14.2.1: Supporting Physical Development
- Page ID
- 218725
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Learning Motor Skills
An important part of healthy physical development for young children is learning about the natural and physical world. Through sensory experiences, children strengthen connections between brain cells, which is a crucial process for learning and development. From birth, children use their five senses- vision, hearing, touch, tatse, and smell- to make sense of the world around them.
Research shows that children who play outdoors and have opportunities for enhanced sensory learning have more active imaginations, lower stress (Kondo et.al, 2018), better communication and social skills (Scott et.al, 2022). "Children crave movement" (Council for Professional Recognition, 2023). The National Association for Sport and Physical Education (NASPE, 2004), states children from birth through age five should not be at rest or sitting for more than 60 minutes at a time unless they are sleeping.
"Children playing outside." by San José Public Library is licensed CC BY-SA 2.0.
When it comes to teaching children motor skills, children must use their bodies in order to learn. By using their bodies, children are able to make comparisons between past experiences and new actions (Gordon & Browne, 2007). Memory recall allows children to think about what they did and make corrections or refinements to movements. Children modify and improve their motor skills as inputs from the sensory, temporal, and spatial systems are engaged.
Supporting Motor Skill Development
As a professional, there are numerous ways to support motor skill development:
- Providing daily opportunities for children to be outside (weather permitting) for at least 60 minutes a day, ideally up to 120 minutes a day.
- Provide opportunities to interact with living things such as classroom pets, living plants, and other elements found in the natural world.
- Utilize indoor spaces and add developmentally appropriate gross motor activities when unable to go outside. An example might be using the space in the block area to add tunnels, hula hoops, balance beams, tape lines to jump over, and unstructured play is what supports motor skill development the most.
- Plan daily movement experiences, such as stretching, yoga, or dancing to start group time.
- Use motor activities as part of transitions during the day. Fingerplays are a great way to keep children engaged and practice fine motor skills while waiting for the group to move from one place to another. Once the group is in motion, suggest that children walk like a bear or take big steps like an elephant.
- Make motor activities exciting and interesting. Obstacle courses, mazes, adding different materials to the sensory table, water play during the summer, and other activities that are not part of the daily environment stimulate interaction and engagement.
- Help children focus on the process of learning the skill rather than the product.
- Plan motor experiences that allow children to participate according to their skills.
Including Children with Special Needs
"Adaptive yoga" by FiberArtGirl is licensed under CC BY-SA 2.0.
The following recommendations are adapted from Blinde & McCallister (1998):
- Professionals would benefit from listening to what children (and parents of children) with special needs have to say about their needs, desires, and experiences in programs. This information can aid in the selection and modification of activities.
- Creativity is essential in adapting activities for students. A multitude of resources are available if professionals are uncertain about how to adapt activities (e.g., textbooks, Internet sites, AAHPERD publications). Here are a few specific resources:
- Huettig, C. & Pyfer, J. (1993). Gross motor activities for young children with special needs. Mosby.
- Kasser, L.S. (1995). Inclusive games. Human Kinetics
- Gross Motor Skills in Children with Autism by Cross River Therapy
- Fun Learning Activities to Build Skills by OT Mom Learning Activities
- Play Modifications for Children with Disabilities by Susan Sandall
- Adaptive Yoga for Kids, video by the National Center on Health, Physical Activity, and Disability
4. Students with special needs enjoy activities, want to play, and be part of the group. Although students with varying abilities may outwardly appear to accept the non-participant role in motor activities, inside they may want to shout “Let me play.” Professionals need to make sure their own fears and assumptions do not deny any student with differing needs the same opportunity to participate as other children in the program.
5. The professional should closely monitor the social dynamics of a classroom. Interaction patterns should not subject any student to ridicule, exclusion, or discrimination. Sensitivity, empathy, and caring toward others need to be fostered.
6. Professionals should reflect on their past classroom experiences and continually observe children's communication, behaviors, and participation to maintain the goal of a warm, welcoming classroom culture.
References
Blinde, E. M., & McCallister, S. G. (1998). Listening to the Voices of Students with Physical Disabilities: Experiences in the Physical Education Classroom. Journal of Physical Education, Recreation & Dance, 69(6), 64–68. https://doi.org/10.1080/07303084.1998.10605578
Council for Professional Recognition. (3rd Ed.). (2023). Essentials for working with young children. Author.
Gordon, A.M. & Browne, K.W. (2007). Beginning essentials in early childhood education. Thomson Delmar Learning.
Kondo, M. C., Jacoby, S. F., & South, E. C. (2018). Does spending time outdoors reduce stress? A review of real-time stress response to outdoor environments. Health & place, 51, 136–150. https://doi.org/10.1016/j.healthplace.2018.03.001
National Association for Sport and Physical Education. (2004). Active start: A statement of physical activity guidelines for children from birth to age 5 (2nd Ed.) Author.
Scott, S., Gray, T., Charlton, J., & Millard, S. (2022). The Impact of Time Spent in Natural Outdoor Spaces on Children's Language, Communication and Social Skills: A Systematic Review Protocol. International journal of environmental research and public health, 19(19), 12038. https://doi.org/10.3390/ijerph191912038