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					Physical
 Skills
“Children’s physical development, enthusiasm and energy for movement, should continually be promoted through helping
them to use their bodies effectively. They should develop their gross and fine motor skills, physical control, mobility
and an awareness of space using large and small equipment.”


                           “Children should be encouraged to enjoy physical activity.”

                                 FOUNDATION PHASE DRAFT FRAMEWORK FOR CHILDREN’S LEARNING
                                                                                APRIL 2004
Progression in physical skills, gross motor skills and physical play can be supported by opportunities for:
           Play
           Experimentation
           Practice
           Application
           Refinement
           Evaluation
                                                                     FOUNDATION PHASE GUIDANCE MATERIAL
                                                                                               MAY 2005


Physical Development consists of the progressive development of children‟s skills in:
    Physical Play
    Physical Skills
    Health and Safety including Healthy Eating and Well Being
PHYSICAL PLAY



Through physical play children should begin to develop an understanding of how their bodies move.
Gradually they should be able to move safely with increasing control and coordination. They should
understand the elements of rules and games and apply this knowledge. They should create and develop
simple cooperative and competitive games using a large variety of large and small equipment.

Children should be motivated by play opportunities and games that involve them in physical activity.




                                           FOUNDATION PHASE GUIDANCE MATERIAL MARCH 2005
Learning opportunities should be a balance between spontaneous & planned, adult & child led and topic related & child‟s
interest. All activities should be experienced both indoors and outdoors.
PHYSICAL PLAY                                         LEARNING OPPORTUNITIES
(These skills are not hierarchical)
Listen to instructions                                These skills can be developed during the daily routine of the
Follow instructions                                   setting. Every opportunity should be taken to practise and improve
Move safely and confidently                           them – registration, snack time, circle time, lunch time, play times,
Show awareness of space around them                   etc.
Name relevant body parts                              The settings policies on Healthy Eating and PSE should support the
Describe movements                                    advancement of these skills.
Understand positional language                        Action songs/ rhymes, Top Tots, Action Kids- Val Sabin, Sticky
Use positional language                               Kids
Become more skilful with actions that involve         Class Moves, Top Start,
different parts of the body
Develop games skills                                  Games that use a variety of different equipment e.g. balls, hoops,
Understand rules/turn taking                          bean bags, targets, bats, striking,
Apply rules                                           Devise own games, rules/scoring – with and without equipment
                                                      Buddy system/ playground games e.g. „What‟s the time Mr. Wolf?‟,
Making up own rules
                                                      skipping games, hopscotch, ball games, team games, elastic games
Understand fair play
Create simple games
                                                      Opportunities to play team games both within the school and with
Play simple co-operative games with a partner
                                                      other schools and clubs.
Play simple co-operative games with a small group
Play simple competitive games with a partner
Play simple competitive games with a small group
PHYSICAL SKILLS

“As children progress and become more confident, improvement in co-ordination of gross and fine
movements will continue to develop and new skills will be learnt. Children cannot learn a new skill until their
muscles are sufficiently developed and the activities and resources provided should be suitable for their
developmental needs.”

“The ages that children accomplish particular physical skills can vary considerably. Most children will
progress through the same stages of development at their own rate. “

                        These experiences should be exciting, enjoyable and fun.

                                            FOUNDATION PHASE GUIDANCE MATERIAL MARCH 2005


“Through using a range of small and large equipment and stimuli, children‟s skills and confidence will
increase. “

“Children‟s fine motor manipulative skills should be developed through using and handling a range of tools,
in planned activities across the curriculum.”
                                                FOUNDATION PHASE DRAFT FRAMEWORK APRIL 2004
  Learning opportunities should be a balance between spontaneous & planned, adult & child led and topic related & child‟s
  interest. All activities should be experienced both indoors and outdoors.
PHYSICAL SKILLS                                       These skills can be developed during the daily routine of the setting.
These skills are not hierarchical                     They should be practised both indoors and especially outdoors!

