CHAPTER 13 The Physical Domain

Teaching Strategies Use learning centers to teach skills Provide opportunities for children to explore equipment and try out physical behaviors suggested by the equipment or materials Observe children’s performance of each skill or interest Demonstrate the skill to be mastered and incorporate do-it signals

Perceptual Motor skills Spatial Awareness: where the body is in terms of others in the environment. Figure Ground Perception: determining what is in the foreground and in the background usually involves auditory or visual perception skills. (children finding objects that are inside the picture of many) Temporal Awareness: rhythm is one kind of organized time that young children can do

Perceptual Motor Skills Balance  Static Balance; ability to maintain a posture while holding still  Dynamic Balance: ability to remain in a desired position while moving

Body and Directional Awareness Body awareness: knowledge about names and functions of the various parts of the body Directional awareness knowledge of a combination of the understanding of concepts such as  up and down  Front and back  Left and right

Kansas Early Learning STANDARDS Develops Gross Motor Skills  PHD Benchmark 1.1: Moves body with control and balance (spatial awareness and coordination)  Pre3 1: Balances on one foot  Pre3 2: Hops on one foot  Pre4 1: Runs around obstacles, turns corners

Standards Continues PHD Benchmark 1.2: Coordinates movements in space to accommodate objects and boundaries  Pre3 1:Steers wheeled toys  Pre3 2: Kicks a large ball  Pre4 1: Moves body into position to catch a ball, and then throws the ball in the right direction

Fine Motor skills Coordination of sensory information with the motoric action is necessary. These skills take time and practice to develop.

General Principles of Fine Motor Development The proximal-distal principle in which the shoulder, arm, wrists and then finger muscles are used in succession as children move on to greater control Maturation, learning and practice are all significant factors in a child’s ultimate success: maturation alone does not lead to skillful performance Children acquire knowledge and skill gradually and are heavily influenced by the presence of models in the environment

Continued Mature performance is the result of years of practice Growth or the increase of the size of the hands may contribute to children’s learning some skills, such as keyboarding and piano playing because of the reach that is requires to use the correct form Children progress through the same developmental sequences although considerable variation in rates can be seen.

Continued Provide suggestions and strategies to support the child’s learning. Intersperse guided practice with modeling Emphasize qualitative movement over quantitative outcomes Provide encouragement and feedback to children about their performance Use problem solving strategies to explore movement concepts.

Encourage suggestions from the children Establish guidelines for safety, level of participation ad respect for others.

PHD Standard 2: Develops Fine Motor Skills PHD Benchmark 2.1: Develops small muscles with purpose and coordination  Pre 3 1: Cuts out simple shapes  Pre3 2:Draws and paints with some detail  Pre3 3:Manages large buttons and zippers  Pre4 1:Repoiduces some shapes and letters with writing utensils  Pre4 2: Grasps scissors with thumb on top

To encourage Perceptual Motor Skills Provide opportunities to practice balance that are simple at first, then move on to more challenging opportunities. Incorporate concepts of spatial and time awareness into other domains as opportunities arise. Select noncompetitive group games or modify familiar games to reduce or eliminate competition

Use directional language in context daily, including left and right for older children, Use accurate language for naming body parts Provide safety information and guidance to prevent hazards as children explore their bodies' functions and capabilities. With younger children, provide an uncluttered background for objects you want them to see.

Health, Safety and Nutrition Must be included in the curriculum. Children learn this best through modeling, and direct teaching. We can extend this to families as well.

Health, Nutrition and Safety Plan vigorous physical activity every day. Demonstrate a concern for your fitness and health so that children can imitate what you do. Communicate regularly with families Use mealtimes to teach nutrition and proper eating habits.

When talking about food choices, use the phrase better choice, rather than good and bad food.

KS Health and Safety ELS PHD Standard Demonstrates behaviors that promote good health. Benchmark 3.1 Exhibits healthy eating habits  Pre3 1: Eats with fork and/or spoon  Pre3 2: Transfers food and liquid between containers, (serve self during family meals)  Pre4 1: Identifies different food groups  Pre4 2: Able to scoop from large bowl to open plate (serve self during family meals)

PHD Benchmark 3.2: Follows safety rules/precautions Pre3 1: Knows common safety rules that have been discussed Pre3 2:Behaves appropriately during emergency evacuation drills Pre4 1: Recognizes warning symbols and communicates their meaning (red light, stop sign, poison symbol, etc)

PHD Standard 3 Demonstrates behaviors that promote good health PHD Benchmark 3.3: Practices good personal hygiene  Pre3 1: Takes care of own toileting needs  Pre 4 1Washes and dries hands before eating and after toileting  Pre 4 2: Brushes teeth independently after meals