Objectives

2. Objectives Participants will be able to: • Identify the Physical Development and Health KDIs • State the components of each of the individual physical development KDIs • Identify and use strategies to support children’s physical development

3. Gross Motor Movements • March in place • March wide • Tip toe • Etc. What do you notice about what we were doing?

4. Gross Motor Movements (cont.) • March around the room • March in various ways • Tall, down low, reverse directions • Walk backwards • Gallop • Gallop again, switching which foot is in front What was different this time?

5. What we’ve been doing is called locomotor or traveling movements!

6. Remember, children can also be the leaders and show us (the class) movements to copy!

7. How do Children Move? • With your partner, think about these locomotor movements in terms of development. • Which are more simple for children to do? • Which are more complex?

8. Locomotor Movement Chart

9. Why is skipping harder? • It incorporates galloping and hopping in coordination. • Each foot has to take turns being the leader. To support skipping, we should provide opportunities to gallop and hop. Encourage children to try galloping and hopping using the other foot as the leader.

10. Nonlocomotor Movements • Pat your stomach • Pat your head • Swing your arms • Shake both your hands at the same time What have you noticed about what we were doing?

11. Nonlocomotor Movements • Arms turning by your side in big circles • Twist your wrists Sit down on floor • Rock front to back • Rock side to side • Bend and straighten both arms

12. Separate: Demonstrate or Tell Remember to: • Ask children to “watch and copy” • You demonstrate a movement, remembering not to talk while you are moving {e.g. marching your feet) • Children join in and copy the movement

13. Separate: Demonstrate or Tell Remember to: • Ask children to “listen and do” • Tell children the movements while you keep your body still (e.g. Say “put both hands on your head”) • Children follow the verbal directions and you watch

14. What’s Happening Here?

15. Separate: Demonstrate or Tell • Once you have used Separate to start a movement, label the movement you are doing with a word. • Saying the word with the movement helps to develop the cognitive-motor link. • For example if you start marching and the children join you add the word “march” each time a foot touches the floor.

16. The movements we have been doing are called nonlocomotor or stationary movements.

17. Remember, children can also be the leaders and show us (the class) movements to copy!

18. Simple to More Complex Nonlocomotor Movements Simple: • On the body Examples: pound, pat head, pat stomach, pat toes Medium: • Off the body Examples: shake, wiggling thumbs and fingers, twist, swing, turn Complex: • Sequenced movements Examples: bend/straighten, push/pull, open/close 18

19. Simple: On the Body Pat on your body using both hands at the same time.

20. Intermediate: Off the body Use 2 hands at the same time to do a movement off the body.

21. Complex: Sequence Use 2 hands to do a sequence Examples include: bend/straighten, push/pull, curl, stretch, up/down

22. Why all the emphasis on developmental sequence???

23. It’s important that we are aware of the developmental sequence so that when we do movement activities, we plan movements that are within the developmental reach of our children!

24. Let’s Play Ball! • Crumple a piece of paper into a ball. • Play with your ball the way you’ve seen children doing.

25. What you have been doing is coordinating your gross motor movements!

26. KDI 16: Gross-Motor Skills Children demonstrate strength, flexibility, balance, and timing in using their large muscles Children: • Use nonlocomotor (stationary) movements. • e.g., bending, twisting, rocking • And locomotor (traveling) movements. • e.g., walking, climbing, running, jumping, hopping, skipping, marching, galloping • Coordinate gross-motor movements. • throwing, catching, kicking, bouncing balls, and using a swing

27. KDI 18: Body Awareness Children know about their bodies and how to navigate them in space Children: • Recognize the names and locations of body parts. • Are aware of their own bodies in relation to people and objects around them • Feel and move their bodies to a steady beat.

28. Exploring Steady Beat Steady beat is the consistent, repetitive pulse that lies within every rhyme, song, or musical selection.

29. Yankee Doodle

30. Why is Steady Beat Important? Steady beat is the consistent, repetitive pulse that lies within every rhyme, song, or musical selection. Steady beat is central to almost everything we do and mastery of it has lifelong significance. Steady beat helps to lead to basic timing which is what organizes our body and actions.

31. Reminder • It is important for you to wait to change the movements so all children can be successful. • This activity is to help children with their sense of timing, not to try and trick them so they can’t keep up!

32. Time for a Parade • Lines of 3 people, one behind the other. • First person in each line, anchor your hands on your body. Show everyone in your line. • After the introduction of the song, begin to march around the room. • When the music stops the leader goes to the end of the line and the new leader shows where to anchor the hands. • Start the music over from the beginning.

33. Steady Beat with Rhymes • “Watch and copy” • Use 2 hands and pat your knees at a medium tempo four times • Add the words “beat, beat, beat, beat” followed by the rhyme “Two Little Sausages”

34. Two Little Sausages Two little sausages, Frying in a pan; One went Pop, And the other went Bam!

35. Important! • When you are saying the rhyme with steady beat be sure to use a regular speech flow rather than enunciating certain syllables. • Do the rhyme several times. • Always start the process over by finding a new place to pat.

36. Steady Beat with Songs Singing songs without the words first allows the children to hear the melody of the song without the distractions of the words. • Start rocking back and forth and do the movement several times • Continue to do the movement and sing the melody of “Row, Row, Row Your Boat using “bah” or “la” instead of the words • Sing the song again, singing the words

37. Row, Row, Row Your Boat (rocking) Row, row, row your boat; gently down the stream Merrily, merrily, merrily, merrily; life is but a dream When we are rocking we are making a movement on the first of every two beats.

38. Row, Row, Row Your Boat (marching) Row, row,row your boat; gently down the stream _____ Merrily, merrily, merrily, merrily; life is but a dream ______ When we are marching we are making a movement on every beat.

39. KDI 20: Healthy Behavior Children engage in healthy practices Children: • Participate in active, physical play. • Know that some foods are healthier than others. • Carry out behaviors that are healthy.

40. Small Group Discussion How are some of the ways you encourage healthy behaviors in your classroom?

41. KDI 19: Personal Care Children carry out personal care routines on their own Children: • Feed themselves, dress, wash their hands, brush their teeth, use tissues, and use the toilet.

43. Providing children with visual cues (or sequence cards) can help with Personal Care routines!

44. Hand Washing

45. Arrival Routine 1 2 3 4

46. Snack Clean Up 1 2 3

47. Getting Dressed to Go Outside in the Winter

48. Taking It Home!

49. Going to Bed

50. Fine Motor Fun • In your table groups, look at the photos of children involved in fine motor movements. • Pay close attention to what the children are doing with their hands. • Trying imitating their actions with your own hands. • Identify and describe your own hand movements.