Observational and Motor Learning

Assignment 1: LASA 2—Observational and Motor Learning
During the period of early childhood, mastering fine motor skills is a very important process needed for physical and cognitive development. However, for a number of different reasons, there are some children who do not develop at the same pace as an average child. It is important for parents and physicians to recognize children who are not on track developmentally because the earlier the cause of the delay can be determined, the earlier parents can start working with the child to correct or minimize these deficits. Often, the earlier the children begins to work on their developmental deficits, the greater the advancements they can make.

By the age of three, a child should be able to do the following:
Use a spoon by themselves
Draw a vertical and horizontal line
String large beads
Snip paper with scissors
Roll clay or play dough into a “snake”
Conduct an Internet search using the two phrases listed below. Your results will help you better understand the kind of milestones that are used to assess the development of fine motor skills in young children.
Fine motor skills milestones
Child development milestones
Using the module readings, the Argosy University online library resources, and the Internet, research observational and motor learning and activities that can be used to help develop motor skills. Then, address the following:
Describe in detail how a young child’s fine motor skills are developed—making sure to include the theory of motor-skill learning that best fits this situation.
Explain whether any motor tasks or skills can be accomplished via observational learning. Justify your response.
Now, consider a situation in which a young child (3–4 years old) is developmentally delayed in fine motor skill development. Create a strategy which would help the child strengthen his or her fine motor skills.

You can find a number of activities online which purport to help develop these skills. From a theoretical viewpoint, be sure to explain how these activities will aid a child’s fine motor skill development. Make sure that you reference at least one peer-reviewed article in addition to any Web sites you find and describe these activities as part of your development strategy.
Write a 3–4-page paper in Word format. It should be double-spaced and in 12 point, Times New Roman font with regular one-inch margins and free of typographical and grammatical errors. Apply APA standards to citation of sources. Be sure to include a title page with a running head and reference page. Use the following file naming convention: LastnameFirstInitial_M5_A1.doc.
By Monday, June 1, 2015, deliver your assignment to the M5: Assignment 1 Dropbox.
Grading Criteria and Rubric
Assignment 2 Grading Criteria Maximum Points
Describe how a young child’s fine motor skills are developed and include the theory of motor-skill learning that best fits your chosen situation. (Course Objective [CO] 3) 60
Justify whether any motor tasks/skills can be accomplished via observational learning. (CO3) 16
Create a strategy to help strengthen the fine motor skills of a young child (3–4 years old) who is developmentally delayed. (CO4) 80
Identify (via the Internet) at least three activities that can be used to help develop these motor skills and describe these activities as part of the development strategy to propose. (CO4) 40
Explain, from a theoretical point of view, how these activities would aid a child’s fine motor skills development, making sure to reference at least one peer-reviewed article. (CO3) 40
Writing Components:
Organization (16)
Usage and Mechanics (16)
APA Elements (24)
Style (8) 64
Total: 3
Grading Rubric: Observational and Motor Learning

Unsatisfactory Emerging Proficient Exemplary
Assignment Components (80% of LASA grade)

Describe how a young child’s fine motor skills are developed and include the theory of motor-skill learning that best fits your chosen situation.
(Course Objective [CO] 3)
Description of the development of a young child’s fine motor skills and a theory of motor-skill learning that best fits the chosen situation is unclear, incomplete, and inaccurate. Is unable to demonstrate an understanding of the material. Description of the development of a young child’s fine motor skills and a theory of motor-skill learning that best fits the chosen situation is incomplete, partially inaccurate, or lacks substance. It demonstrates partial understanding of the material.
Description of the development of a young child’s fine motor skills and a theory of motor-skill learning that best fits the chosen situation is clear, concise, and accurate. It demonstrates a clear understanding of the material. Description of the development of a young child’s fine motor skills and a theory of motor-skill learning that best fits the chosen situation is comprehensive and in-depth. It demonstrates a mastery of the material.
Justify whether any motor tasks/skills can be accomplished via observational learning.
(CO3)
Justification of whether any motor tasks/skills can be accomplished via observational learning is unclear, incomplete, and inaccurate. Justification of whether any motor tasks/skills can be accomplished via observational learning is incomplete, partially inaccurate, or lacks substance or suitable examples.
Justification of whether any motor tasks/skills can be accomplished via observational learning is clear, concise, and accurate. Appropriate examples are used to justify ideas. Justification of whether any motor tasks/skills can be accomplished via observational learning is comprehensive and in-depth. Several insightful examples are used to justify ideas.
Create a strategy to help strengthen the fine motor skills of a young child (3–4 years old) who is developmentally delayed.
(CO4) Strategy suggested to help strengthen the fine motor skills of a developmentally delayed child is unclear, incomplete, and inaccurate. It is not based on sound research in the field. Strategy suggested to help strengthen the fine motor skills of a developmentally delayed child is partially incomplete, inaccurate, and not fully based on sound research in the field. Strategy suggested to help strengthen the fine motor skills of a developmentally delayed child is clear, concise, and appropriate. It is based on sound research in the field. Strategy suggested to help strengthen the fine motor skills of a developmentally delayed child is creative and comprehensive. It draws from a synthesis of key trends and research in the field.

