CHAPTER 13

The Physical Domain

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

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

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

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

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

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

Fine Motor skills

Coordination of sensory information with the motoric action is necessary. These skills take time and practice to develop.

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

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.

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.

Encourage suggestions from the childrenEstablish guidelines for safety, level of

participation ad respect for others.

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

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

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.

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.

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.

When talking about food choices, use the phrase better choice, rather than good and bad food.

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)

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)

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