Case study on Roberts Hands
Hi Everyone
I think i'm going mad. I am tracking back through work that i have missed doing and am a bit confused with this! I am woking on cyp 3.2. 3.1. Explain the features of an environment or service that promotes the development of children and young people. I am doing okay but need guidance on: Meeting individual and group needs- in the book i have it says refer to Roberts hand preference above but have looked on page above and can't seem to see it on the page (think i might need glasses or overworked). I have put a search on the internet and have found a little bit about a child around the age of 2-3 usually starts to show which hand they are beggining to use more(left or right) and it says that a child can change their hand preference up until the age of 6 and if a child uses the same hand when they are very young it could be due to them having problems with the hand that they are not using (could be a concern). Is this what they are referring to and if so how can i get more info on it, any websites ideas?. Any other help for this question would be appreciatted for some reason it sounds simple but can't really gat my head around (think my brain has turned into jelly) Lynne |
Hi, it appears this is referencing the case study example in the heinemann lv 3 C&YPW diploma book - pg 88.
In summary, it explains how a practitioner recognises that they have little evidence to support knowing if Robert has established a hand preference - left or right. The practitioner then demonstrates that knowing this information about Robert is important to her as the text continues to explain how she then "plans a series of activities to strengthen hand preferences" possibly believing or feeling that he has not yet formed a solid hand preference, that he should of, that something is wrong if he hasn't, that the setting/practitioner should be in possession of this type of information, that others will expect the setting/practitioner to have this knowledge, there is medical or developmental concern, or that she feels Robert truly has limited opportunities to explore his handedness. Robert is quoted as being 3 years old Two or dual handed activities are utilised in a direct way to include and support his interests - previously identified as water play and helping out. An invitation to help wash up the beakers at a snack time is given by the adult to Robert and "a couple of other children" Robert then naturally demonstrates his propensity of hand choice and has one of his hands - not identified in the case study, to hold the beaker whilst the other wipes out the inside of the same beaker with a sponge and water. Two handed activities that support 'strengthening hand preference' involve events where one hand takes on the role of balancing or stabilising and the other hand conducts, in addition to balancing and stabilising, more focussed and intricate movements in order to complete the activity or reach a stage of personal accomplishment. One hand/arm may perform gross motor activity, supporting the child's body, weight, position & stability or an object, and the other hand, whilst also balancing, holding, stabalising then moves on to add finer motor skill activity to the actions helping build dexterity, cognitive development, understanding, reason, purpose, creativity, culminating it would be hoped in positive, pleasing outcomes. EG:
Teaching left handed writers I hope this helps a little xx |
Hi
Thanks very much this source is from the Penni Tessori book for the level 3 diploma. It referenced in the book about it being above but couldn't find it anywhere on the page so was unsure what it meant and was unsure when i searched it on google. This now makes a little sense because it is under the section: Meeting individual and group needs- so they where meeting his individual needs. Many thanks Lynne |
|
All times are GMT +1. The time now is 12:40 AM. |
Powered by vBulletin® Version 3.6.8
Copyright ©2000 - 2024, Jelsoft Enterprises Ltd.