GROSS MOTOR SKILLS
                                                      Listen to and follow instructions – direction, speed, levels, shape, stop,
Walk with confidence
                                                      start etc.
Walk with control
Run with confidence                                   Top Start, Action Kids – Val Sabin.
Run with control                                      Action songs and rhymes
Stop with control
Jump with confidence                                  Two to two, one to two, two to one, bunny hops, star jumps etc
Jump with control
Climb with confidence                                 Climbing and swinging equipment
Climb with control
Push/pull with confidence                             A varied selection of sit and ride, push/ pull and wheeled toys should
Push/pull with control                                be provided
Pedal with confidence
Pedal with control                                    Rolling themselves and variety of equipment e.g. ball, hoops, tyres etc
Roll with confidence
Roll with control
                                                      Bean bags, balloons, feathers, variety of balls, quoits, scarves, etc
Throw with confidence
Throw with control
Catch with confidence
Catch with control
                                                      Balance on different parts of their bodies, variety of equipment – at
Balance with confidence
                                                      different levels. Transferring weight from one body part to another.
Balance with control
Hop with confidence
Hop with control
Skip with confidence                                  Skip independently
Skip with control                                     Skip with rope independently, team skipping
ALL ABOVE WITH INCREASING
CONTROL/ACCURACY
                                                      Dens, houses, walls, cars, etc.
Gain an awareness of space (height and distance)
                                                      Boxes, fabric, big blocks, sticks, clothes airers, netting, tarpaulin, milk
Build large construction
                                                      crates, bread trays, tyres etc.
Lift/carry and place safely
                                                      Health and Safety rules to be taught and reinforced
Respond with gesture and stillness
Respond creatively to stimuli
                                                      Role play and small world in response to a stimulus e.g. picture, story,
Create patterns of movements
                                                      poem, music, artefact or photograph
Collaborate with others
Use body movements creatively
                                                      Variety of music and dances from various cultures including Wales.
Perform movements                                     Variety of music that conveys moods and emotions.




   Learning opportunities should be a balance between spontaneous & planned, adult & child led and topic related & child‟s
   interest. All activities should be experienced both indoors and outdoors.
FINE MOTOR SKILLS                            Dough – homemade and bought, clay – air drying, rolling pins, scissors,
These skills are not hierarchical            cutters, kitchen tools, clay tools etc
HAND-EYE CO-ORDINATION
Explore a range of malleable materials       Pouring, transference, twisting, turning, moulding and measuring
Manipulate a range of materials
                                             Jigsaws, threading, pegs – large and small, brushes, chalks, thick
Explore small items of equipment
                                             crayons, scissors, posting boxes, small world figures, weaving,
Handle large tools
                                             computer mouse, computer keyboard, small construction, buttons,
Handle small tools
                                             zips, dressing dolls and themselves
Handle large tools with increasing control
Handle small tools with increasing control
                                             Hammers, saws and nails for creating their own models.
Use large tools for appropriate purposes
                                             Cooking equipment
Use small tools for appropriate purposes
                                             Gardening tools
Use large tools with increasing control
Use small tools with increasing control      Knitting needles, sewing equipment, pencils, pens, small brushes,
                                             knives, forks, ruler

                                             Cutting, folding and joining
                                             Making intricate models with a variety of materials
HEALTH AND SAFETY INCLUDING HEALTHY EATING AND WELL BEING

“Physical well being is essential to personal and social development. Children need to learn how to keep
themselves physically safe and healthy.”




                                                     FOUNDATION PHASE GUIDANCE MATERIAL MAY 2005




                                For their own well being children need to be outside!




   Learning opportunities should be a balance between spontaneous & planned, adult & child led and topic related & child‟s
   interest. All activities should be experienced both indoors and outdoors.

HEALTH AND SAFETY                                     These skills can be developed during the daily routine of the setting.
Be aware of potential dangers                         Every opportunity should be taken to practise and improve them –
Be aware of how to avoid dangers                       snack time, circle time, lunch time, play times, etc.
Handle equipment safely                                The settings policies on Health & Safety should support the
Move equipment safely                                  advancement of these skills.
Use equipment safely
Being aware of their safety and others                 Health and Safety rules to be taught and reinforced. E.g.toilet rules,
Take calculated risks                                  washing hands etc.
Have an awareness of their bodies
Understand the importance of fresh air, exercise,      Outside agency visits – nurse, dentist, police etc
rest, sleep and personal hygiene
Understand why we need food and water                  Outdoor environment is essential. Children should be aware of dangers
Take responsibility for keeping their bodies healthy   of the sun.
Make choices between unhealthy and healthy foods       After School clubs, Dragon Sport, PESS
Develop an awareness of what constitutes a             Observe the effects of exercise on their body e.g. increased heart
balanced food intake                                   rate, deeper breathing,
                                                       Cooking (food hygiene), science activities, Healthy Schools initiatives
Identify the dangers of substances
                                                       Healthy Eating Policy

				
Jun Wang Jun Wang Dr
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