Adequate quantity.
Sufficient time to allow for exploration
: appropriate to children's characteristics and needs.
Safe, attractive and varied
Locomotion activities (gross motor skills)
Materials and activities (0-12 months)
Rattles, balls of different sizes or rollers. Blankets and rugs, stuffed animals, balls,...
2.GROSS MOTOR ACTIVITIES
Place the baby on a mat and roll him/her on it.
there are many more activities designed for children up to 6 years of age
Manipulative activities (fine motor)
Activities in the infant classroom (0-1 year)
During the first year of life, the child's motor development is significant
in relation to postural control, on the one hand, and the development of fine motor skills, on the other.
Fine motor skills
are worked on from two points of view: individually and directly with the child (at mealtimes by encouraging the child to help us to hold the bottle or spoon).
Exploration of different materials
: to provoke the palmar sensation and the beginning of grasping, as well as
, we will use skirt games, songs and chants that help the movement of hands and fingers.
Classroom activities for 1-2 year olds
At this age children are able to grasp and throw objects and their progress can be seen in everyday life.
Plastic representations: they can play at painting with their hands while being given guidelines to help them differentiate between fingers and palms.
Lace materials: children will play with shapes, colours and constructions of different sizes.
Routines: When washing their hands, they will be taught how to use soap and the different parts of the hand will be lifted.
Different songs, songs with gestures and traditional games will lead to the differentiation of movements such as clapping,
Activities for 2-3 years
Children show a great interest in graphic representation and plastic activities. The adult's intervention should be based on the proposal of material and play.
Plastic activities: although they will use their hands to paint, little by little we will offer them paintbrushes or felt-tip pens.
Manipulative activities: we will add stringing games, puzzles and symbolic manipulative materials.
Daily routines: these activities are related to habits of autonomy, dressing, hygiene...
Organisation of space
The spaces in which children develop should favour their interaction with their environment.
The separation by zones in the classroom can cause the movement of toys from one side to the other, as soon as the children start to play.
Thus, in addition to a rest area and a hygiene and toilet area.
The spatial distribution should be adapted to the characteristics and needs, which in babies are organised according to their sleep and wakefulness rhythms.
The children's playground can also be organised according to age
The affective security that this space provides for the child will be the starting point for facilitating movement, exploration and interaction.
Disturbances in motor development
Is a congenital or neural tube defect characterised by the failure of the posterior
arches of the vertebrae to close completely.
Muscular dystrophies are genetic disorders that cause a weakening of the muscles involved in
occurs when there is a motor disorder due to prenatal or early childhood brain damage. prenatally or during early childhood.
permanent, but not invariable, disorder
There are several types of motor disorders, depending on the causes that produce them. There are two types - nervous causes and muscular or skeletal causes.
Disorders with a nervous cause include spina bifida and cerebral palsy. Disorders with musculoskeletal causes include muscular dystrophies.
It should be noted that children with these impairments have problems in the execution of their movements and in the development of motor milestones.
Children with motor deficits are those who present problems in the execution of their movements and in their motor skills in general.
schooling of children
with motor deficits must focus its intervention from the point of view of the child's capacities.
The most common educational needs of children with motor impairment are related to:
All of them also influence the development of their personality and autonomy.
Body and sphincter control