Next, we went upstairs to the gymnasium where the environment drastically changed. As soon as we entered, the kids went "wild" and released all their built up energy. It was hard to get their attention and to get them to listen. We finally got the whole group to agree to play blob-tag, which was successful until it ended. We were unprepared because we didn't have many other games to play and after blob-tag the kids wanted to play other games. It was hard to get a consensus on what the best game to play was, so we split into two groups and gave two options of games (either knockout or red-rover). After a few minutes on the red-rover side it became apparent that the kids were bored and I noticed that some just wanted to chat with their friends. The goal for next time is to come with really appealing games for everyone to participate in and have fun. I really enjoyed my first experience at St. Mary's and look forward to making it a great experience for both myself and the kids.
Task A: Gross and Fine Motor Observation
1. Motor behavior wise, I noticed that the older children (third and fourth graders) could do things like shoot a basketball into a hoop, dribble a soccer ball with their feet, and put small lego pieces together all with a high amount of skill. Most of the kids got along, but when deciding what activities to do in the gymnasium, there was a lot of arguing and talking out of turn. When the younger children (pre-k to first grade) came to the gym I noticed that they listened more attentively to the college students and they really wanted to play and have fun with us. The older kids wanted to do things on their own and some sat out for a little while saying that they were tired or injured. Many of the girls played with the hoola hoops, jump ropes, and gym mats, while many of the boys played basketball, soccer, and ran around. The girls tended to play with other girls and the boys played with other boys.
Grade level definitely has an influence on motor behavior because as kids get older their muscles develop and their hand-eye coordination improves, so they are able to be more proficient in their motor skills. While first graders might only be able to bounce a basketball 4-5 times, a fifth grader will be able to bounce it correctly, change directions while maintaining the dribble and continue dribbling until they decide to stop. Natural ability can influence motor behavior but I didn't notice much of a difference between the skill levels of kids of the same age at St. Mary's. The only difference I noticed was gender related and that had more to do with interest than ability.
2. A fine-motor activity that I noticed at St. Mary's was when the kids were playing with lego's and they had to put small pieces together. The older kids that I was with had very little trouble putting lego pieces together to make structures and hardly any trouble taking things apart. They could carry on a conversation with me and still put the pieces together. I did not notice a difference between gender and fine motor skill. If I had the chance to observe younger children playing with lego's, I would notice that they had more trouble putting small lego pieces together because their fine motor skills are not as developed/practiced. As we played with lego's, I looked around the room a few times and saw kids playing cards, coloring, playing Jenga, and eating their snacks, all with great hand-eye coordination and fine motor skill.