Tutorial 6Week 7 -DiscussionGroup NoTask CompletionGroup 1Done/IncompleteGroup 2Done/IncompleteGroup 3Done/IncompleteGroup 4Done/IncompletePhysical, Cognitive and Socioemotional development in Early Childhood.Group 1:Geok Yee, Cindy, Daksha, Megala, AlvinActivity 1: Sequence and Trends in Verbal and Motor DevelopmentFernald and Fernald (1990) have developed a class activity that is well liked by students and provides agood bridge between the chapters on infancy and the chapters on early childhood. This activity, whichrequires students to identify the order of development for a list of motor and verbal abilities, illustratesseveral principles of development such as the cephalocaudal and proximodistal principles, promptsdiscussion of issues such as the relative roles of maturation and experience in development, and getsstudents thinking about how to measure relative degrees of development.Motor and Verbal AbilitiesStudy the list of verbal and motor accomplishments given below, and list the order in which you thinkeach accomplishment occurs:Order of DevelopmentPlease insert themonths/yearsMotor and Verbal Ability4 ( 12-15 months)Walks alone; says several words10 (Age 6)Describes the difference between a bird and a dog1 (2 months)Turns head to follow moving objects9 (Age 5)Names penny, nickel, and dime5 (18 months)Climbs stairs; says many words8 (Age 4)Laces shoes
2 (9 months)Sits alone for 1 minute; says “da-da”12 (Age 8)Tells how a baseball and an orange or an airplane and akite are alike7 (Age 3)Puts on shoes11 (Age 7)Tells time to quarter hour6 (Age 2)Runs; uses simple word combinations3 (Age 1)Walks while holding on to something1.Study the order of accomplishments that you have identified. Describe anyrules or patterns that youthink apply to the order. Justify your conclusions withappropriate examples from the above list.-Gross Motor Skills starts developing in infancy and keeps improving throughout our childhood.This is where children will start to master how to walk, run and climb before their fine motorskills are to be developed.2.Which of the above accomplishments do you think come about chiefly through maturation? Whichinvolve training? Do you see any trends here? How are the cephalocaudal and proximodistal principlesillustrated by the order? Identify the trends and justify your conclusions with appropriate examples.Group 2Discuss about the preschool children’s cognitive functioning.Pui san, Khai yan, Jason, KellyActivity 2: Cognitive Functioning of Preschool Children1.As indicated by their performance on the three mountains task, young children cannot take theperspective of others. (KY)●Preoperational stage: Children are thinking at a symbolic level but are not yet using cognitiveoperations.