Discipline: Education Assignment Type: Case Study Academic level: Instructor: Date: Steps in scissor skill development Children develop and acquire the prerequisite skills for scissoring at different ages. Learning how to use scissors plays a critical role in developing fine motor skills young pupils need in order to hold objects correctly especially their pencils (Kurtz 2008). Children’s learning process starts with is the use of motor skills. In learning how to cut simple squares children are instructed following these steps. Steps in scissor skill development.Children enjoys tearing paper during play activities Child show interest in understanding the use of scissors Child able to maintain correct grip of scissors when position by instructor Child able to hold scissors appropriately without any assistance Child begins to open and close scissors Child able to open and close scissors using controlled directions necessary in opening and closing of scissors. Snipping skills enables students in coming up with well cut squares that the project aims to achieve while eye-hand coordination is essential in determining the ability of the child to employ motor skills. Bilateral coordination skills are developed when all necessary skills are incorporated by the student in scissors cutting project. The goal of the use of these skills is arrived only when the required shapes cuts are achieved by children. References Angermeier P. Krzyzanowski J. & Moir K. K. (2009). Learning in motion: 101+ sensory activities for the classroom. Arlington Tex: Future Horizons. Carson-Dellosa Publishing Company. (2011). Let's learn to cut. Greensboro N.C: Spectrum. Kurtz L. A. (2008). Understanding motor skills in children with dyspraxia ADHD autism and other learning disabilities: A guide to improving coordination. London: Jessica Kingsley Publishers. [...]
Objective: To develop systematic strategies for improving preschoolers’ cutting skills, and to evaluate those strategies. Scenario: You are a preschool teacher in a four-year-old classroom. The majority of your students will transition to Kindergarten next year. You have noted that very few of your students have experience with scissors and most have very limited cutting skills. There are at least two students who get very frustrated when they try to cut with scissors and typically end up just ripping up their paper. You want to help all the students strengthen their fine motor skills, and in particular, be able to cut out a simple shape by the end of the school year. Since the students are at differing levels of ability when it comes to scissors skills, you decide to develop an assessment for cutting. You will use the information you gather to develop a task analysis for cutting a simple square. 1. List all of the steps/skills involved in the cutting of a simple square. What skills will each child have to learn on the continuum from picking up the scissors to actually cutting out a square? Present the skills in a list form so that a teacher could use it as an assessment to determine when a child demonstrates each of the skills. Using the Professional Resource Download of Figure 12-4, develop a task analysis for cutting out a square, incorporating your list of skills and steps. 2. For the list of skills and task analysis: a. Explain why each item is important in achieving your overall goal for each child. b. Give evidence from the chapter supporting the concept of systematic instruction. 3. Describe and justify how each skill will be built on to reach the end goal.