Identify (via the Internet) at least three activities that can be used to help develop these motor skills and describe these activities as part of the development strategy to propose.
(CO4)
Identification and description of less than three activities as part of the development strategy is presented.

Information is unclear, incomplete, inaccurate, or not drawn from credible sources. Identification and description of three activities as part of the development strategy is attempted.

Information is incomplete, partially inaccurate, or lacks substance.
Not all activities are described in detail or are not drawn from credible sources.
Identification and description of three activities as part of the development strategy is presented.

Information is clear, concise, and appropriate. All activities are described in detail and are drawn from credible sources.
Identification and description of more than three activities as part of the development strategy is presented.

Information is creative, clear, and comprehensive. All activities are described in detail and are drawn from credible sources.
Explain, from a theoretical point of view, how these activities would aid a child’s fine motor skills development, making sure to reference at least one peer-reviewed article.
(CO3) Theoretical explanation of how these activities would aid a child’s fine motor skills is unclear, incomplete, and inaccurate.

Does not reference at least one peer-reviewed article or is unable to demonstrate an understanding of the material. Theoretical explanation of how these activities would aid a child’s fine motor skills is incomplete, partially inaccurate, or lacks substance.
Reference to one peer reviewed article is present but demonstrates only a partial understanding of the material. Theoretical explanation of how these activities would aid a child’s fine motor skills is clear, concise, and appropriate.

References at least one peer reviewed article, and demonstrates a clear understanding of the material. Theoretical explanation of how these activities would aid a child’s fine motor skills is comprehensive and in-depth. In addition, several insightful examples are given.

References more than one peer reviewed article, and demonstrates a mastery of the material.

Writing Components (20 % of LASA grade)
Organization

Introduction
Thesis
Transitions
Conclusion Introduction is limited or missing entirely.

The paper lacks a thesis statement.

Transitions are infrequent, illogical, or missing entirely.

Conclusion is limited or missing entirely.

Introduction is present but incomplete or underdeveloped.

The paper is loosely organized around a thesis that may have to be inferred.

Transitions are sporadic.

Conclusion is present, but incomplete or underdeveloped.
Introduction has a clear opening, provides background information, and states the topic.

The paper is organized around an arguable, clearly stated thesis statement.

Transitions are appropriate and help the flow of ideas.

Conclusion summarizes main argument and has a clear ending.
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.

The paper is well organized around an arguable, focused thesis.

Thoughtful transitions clearly show how ideas relate.

Conclusion leaves the reader with a sense of closure and provides concluding insights.

Usage and Mechanics

Grammar
Spelling
Sentence structure

Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interfere with readability and comprehension. Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.

Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension. The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.

APA Elements

Attribution
Paraphrasing
Quotations No attempt at APA format. APA format is attempted to paraphrase, quote, and cite, but errors are significant. Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.
Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.

Style

Audience
Word Choice Writing often slips into first and/or second person.

Word choice is consistently inaccurate, unclear, or inappropriate for the audience. Writing sometimes slips into first and/or second person.

Word choice is sometimes inaccurate, unclear, or inappropriate for the audience.
Writing remains in third person throughout.

Word choice is accurate, clear, and appropriate for the audience. Writing remains professional in third person throughout.

Word choice is precise, appropriate for the audience, and memorable.

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