CHAPTER 13 The Physical Domain. Teaching Strategies Use learning centers to teach skills Provide...
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Transcript of CHAPTER 13 The Physical Domain. Teaching Strategies Use learning centers to teach skills Provide...
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CHAPTER 13
The Physical Domain
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Teaching Strategies
Use learning centers to teach skillsProvide 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
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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
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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
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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
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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
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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
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Fine Motor skills
Coordination of sensory information with the motoric action is necessary. These skills take time and practice to develop.
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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
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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.
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Continued
Provide suggestions and strategies to support the child’s learning.
Intersperse guided practice with modelingEmphasize qualitative movement over
quantitative outcomesProvide encouragement and feedback to
children about their performanceUse problem solving strategies to explore
movement concepts.
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Encourage suggestions from the childrenEstablish guidelines for safety, level of
participation ad respect for others.
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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
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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
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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.
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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.
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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 familiesUse mealtimes to teach nutrition and proper
eating habits.
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When talking about food choices, use the phrase better choice, rather than good and bad food.
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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)
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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)
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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