Tuesday, April 28, 2009

Oh baby you, got those reflexes

but you say it's postural

but you say it's primitive

The palmer's grasp is in the first four months

you wrap your fingers around but you don't use your thumb

(sway to music while making a fist without thumb) Kelsey and Katie

When you move my head, my body goes too

it's called righting and you better see that fool

(tilt pretend baby and get it to move its head) Kelsey and Katie

Another kind of righting is when you move my body

My head will go with it, i swear that to you mommy (MOOMY)

(look like were in the air) Emmie and Bouch

In the first four month's, when you stroke my sole

the babinski makes me extend my toes

(sit in pike and extend toes) Emmie and Bouch

after four months, the plantar reflex is found

once you touch my feet, my toes curl round

(still in the pike curl toes) Dayna and Dan

when i'm tipped backwards I try to stay upright

i'm doing the pull-up, to keep my figure tight

(lean back, lean back) Dayna and Dan

The sucking reflex is when i am really hungry

I first search for nourishment from my big mommy

(pacifiers) Kelsey and Katie

The palmer mandibular makes me close my eyes

if you touch my palms my mouth opens real wide

(tickle palms) Kelsey and Katie

CHORUS (1 min)

When mommy holds me over the water I start to swim

it's a reflex i can't control, i move my every limb

(swim over little pools) Emmie and Bouch

When my daddy holds me up like superman

i extent my legs and arms, and i brace so i can land

(superman flying) Emmie and Bouch

The fencing reflex makes my limbs extend

but only on one side, i look like the heisman

(do the stance) Dayna and Dan

When moro is involved, i flex my legs and arms

Then I'll extend them with a smile, i have so much charm

(smile while crunch position to open extended arms and legs) Dayna and Dan

Crawling has some cool reflexes too

i bend my knees, my arms reach out, i make it look cool

(crawl in a circle) Kelsey and Katie

when I'm being held up on a surface that's flat

my weight goes forward and i primary step that

(katie stands on a table) Kelsey and Katie

when i am tilted sideways, I do the Labyrinthine

my head wants to upright so it makes me align

(bobs lays on table) Emmie and Bouch

just like the labyrinthine, but uprighting with my eyes

it's called the optical, it should come as no surprise

(everyone tilts their head and makes their eyes follow) Emmie and Bouch

Thank you for listening to our baby song

We hope you like our diapers, its better than a thong


Friday, April 10, 2009

Based on my observations and interaction with the St. Mary’s students I have learned that young children are very upbeat and hyper. I have noticed that sometimes it is hard to keep them occupied. They seem to constantly be on the go and are only into something for so long. I felt that playing the pizza game with the children was very appropriate. When you tell them that there is an oven in the middle that they cannot go though they almost take it seriously. When you exaggerate a little I feel that it gets the children more involved. Another activity that was appropriate was the game with the super heroes. The children loved it and were so involved. I feel that they probably could have played that game all day. One game that was inappropriate was the parachute game. I’m not sure if the game was to intense or overwhelming for them or if they were just very hyper and were not that interested in the activity. Overall I have learned a lot about children from observing and interacting with them at St. Mary’s.

I believe that the PRE K children were different than the older students in a few ways. The PRE K children tended to listen better to what you were telling them. I feel at times the older children just didn’t want anything to do with what you were saying when the PRE K always seemed to be involved. Also when doing an activity with the PRE K it was easier to keep them occupied as compared to the older students. I enjoyed very much working with the younger children. I liked how I could sit on the carpet and read to them and they were so interested in what I was reading even if they have heard it a hundred times. They were easy to play with and found the simplest things fun and enjoyable.

Some of the fine motor activities that I had observed were the children coloring, playing card games, and board games. The children build things with blocks and legos. In physical education it would be more suitable for gross motor skills but there could be a small concentration of fine motor skills.

I think my teaching style has emerged based upon my experience at St. Mary’s. When I first arrived there I didn’t know what to think or expect. I was quiet and somewhat unsure of how to interact with the children. The more I went the more I learned. I learned that you need to be loud and outgoing. When trying to get children involved you need to think of the things that they are going to like. Its almost like you have to bring yourself to their level and think of what it is like to be a little kid again. I think I have learned a lot in how to act and get yourself involved and also what needs to be done to have the children listen to you. Overall I believe that St. Mary's was a wonderful learning experience and has taught me a lot about teaching and being around children.

Tuesday, April 7, 2009

I believe that the past activities/games that have been used so far have been relatively appropriate for the students. In regards to this past lab, I was talking to a member of a group who had to teach the middle age kids, those who ranged from ages 5 to 7. He was saying how he didn’t believe that his game would be appropriate for these students considering their ages and the difficulty of the game. They decided to change up the game a little to make it more appropriate and it worked great. I feel that if you know which age group you will be working with prior to lab it will be easier to make the games appropriate for the students. I feel that a few games like rock paper scissors tag was a little too hard for the children. Working with such a big group tends to be a little more confusing to the children when we are trying to explain the rules. When most groups realize that their game is to intense and they make changes to it, it usually ends up working better.
I think some limitations that work best would be using the games that are the most easy to explain and understand. With the younger children, the more rules to the game the harder it is for them to understand. By keeping the task and games simple the easier it will be to assess the motor skills. It is easier because they know what they need to do and how to do it if the directions are simple. It is harder to assess them when the tasks are too hard for the children and they are unsure of what they are supposed to be doing.