Physical Development Foundations and Framework Volume 2 Perceptual Motor Skills and Movement Concepts 1 Updated Nov-11

Strand: Perceptual Motor Skills and Movement Concepts Acknowledgement This presentation is based on a presentation given by Dr. Clersida Garcia on February 9, 2011 to CPIN on behalf of the California Department of Education, Child Development Division. CPIN would like to thank Dr. Garcia for her invaluable work as a co-writer and presenter on the physical development chapters of the California Preschool Learning Foundations, Volume 2 and California Preschool Curriculum Framework, Volume 2. Dr. Clersida Garcia, Professor Director of Motor Development Research Laboratory Northern Illinois University Expanded Research Consortia Expert in Physical Development Master Trainer of the Head Start Body Start National Center for Physical Development and Outdoor Play 2 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Perceptual-Motor Skills and Movement Concepts Consists of three substrands: 1.0 Body Awareness 2.0 Spatial Awareness 3.0 Directional Awareness 3 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Strand: Perceptual Motor Skills and Movement Concepts Perceptual-motor coordination is the process of receiving, interpreting, and using information from all the bodys senses (visual, auditory touch, smell, taste and kinesthetic) to carry out the physical output (a coordinated movement). Movement concepts provide cognitive awareness of movement. Knowledge about what, where, how the body is moving. 4 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Perceptual-Motor Skills and Movement Concepts Consists of three substrands: 1.0 Body Awareness 2.0 Spatial Awareness 3.0 Directional Awareness 5 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Practical Activity Body Outline Game Touch song – by Hap Palmer Reflecting –How did you feel playing that game? –What was exciting or interesting about that game for you? 6 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand 1.0 Body Awareness Concepts at 48 and 60 Months 7 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand 1.0 Body Awareness Body Awareness includes the ability to identify location and function of body parts. Turn to page 51, Body Awareness substrand. –Read the two foundations and examples on the page. –How did the game you just played address these foundations? –How could you adapt the game to further address the foundations? 8 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand Picture Match Find the picture that best matches the Body Awareness substrand card. 9 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Utilize multi-sensory teaching strategies to reinforce childrens learning. Use multiple senses: visual, auditory, tactile, kinesthetic. Interactions and Strategies to Support the Development of Body Awareness 10 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Introduce body parts vocabulary during structured group games. Engage children in singing and movement activities to teach body parts. Interactions and Strategies to Support the Development of Body Awareness 11 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Provide opportunities for children to see external representations of their bodies. Provide constructional play for children to build or put together body parts. Interactions and Strategies to Support the Development of Body Awareness 12 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

What It Might Look Like… 13 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Perceptual-Motor Skills and Movement Concepts Consists of three substrands: 1.0 Body Awareness 2.0 Spatial Awareness 3.0 Directional Awareness 14 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Practical Activity What kinds of games or strategies do you already use in your classroom related to spatial awareness? 15 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand 2.0 Spatial Awareness Concepts at 48 and 60 Months 16 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand 2.0 Spatial Awareness Spatial awareness is the ability to recognize where the body is in the space and in relationship to people and objects. Find and read the definition for spatial awareness in the Glossary. Think about the game we just played: –What spatial awareness knowledge did you use automatically? –What spatial awareness knowledge did you practice? 17 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Sample Developmental Sequence: Spatial Awareness 1.Child bumps into others who are close. 2.Child participates in seated activities without bumping into others. 3.Child participates in standing without bumping into others. 4.During a locomotor activity while moving in the same direction, child (with prompting) maintains space around self without bumping into others. 5.During a locomotor activity moving in different directions, child maintains space around self without bumping into others. Preschool Curriculum Framework, Volume 2, pg © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand Picture Match Find the picture that best matches the Spatial Awareness substrand card. 19 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

What It Might Look Like… 20 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Use props or play objects to guide children in positioning of their bodies. –Carpet square, circles, arrows that help locate their space Interactions and Strategies to Support the Development of Spatial Awareness 21 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Interactions and Strategies to Support the Development of Spatial Awareness Set obstacle courses that encourage children to go over, under, through objects. Play games where children move around with objects balanced on different parts of the body. © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 22

Interactions and Strategies to Support the Development of Spatial Awareness Have children participate in clean-up routines by putting away toys. Children can collaborate and work together to negotiate different spatial awareness challenges. 23 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Provide alternative ways for children with physical disabilities or other special needs to learn spatial concepts. Use alternative learning activities as needed for children with special needs. If possible use home language at the beginning to assist English learners. Interactions and Strategies to Support the Development of Spatial Awareness 24

Perceptual-Motor Skills and Movement Concepts Consists of three substrands: 1.0 Body Awareness 2.0 Spatial Awareness 3.0 Directional Awareness 25 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Practical Activities Playing with hoops Obstacle course to find and place plastic eggs in different spaces Ribbon activity 26

Substrand 3.0 Directional Awareness Concepts at 48 and 60 Months 27 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

28 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand 3.0 Directional Awareness Ability to project the body in an oriented direction This requires and understanding of both: –Laterality –Directionality –Take a moment to read each definition in the Glossary. 29 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Sample Developmental Sequence: Four Levels of Directional Awareness 1.Children can identify front/back and top/bottom on their own bodies. 2.Children have the internal awareness that their bodies have two different sides. 3.Children can accurately identify the left and right sides on their own body parts. 4.Children become aware that objects also have a left and right side. 30 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Substrand Picture Match Find the picture that best matches the Directional Awareness substrand card. 31 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

What It Might Look Like… © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 32

Provide opportunities for child initiated play both indoors and outdoors. Encourage children to move in different directions and in different pathways. 33 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) Interactions and Strategies to Support the Development of Directional Awareness

34 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) Engage children in two handed play activities.

Adapt movement experiences as needed for children with physical disabilities. Children with physical disabilities can experience movement in different directions and follow pathways. Interactions and Strategies to Support the Development of Directional Awareness 35 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Reflection 1.How can the family be engaged in providing opportunities that support the development of perceptual motor skills and movement concepts? 2.How can teachers recognize if children are experiencing challenges and difficulties in perceptual motor skills and movement concepts? 3.How can teachers infuse more perceptual motor skills in their daily routines? 36 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Parking lot questions 37 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Lets Share Your Impressions 38 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Make your own scarves Using tulle fabric, cut out 12 x 12 inch pieces No sewing needed! Make and Take 39 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN)

Make and Take-Wrist Ribbons 40 © 2011 California Department of Education (CDE) California Preschool Instructional Network (CPIN) Make your wrist ribbon Tie one thick piece of ribbon or 3-4 thin ribbon to an elastic hair tie. No sewing needed!

Head Start Body Start Web Site Resource This is a resource that can be shared with families and teachers. 41

This is one of many resources that can be shared with families and teachers. 42 Head Start Body Start Web Site Resource

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