Physical Domain: Jonah

Physical Development – This area is only split into two different aspects. The first one is ‘moving and handling’, this means that children must be able to show control and confidence in large and small movements. The second aspect is ‘health and self-care’, this means that children must know how important it is to stay healthy and do regular exercise.

*Physical development: At this stage the child learns to hop, write, sew, skip, ride a bicycle, jump from height, thread a needle, and do buttons and shoe laces.

The preschool period is a time of enormous growth and change in the areas of physical, cognitive and social / emotional development. During these years, children continue to integrate previously acquired skills into more complex and dynamic states (Berk, 2007). Like every living thing, I was growing and expanding physically. This physical development was remarkable in this stage due to the fact the brain functions such as neural pathways and activities of frontal lobe developing rapidly (Berk, 2007). Therefore, this normative brain development may have allowed me to improve motor skills such as running, skipping, throwing, kicking, jumping and balancing

Physical Development Domain measures motor development, which is divided into two subdomains: Gross Motor and Fine Motor.

Physical: To promote physical development, children will have many opportunities to engage in activities that will strengthen fine motor, gross motor and sensory skills. They will participate in art and craft activities that will allow them to refine the use of their hands and fingers for more precise movements and further develop their hand eye coordination. The children will have the opportunity to participate in several outdoor, large group gross motor activities. These activities are designed to improve coordination (when moving or standing still), balance, and spatial awareness during movement. There are also activities that will engage the children in tasting and touching to help further develop their sensory skills.

C has developed a lot of his developmental skills and behaviors. C has developed his motor and physical development. Motor skills are put into two categories, gross-motor development and fine-motor development. Gross-motor development is things like crawling, standing, and walking. They

For example, I witnessed a young girl who was dancing poetically around the room, jumping (even on one leg at a time), and skipping. This girl demonstrated pronounced gross motor skills because she had great control of the large muscles in her body. After walking over to a table, pulling out a chair, and sitting down, the girl proceeded to demonstrate fine motor skills. This girl carefully inspected the snack table and concluded that she wanted some wheat thins. She held onto her plate with one hand, and with the other clutched small tongs to collect her crackers. She returned to her seat and grasped one cracker between her thumb and fingers and brought it to her mouth, demonstrating the pincer grasp (Decker, 2016c). Unlike gross motor skills, fine motor skills are concentrated on small muscle movements. The CDC provided an environment conducive for physical development, whether it be gross motor skills or fine motor skills. The CDC had a slide with steps, coloring utensils, free space, a station for students to play with pipe cleaners, an outdoor area, building blocks, and many more objects to aid the children’s physical

6. Dad is sitting in the bed with the baby girl (birth -8m) playing with a rattle toy. She drops the toy on the floor and Dad picks it up, she repeats the action over and over. The baby is developing problem solving skills in the cognitive domain, dropping the toy and waiting for her Dad to pick it up, and experimenting a different use for the object. She is developing also gross motor skills in the Physical and Motor domain, sitting by herself, moving body and arms with coordination, she moves her body with a purpose to achieve a goal.

Assignment 11 - Jonah and Nahum assignment Nineveh is described as a very large city (it took three days to go through it), the capital of the Gentile nation of Assyria; God calls it “the great city”. Jonah does not wish to go to Nineveh to preach repentance to the people- as God has commanded- because he is convicted that God will not carry out his threat to destroy the city and he doesn’t want to preach against them. In Jonah chapter one, the sailors learned that God does what he pleases; They showed compassion while also fearing the LORD. Jonah got mad at God in Jonah 4 because God did not bring on them the destruction he had threatened, and to Jonah this seemed very wrong. Personally, I do not think that Jonah is justified in his response.

To teach Jonah the replacement behavior I would first let Jonah know that he is an important member of the classroom. My overall goal for Jonah is to make him a teacher helper. I would begin by assigning Jonah a few task that would gradually increase to a routine of 5 essential roles: (1) help students put bag/coats away ( 5) set out the supplies in the morning (3) give out papers/supplies when needed (4) collect papers/homework (5) clean up overseer. To get Jonah motivated to be the class helper I would establish a token economy. According to the International Journal of Basic and Applied Science(2017), A token economy is often implemented because there are target behaviors that teachers would like to increase or reduce.

Liam was observed holding a pencil, pen and markers in the writing position. He was able to click downward on top of retractable pen making it ready to write with. During the observation, Liam’s hand motions while drawing indicated the ability to draw circles, dots, small lines and swirls. He was observed uncapping and recapping marker tops. During play with a three piece train set, Liam was able to push and pull the train forward and back. After several attempts throughout the observation, Liam was able to successfully link the three trains together and able to pull the link train across the table. When a book was brought out, Liam was able to open and close the book as well as turn the book pages one by one. During play with large block Legos’ Liam was observed connecting and disconnecting, as well as stacking and unstacking the Lego pieces. Liam was handed a cardboard sheet with holes of various sized cutouts and shapes. Liam was asked to take a rectangular piece of cardboard and put it through a specific hole on the board. Liam was able to quickly perform this task. Liam was then asked if he could take the same rectangular piece and slide it through a smaller hole. Liam attempted to put it through the specific hole as directed, however unable to complete the task. He then immediately chose another sized hole on the board and was able to complete the assigned task. Another fine motor skill observed is when Liam gets up and walks to a backpack located on the floor, grabbed a water bottle, and successfully unscrews the top to help himself to a drink. Overall, during the observation Liam used his right hand for most actions performed while using his left hand on

Jonah seemed to favor his teacher, Ms.Carwell. Jonah would often ask his teacher to come to his home for a visit. Ms. Carwell never visited Jonah’s home (at least not during my observations or to my knowledge) so Jonah would frequently remind his teacher that she still had not come to his house. Jonah was never mad or upset when he reminded his teacher to visit him rather his tone suggested that this was simply a fact and she should visit as soon as possible. Jonah is confident when interacting with others. He approaches others and initiates play. I did not witness any aggression towards his fellow classmates during my observations, in fact, jonah is very gentle and considerate towards others when it time to play and share with others.Jonah

Jonah is one of the most interesting stories in the Old Testament. In this paper, I will summarize the story of Jonah, and determine if this story is literal or not. Towards the end of this paper, I will give my final thoughts about Jonah.

The psychomotor domain refers to the use of basic motor skills, coordination, and physical movement. Simpson (1972) developed seven psychomotor categories to support Bloom’s domain.

“Proprioception is the basis for the physical sense of self and its interaction with the external world.” (Allman, C., Lewis, S. and Smith, M. 2014) When students use their proprioceptive sense, information is sent to the brain about static position and body movement. Proprioceptive sense works with vision and tactile sense to develop coordination, support a child’s ability to plan and exhibit patterns of behavior. Issue with proprioceptive function can affect student learning and students can appear drowsy, fussy, agitated, picky and unbalanced. Activities that aid in building proprioceptive function are mostly physical, such as massages, hugs, yoga or stretching, walks, jumping on a trampoline and exploring with