Pd perceptual motorv11 10_29_11

Use Your Noodle: If It’s Physical, It’s Development Perceptual Motor Skills and Movement Concepts

Official Rollout of the CA Preschool Learning Foundations & Curriculum Framework, Volume 2

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

Saturday, October 29, 2011

Solano County Office of Education, Fairfield

Presented By: Debbie Supple Lisa Shaanan Eloisa Mendoza-Hinds

Bay Region 4 CPIN

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

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Let’s “Kick-off” Volume 2 3

•  Visual and Performing Arts (VPA)

•  Physical Development

•  Health

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

The Preschool Learning Foundations

•  Describe how children develop, grow, and learn

•  Define knowledge

and skills most children attain during preschool years

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Substrand 1.0 Body Awareness Concepts at 48 and 60 Months

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Strand Substrand

Age

Foundation Examples

Why Foundations in Physical Development?

•  Physical development competencies play an important role in the child’s overall development

•  A child’s physical development is not compartmentalized

•  Movement does not occur in isolation

•  Physical development affects and is affected by all domains

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Physical Development Requires •  Thoughtfully planned

developmentally appropriate instruction

•  Opportunities for engagement in both structured and unstructured activities

•  Encouragement in multiple ways

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Research “Movement skills are

a foundation for learning. They are also a foundation for the more complex motor skills needed later in life for fitness activities, organized sports, and recreation.“

Preschool Learning Foundations, Volume 2, page 37

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Physical Development Foundations: Three Strands

1.  Fundamental Movement Skills

2.  Perceptual-Motor Skills and Movement Concepts

3.  Active Physical Play

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Foundations in Physical Development

Fundamental Movement Skill

Perceptual Motor and Movement Skills

Active Physical Play

Balance

Body Awareness Active Participation

Locomotor Skills Spatial Awareness Cardiovascular Endurance

Manipulative Skills Directional Awareness Muscular Strength, Muscular Endurance, and Flexibility

Source: California Preschool Learning Foundations Vol. 2, CDE Press, 2011.

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Strand: Perceptual Motor Skills and Movement Concepts

•  Perceptual-motor coordination is the process of receiving, interpreting, and using information from all the body’s 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.

11 © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)

Perceptual-Motor Skills and

Movement Concepts Consists of three substrands:

1.0 Body Awareness 2.0 Spatial Awareness 3.0 Directional Awareness

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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?

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•  Provide opportunities for children to see external representations of their bodies.

Interactions and Strategies to Support the Development of

Body Awareness

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Body Awareness •  Introduce body

parts vocabulary during structured group games.

•  Engage children in singing and movement activities to teach body parts.

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Body Awareness •  Utilize multisensory

teaching strategies to reinforce children’s learning.

•  Use multiple senses: visual, auditory, tactile, kinesthetic.

•  Provide constructional play for children to build or put together body parts.

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What It Might Look Like…

View scarf play video

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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?





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Practical Activity What kinds of

games or strategies do you already use in your classroom related to spatial awareness?

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Substrand 2.0 Spatial Awareness Concepts at 48 and 60 Months

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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?


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. 48

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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.

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Spatial Awareness Use props or play objects to guide children in positioning of their bodies.

– Carpet square, circles, arrows that help locate their space

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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.

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Spatial Awareness •  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.

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Spatial Awareness

If possible use home language at the beginning to assist English learners.




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Overcoming the obstacles… •  Use the available materials to

design an obstacle course •  You must travel in, out, over,

under, around, behind and through and move fast and slow; high and low

•  Think about designing your obstacle course so that children have opportunities to “cross the midline.”

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Substrand 3.0 Directional Awareness Concepts at 48 and

60 Months

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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.


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.

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What It Might Look Like… View Video

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Directional Awareness •  Provide opportunities

for child initiated play both indoors and outdoors.

•  Encourage children to move in different directions and in different pathways.

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Directional Awareness •  Engage children in two handed play activities.

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Directional Awareness •  Adapt movement experiences

as needed for children with physical disabilities.

•  Children with physical disabilities can experience movement in different directions and follow pathways.

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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?

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Let’s Share Your Impressions 40


with participants at your table

and

with the whole group

Using Your Noodle •  Draw a substrand out of the hat. •  Work with your team to design an

activity you would use with your children to promote your substrand skill, using the available materials.

•  Identify the Foundation(s) and age level your activity supports.

•  Be prepared to demonstrate your activity.

Head Start Body Smart Website Resource

•  This is a resource that can be shared with families.


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http://www.aahperd.org/headstartbodystart/

Head Start Body Smart Website Resource

•  This is one of many resources that can be shared with families.

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http://www.aahperd.org/headstartbodystart/

http://www.aahperd.org/headstartbodystart/activityresources/activities3_5/


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Pd perceptual motorv11 10_29_11

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Transcript of Pd perceptual motorv11 10_29_11