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Theory Into Action
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Reflect on an infant or toddler classroom and discuss what experiences might promote motor development? Would you consider these experiences safe? Are there other parts of the room that may promote motor development that are not obvious? What might these experiences look like?

After examining figure 7.2 in Chapter 7 you realize that a child in your care appears to be severely delayed in motor development. Whom would you talk to first? How would you discuss your concern with the parent? What type of community professional might you contact?

A parent is asking you how your classroom supports motor development, and how you ensure no one will get hurt, considering that the children are at varying levels. How might you address this parent’s concerns? What are some important guides to mention about how you set up an environment to promote motor development?

When working with a developmentally-delayed child what considerations might you make in setting up the environment to promote her motor development? How would you know what challenges would be appropriate? What might you do to meet the varying needs of all the children in your program?





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