Children ages 6-12 often suffer cognitive or possibly motor functions that would affect their progressive grade studies. Although children development classes help children with special requirements, often focused on strengthening language skills, reinforcing communication, enhancing social skills or group activities, their impact is not fully felt. Such children are limited upon social interactions, the ability to use technology as well as fail to draw strong opportunities for informal discussions. This can be narrowed down to self-esteem, communication, body awareness, balance and coordination as well as failed emotional engagement. Samantha vs Sarah case study presents the diversity in cognitive and motor abilities, often inspiring scholars to consider the different lessons plans that would be applied for each of the students, based on the choices they both make.
Summary Typical Development
Samantha and Sara present interesting cognitive development aspects, with the two children displaying planning, organization, strategy and communication. These skills further narrow down to teamwork. Both reason on what kind of material should be placed and how it should be placed. However, Samantha allocated materials seems complicated as compared to Sara, as Sarah uses rectangular bricks, while Samantha has triangular and rectangular bricks. Both children are more interested in the engineering concepts (Colorado Department of Education, 2019); it is even amazing how they work carefully to retain the balance of components. Sarah building her tower focuses on the stability; she struggles to go beyond her height working carefully to retain the coherence of the structure. Samantha, on the other hand, struggles with what material will be used to protect the structure.
Children suffer diverse developmental concerns, for Samantha and Sarah; there are diversities in motor skills, adaptive behaviour, social and problem-solving skills. Samantha has better problem-solving skills, while Sarah triumphs in her motor skills. Both girls have communication and language skills, both that influence the patterns of developmental communication. Samantha requires motivation towards her mobility and agility skills, while Sarah requires better organizational skills.
Supporting Methods and Practices
Primarily, Samantha experiences from motor skills hinderances, while Sarah suffers from problem-solving skills, which are cognitively related. Each of them requires professional assists, using developmentally appropriate practices, with some of the key practices focused heavily on the kind of intervention applied. Samantha looks more of an isolated child; hence, it is important to work closely with her guiding her towards realizing her full potential. Samantha could also be suffering from ADHD (Ruiz-Manrique, Tajima-Pozo & Montañes-Rada, 2015), although this has not affected her cognitive skills. Community worker would help Samantha to be more open enough, learn to work with different parties, as well as being in a position to express herself when facing difficulty. On the other hand, Sarah has good motor skills but lacks problem-solving skills. Her tower though tall, is weak since it is not very much in line. She needs to be encouraged to have better problem-solving skills, for her tower not to collapse.
Furthermore, instructors should encourage deeper areas of proper development for cognitive and physical approaches further narrowing down to social and emotional development. The instruments further narrow down
Both girls need improvements in physical development skills, although Sarah did demonstrate better skills. Either way, more reinforcement should be channeled towards
Implementing Methods and Practices
Children come from difficult and diverse backgrounds, often suffering from differences in motor and cognitive development.
While Samantha could suffering from ASDD, Sarah could be suffering ADHD, both which influence their ability to fully deliver in the exercise (Koyuncu, Alkin & Tükel, 2016). Children between 6-13 also experiencing developmental aspects that influence their emotional states. For ages 6-12, the exercise Sarah and Samantha underwent is extremely useful since it evaluates their ability to use tools. However, this exercise did not consider deeper cognitive requirements. Alternatively, these skills would be useful, ball-rolling, wooden puzzle, peek-a-boo game, hang mobile and rhythm instruments. Both girls need approaches to learning. The goal of the exercise was to tests the ability to solve difficult problems.
The teacher should consider the existing differences, especially those affecting cognitive development and possibilities of ADHD or ASD. The teacher should be ready to provide sufficient room towards children improving their abilities, considering the moral and development differences existing. Both girls solved a problem; however, for girls of their age, there was still room for improvement. The instructor would have been more inspired if assured that the learning process integrated abstract cognitive development. However, Samantha requires social and emotional support, learning how to ask for guidance, as well being in a position to defeat internal challenges. Guiding Samantha towards communication skills inspire the overall reasoning skills, which further surrounds abstract reasoning challenges. The overall cognitive development should also integrate learning approaches that integrate the different learning domains.
The teacher should also consider the emotional rate of each of the child, with some children being highly emotional on a certain aspect. The emotional aspect is further related to ADHD, and possibly motor skills considered.
Ideally, Samantha vs Sarah exercise introduces better ways of dealing with children challenges. Children might suffer from cognitive motor challenges, or both however through the help of assessments checklists it is possible to classify their challenges as such come up with an intervention program. As noted, having a customized intervention plan allows the teacher to best understand the setback that each child hence comes up with a reliable intervention plan.
Colorado Department of Education. (2019). Samantha and Sara Building Towers and Castles. Retrieved from https://www.youtube.com/watch?time_continue=1&v=XdUx3iHNuhs
Koyuncu, A., Alkin, T., & Tükel, R. (2016). The Relationship Between Social Anxiety Disorder and ADHD. The ADHD Report, 24(3), 8-12. doi: 10.1521/adhd.2016.24.3.8Ruiz-Manrique, G., Tajima-Pozo, K., & Montañes-Rada, F. (2015). Case Report: “ADHD Trainer”: the mobile application that enhances cognitive skills in ADHD patients. F1000research, 3, 283. doi: 10.12688/f1000research.5689.3
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