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etextbook Human Development and Performance Throughout the Lifespan 2nd edition
cengage.com
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Reading chapter 12, we see the child’s body structures engaging in neuro functions and development of self-care skills, including school-readiness skills. From previous readings and our individual experiences, the preschool years are when rapid social, emotional, and cognitive growth occurs. Every other later skill advancement depends on the preschool’s prior skills acquisition. Preschool is where children begin to develop and manage their unique personalities, expression of needs, display their disabilities, and other lifespan functions. In our previous discussions, we looked at the implications of the neurological needs in children, the alternative communications needs, the ICI, the limited social determinants of health, parents’ roles, and the environment. All these factors affect the children’s preschool functions. Think of Trevor’s disability and the difficulty in achieving self-care skills to pair with his peers. Trevor lacks gross motor skills, the social relationship skills known to play a critical role in preschool development to allow for exploration, imitation, and practice of basic functional skills. As expected, by the end of the preschool period, children can independently manage basic self-care, follow social conventions, follow directions, and work in a group setting. Sure, that is not the case with Trevor. Think of the other occupational behaviors expected of school-age children; think of children struggling with acquiring the needed skills. However, there has been a consistent introduction of advanced technologies to enhance preschool learning experiences, including helping children with disability needs. Of course, interactive technologies have some of the same positive learning opportunities associated with constructive play. There is also a discourse that most technologies tend to decimate child-parent and caregiver relationships, a critical need for children’s growth and development. There is also a valid argument that nurturing the imagination and creativity offered by these technologies helps address the challenges of the twenty-first century. With the case of Trevon in mind, it’s obvious to focus on the objective skill performance in fine and gross motor skills as part of a therapeutic intervention program.
In your discussion 12:
1. Paint a preschool child with limited gross motor skills and functions
2. Create alternative interventions
3. Argue against and for the use of technology in preschool learning.

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