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Why is the acquisition of motor skills so important for development?
Emily, Rachel & Eleanor
May, P (2011). Child Development in Practice: Responsive teaching and learning
from birth to five. London. Routledge. Chapter 3: Children’s physical
and motor development.
Children's Physical & Motor Development
EYFS
‘co-ordination, control, manipulation and movement’ skills
‘active and interactive’
‘physical activity for health’
‘make healthy choices in relation to food’
Children's Physical & Motor Development- The Body and Mind
The body and the mind are interlinked
Helen Bee (1997)- other reasons for studying physical & motor development
Jennie Lindon- development is a continual refinement of abilities
Children's Physical & Motor Development- Physical and Mental Health
Helen Bee- as competence increases the child’s views of themselves changes
Reaction to progress leads to more skilful children
Success should be encouraged
Physical development is linked to physical and cognitive development
Children's Physical & Motor Development- Physical and Mental Health
Urge for curiosity drives self-determination and independence
Robinson- we may ‘underestimate the excitement of exploration’
Physical exercise strengthens and widens the range of movements
Goddard-Blythe- physical skills for a healthy body and mind are ‘attention, balance and co-ordination’
Children's Physical & Motor Development- Learning Actively
Bruner- ‘movement and action’ represent the ‘nature of childhood’
Piaget- ‘active learning’, children need to practice the skills they are learning
Asking questions
Progressive learning & physical dexterity
Children's Physical & Motor Development- Learning through the senses
Smell is the longest sense for humans
Looking is an important skill
Visual signs can support auditory learning
Children with visual impairment will refine another sense
Children's Physical & Motor Development- The Adult’s Role
Two-fold
Gross motor skills can be encouraged in an outside area
Teach children to use tools so less accidents happen
‘Active and interactive’
Life skills
Children's Physical & Motor Development- The Role of Play
EYFS theme of Learning and Developing
Trial and error can help to develop motor skills
Enabling environments
Environment is the 3rd teacher
Darragh- environment will support play
Davies,M (2001) Helping children to learn through a movement perspective. Paul
Chapman. London.
Helping children to learn through a movement perspective
Babies meet needs and feelings of movement.
Gather a variety of impressions through movement
High level of handling for parents when young
Playing can lead to a rich vocabulary of movement
Helping children to learn through a movement perspective
Adults have a vast range of movements to mix and match
Choosing appropriate expressions of voice and bodily gestures
Young siblings can be involved in caring roles
Learning consolidation is an important factor for development
Varying emphasis on accent in games
Helping children to learn through a movement perspective‘Schemas of action’
Neisser- ‘dynamic, active, information seeking structures’
Piaget- Function of a scheme is to enable generalisation
Accessible environment
Develop and refine skills
Ensure a wide selection of environmental opportunities
Helping children to learn through a movement perspective
Balance is an essential part of locomotive and manipulative skills
Stimulating environment and interactions
Standing and walking are given the most encouragement by parents
More time and commitment
Helping children to learn through a movement perspective
Action Research (1994) advice to parents with children with dyspraxia
‘Hidden disorder’
5-10% of children suffer with dyspraxia
Nielsen (1992) - ‘gross motor activity is replaced’
Helping children to learn through a movement perspective- Balancing
Comfortable and effective level of dynamic balance
Children who are particularly good at this skill will go on to participate in activities which require it to be used
Helping children to learn through a movement perspective- Throwing
Complex activity as several parts of the body move simultaneously
Early activity
Life-long skill
There are three different stages of throwing
Helping children to learn through a movement perspective- The Importance of throwing and catching
Essential parts of a child’s play
Co-operative and competitive
Arnold (1998)- ‘pre-requisite’
Challenges for the body and self
Helping children to learn through a movement perspective
Natural appetite for movement
Movement activity related to the stable environment
The mobile and acrobatic use of the body
Handling objects and making them move
The expressive use of the body
Critiquing the Research
May, P (2011). Child Development in Practice: Responsive teaching and learning from birth to five. London. Routledge. Chapter 3: Children’s physical
and motor development.
Lots of references to well known researchers
From a published book
Links directly to theory and practice
Pamela May is an Early Years Consultant
Links back to EYFS
Davies,M (2001) Helping children to learn through a movement perspective. Paul
Chapman. London.
Written in 1995 and reprinted in 2001
Molly Davies is known internationally for her scholarly worn in the field of Movement and Dance
From a published book
Lots of references throughout the chapter
Addressing topic from her point of view
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