MOTOR SKILLS

(Reflection)

In this study motor development is shared through environmental, biological, and psychological circumstances. Motor skills are
functions that involve muscles of a baby’s body in which they perform a specific act. There are two types of motor development, gross
motor development and fine motor development. Both types of neuronal development have environmental, biological and psychological
influences. When children develop motor skills there is often positive reinforcement from parents and guardians perpetuating behavior
and reinforcing neuronal pathways and muscular development. Moreover, the child shows emotion and wants to keep trying.
Psychologically, the child builds these skills because of inspiration given by the parents. “Gross motor development refers to the control
over actions that help infants get around in their environment, such as crawling, standing, and walking” (Berk, 137). With these types
of factors it allows the infant to get around and learn the environment, but at the same time biological influences determine a child’s
ability to perform these certain tasks. The more practice a child has, the more developed the child’s skills will become. Some examples of
gross motor development would be pre-reaching. When a child see’s an object such as a mobile they look at it and try to grasp it. Another
example would be transferring objects from hand to hand.“Fine motor development has to do with smaller movements, such as
reaching and grasping” (Berk, 137). Examples of fine motor development is pincer grasp developed around nine months of age.
 Cognitive Development
(Reflection)

In this study cognitive development it consist of knowledge of a human being as such, what were earlier viewed as “lower
level” processes are no longer seen as automatic and over-determined. They are instead conceptualized as integrated within the
developmental system, and investigated as part of a more inclusive and conjoint range of biological and sociocultural processes.

Although each chapter in this volume is titled to name its focus on a relatively constrained topic, many chapters actually
address shared issues. Illustrative are the importance of symbols (e.g., see chapters on concepts, language, literacy, mathematical
reasoning, gesture, symbolic representation, play, and artistic development); the role of context in human development (e.g., see
chapters on artistic development, gender development, atypical cognitive development, cognitive development and culture, and media
and cognitive development); the power and pervasiveness of inferential or logical processes (e.g., see chapters on reasoning,
conceptual development, memory, temporal cognition, mathematical reasoning, and scientific thinking); connections between
cognition and emotion (e.g., see chapters on gender, executive function, and social understanding); and the importance of diversity,
both in individuals' own characteristics and in the cultural contexts that surround them (e.g., see chapters on artistic development,
culture, scientific thinking, and atypical development). The importance of the human body, whether approached from the perspective
of neuroscience or embodiment, does not end with the first chapter on the brain and cognitive development, but rather is threaded
throughout discussions of virtually all the chapters in the volume.

In short, then, while focusing on the richness and importance of their assigned topics, authors nevertheless reflect a relational
perspective in conceptualizing the role of their focal cognitive‐developmental process within an integrated developmental system.
 Special Education
(Reflection)

Special Education (Education and Inclusion of Individuals with Special Needs) has been enlightening for me as a secondary
mathematics educator. In the beginning of the semester, my feelings towards special education were those of apathy and insensitivity. I
now understand that my feelings were due to my lack of knowledge and my judgment based on stereotypes. I always knew that making
fun of students with learning disabilities was wrong. However, I never felt that inclusion of special education students in general
education classes was plausible or made sense. I felt that special education.
I always believed that there was something wrong with people with learning disabilities, and thus classified them as abnormal.
The activities made me realize that with their learning disability aside, they were no different from me. People with learning disabilities
had their strengths and weaknesses, and I had mine. The activities, without fail, made me frustrated. I wanted to lash out at the world, and
I always wondered why students with learning disabilities had emotional problems. I came to realize that people with learning disabilities
live with their disabilities for the rest of their lives. That these sensitivity activities were only temporary for us, but it was reality for those
dealing with the disabilities. This is what changed me the most, realizing this simple truth. Throughout my years at Lehigh, I have
proclaimed that I have a passion to teach, to show students that mathematics is not difficult, and that they are able to understand
mathematics. However, when it came to special education students, my philosophy changed, due to their learning disability. I was
ignorant to the special education movement of inclusion, because I feared the idea of teaching students who were not “normal”. I use the
word normal in quotations because I now realize that special education students are like anybody else, and that we, special and general
education students alike, are all normal. There is nothing wrong with special education students.
 HEARING IMPAIRMENT VISUAL IMPAIRMENT DEAFNESS

SPEECH OR LANGUAGE IMPAIRMENT

OTHER HEALTH IMPAIRED TRAUMATIC BRAIN INJURY

EXCEPTIONALITIES

INTRELLECTUAL DISABILITY
BLINDNESS
AUTISM

ORTHOPEDIC IMPAIRMENT SPECIFIC LEARNING IMPAIRMENT

EMOTIONAL DITURBANCE