PRESCHOOL PHYSICAL AND MOTOR DEV Chapter 10. PHYSICAL GROWTH RELATIVELY SLOW COMPARED TO INFANCY...
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Transcript of PRESCHOOL PHYSICAL AND MOTOR DEV Chapter 10. PHYSICAL GROWTH RELATIVELY SLOW COMPARED TO INFANCY...
PRESCHOOL PHYSICAL AND MOTOR DEV
Chapter 10
PHYSICAL GROWTH
• RELATIVELY SLOW COMPARED TO INFANCY
• STEADY INCREASES IN HEIGHT, WEIGHT, COORDINATION– CULTURAL VARIATIONS IN HEIGHT/WEIGHT
• CENTER OF GRAVITY GETS LOWER SO PHYSICAL MOVEMENT BECOMES EASIER
GROSS MOTOR DEV
• LARGE MUSCLES IN ARMS, LEGS &STRENGTH AND STAMINA
• SEE CHART P. 198 (practice, diagnosis)• GRADUAL REFINEMENT OF ABILITIES,
SUDDEN APPEARANCE OF SKILLS• KIDS NEED DAILY PRACTICE INSIDE AND
OUTSIDE TO DEVELOP UPPER/LOWER BODY
CULTURAL VARIATIONS IN ACTIVITY LEVEL
• ACTIVITY LEVELS TAPER OFF BETWEEN 2-5 YEARS
• BOYS ARE USUALLY MORE ACTIVE THAN GIRLS
• CULTURE/GENETICS AFFECT ACTIVITY LEVELS
• HEALTH/NUTRITION AFFECT ACTIVITY LEVELS
• STORY P. 195
MOVEMENT AND CULTURE
• PLAY IS THE WORK OF THE CHILD
• KIDS OF EVERY CULTURE PLAY WHEN GIVEN THE CHANCE
• WE MUST GIVE KIDS DAILY VARIED OPPORTUNITIES FOR GROSS AND FINE MOTOR PLAY
GREAT BOOK
• PLACES FOR CHILDHOODS: MAKING QUALITY HAPPEN IN THE REAL WORLD’ BY JIM GREENMAN
• ISBN 0-942702-25-5
UNIVERSAL GROSS MOTOR ACTIVITIES
• RUNNING AND WALKING
• CLIMBING AND JUMPING
• CATCHING AND THROWING
• BALANCING
• ROUGH AND TUMBLE
FINE MOTOR DEVELOPMENT
• COORDINATION OF MUSCLES IN ARMS, HANDS, FINGERS
• SEE CHART P. 206• PERCEPTUAL-MOTOR DEV. INTEGRATING
PERCEPTION AND MOVEMENT• ALLOWS FOR DEV OF SELF-HELP SKILLS
(AUTONOMY)
ARTISTIC DEV
• ART IS A UNIVERSAL EXPRESSION OF FINE MOTOR DEV.
• VARIES WITH CULTURE
• INCLUDES 3-D AND “PAPER” ARTS
TALKING TO KIDS ABOUT ART
• OBSERVE QUIETLY AND THOUGHTFULLY
• LET CHILD INITIATE A DISCUSSION• ASK A NEUTRAL, OPEN ENDED
QUESTON: “WOULD YOU LIKE TO TELL ME ABOUT YOUR PICTURE?”
DRAWING DEV
• SEE CHART P. 207
• SCRIBBLING STAGE
• PRESCHEMATIC STAGE
• SCHEMATIC STAGE
• DEV OF PRECEPTUAL, COGNITIVE, MOTOR SKILLS
• PRECEEDS WRITING
REGGIO EMILIA
• ART IS A REPRESENTATION OF WHAT HAS BEEN LEARNED IN INTEGRATED PROJECTS
• LEARNING IS COLLABORATIVE BETWEEN KIDS, TEACHERS, PARENTS
• PROJECTS ARE LARGE IN TIME AND SPACE• TRAINED ART TEACHER AT EACH SITE• PROJECTS ARE DOCUMENTED
GENDER AND MOTOR DEV
• LITTLE RESEARCH OUTSIDE WHITE, MIDDLE CLASS FAMILIES
• BOYS GAIN MUSCLE MASS FASTER AND ARE STRONGER
• BOYS GENERALLY TAKE MORE RISKS AND ARE MORE ACTIVE
DEV LIFE SKILLS
• KIDS GAIN AUTONOMY BY DEV CARE OF SELF AND HOUSEHOLD SKILLS
• MONTESSORI EDUCATIONAL METHODS
PHYSICAL CHALLENGES
• NEUROLOGICAL AND PERCEPTUAL– CP– DOWN SYNDROME– UNSPECIFIED GENERAL DELAY– VISUAL AND HEARING
LEGAL RESPONSIBILITIES
• ANTI-DISCRIMINATION LAWS (ADA) REQUIRE REASONABLE ACCOMMODATIONS TO INCLUDE CHILDREN WITH DISABILITIES IN YOUR PROGRAM
• SEE PP 214-215 FOR COMMON ACCOMMODATIONS
ADD/ADHD
• ACTIVE, IMPULSIVE, DISTRACTED
• MOST EFFECTIVE INTERVENTIONS COMBINE DRUGS AND THERAPY
• SEE P 217 FOR INTERVENTIONS
MALNUTRITION
• APATHETICL, LISTLESS, INACTIVE
• NUMBERS ARE GROWING IN US
• OFTEN DUE TO POOR DIET, NOT BECAUSE OF SEVERE LACK OF FOOD
• FAST FOODS
• PROCESSED FOODS