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A minimum of 100 words each and References Response (#1 – 6) KEEP RESPONSE WITH ANSWER EACH ANSWER NEED TO HAVE A SCHOLARY SOURCE with a Hyperlink

Make sure the Responses includes the Following: (a) an understanding of the weekly content as supported by a scholarly resource, (b) the provision of a probing question. (c) stay on topic

1. I would like to mention that children, at pre-school can be extra active since they are now learning more interesting stuff. For instance, my son used to make me an extra mile since he was extremely active. He embraced kite flying and he would do it way too much even one is totally exhausted and totally unwilling to make an extra step. I would come from work really tired to a boy who only wants to fly kites with mom.It was never easy but totally worth it. 

2. The differences between gross motor skills and fine motor skill are that gross motor skills are muscular skills that are required when walking, jumping, running, and etc. The gross motor skills are the entire movement of a child body. Fine motor skill are the abilities which enable a child to write, pick up stuff, open doors, and etc. All of these movements are a smaller movement. The major developmental milestones that occur throughout in preschool years are the ability to walking better, jumping around, running, and their entire movement of their body with a better balance. Fine motors skills children develop in preschool are the learning ability to open doors, hold spoons, and eating with a spoon. There are multiple developments children pick up in preschool. The activities that children develop are most of the outdoor activities such as playing tag, hide-n-go-seek, dancing, tossing the ball to each other, and etc. Any type of activities that require a major movement is a gross motor skill. The smaller activities such as picking up items, for instance toys or balls are consider a fine motor skill.

3. Gross motor skills are the physical skills that use the large muscles and fine motor skills are the physical skills that use the small muscles along with eye-hand coordination. Children ages three to six grow tremendously in motor skills both with gross motor skills and fine motor skills these skills can tens to lead a child to choose a preference on the right or left hand. In early childhood some gross motor skills can be at three years old a child cannot turn or stop quickly at four they begin to start to have more control of stopping and turning. With jumping a three-year-old can jump about 15 to 24 inches, by four 24 to 33 inches and by five years old the distance can become 28 to 36 inches. Fine motor skills are things such as cutting with scissors, use eating utensils and feed themselves, and tying shoelaces. Giving children a chance to develop physically and stay active at the right levels, giving them unstructured free-play, allowing them to climb, jump, and safe structures, providing balls and small toys to grasp and improve hand-eye coordination are helpful in the development of their gross and fine motor skills. Children during preschool years can reach developmental milestones at different stages some may happen before others but overtime and the freedom to jump, play, and move around safely all these millstones should happen.

4. That was well said. I like your example of religion playing a significant role in one’s self-esteem and how one might perceive themselves and others. I came from a Christian home and was raised in the church. However, even though my parents loved me and wanted the best for me, they went about things that sometimes made me feel bad about myself or lowered my self-esteem. I would feel bad for exploring my identity and stuff like that. I feel like if I had room to explore who I was with freedom, love, and acceptance, I would have higher self-esteem.

Nevertheless, my parents loved me, and they meant well. My dad came from a family with five brothers and sisters, and the environment was cold and there was not a lot of love. So I understand where my parents were coming from and they just wanted a different life for me. However, I hope that when I become a parent, I can help foster exploration in a positive manner that will help build their self-esteem and accept who they are.

5. Most toddlers begin to have an idea of who they think they are during preschool years. They may say things about themselves that are of little significance and sometimes random. For example, if you ask one to tell me about yourself, they may say “I have a dog” or “I am short”. While these may be true it does not describe any major details about their personality. This is known as single representation (Martorell 2014). However, this is to be expected from a young child and it is the start of how we learn to know about ourselves. Sense of self is different across cultures. This week’s reading stated that European American children tend to talk more about themselves and what their good at compared to Chinese children who talk about those around them and what they need to improve on (Martorell 2014). Additionally, most preschool kids do not typically have self-esteem issues which makes sense because they like to think they are capable of doing everything. I think a good way to develop a positive self-esteem is to reward good behavior and to give reassurance when necessary.

6. The sense of self of the child during preschool years is developed through social interactions with influential adults, caregivers, and peers. As the child begins to develop cognitively, they begin to learn social and cultural behaviors like language and customs from peers and adults around them. Their ability to grasp and understand these ideas and develop skills accordingly influences their idea of self. Reinforcement and feedback from parents and other influential adults help the child to decipher their personal position whether being good or bad and internalize these ideas.