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Learn to Move, Move to Learn The Importance of Physical Skills Development in Children

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Title: Learn to Move, Move to Learn The Importance of Physical Skills Development in Children


1
Learn to Move, Move to LearnThe Importance of
Physical Skills Development in Children
  • Sharon Drew
  • sharonannedrew_at_aol.com
  • www.smartcc.co.uk

2
Prime Areas of Learning Development
Physical Development
These areas are particularly crucial for igniting
childrens curiosity and enthusiasm for learning
and for building their capacity to learn, form
relationships and thrive.
Personal Social Emotional Development
Communication Language Development
3
Importance of physical skills development?
  • Makes new behaviours/learning possible
    cognition/problem solving. It is the childs
    preferred mode of learning because they best
    understand concepts when theyre physically
    experienced.
  • Perceptual development is intricately entwined
    with motor development space, body depth

4
Getting Connected.......
  • Movement creates muscular patterns on which to
    build learning
  • The brain develops its neural connections through
    movement - the cells that fire together wire
    together.
  • Brain doubles in weight in first 2 years not
    because new cells created but movement helps
    build connections

5
Planning Organising and Problem Solving...........
  • Movement involves judgment - Assess the situation
    and ability to make the appropriate movement. 
  • How hard should I throw?  How fast should I
    run?  How much effort do I need to jump that
    high?  When should I stop?
  • Decision-making that is needed in school, and
    social life. 
  • "What will happen if...?"  "Should I...?

6
  • Healthy and happy
  • Physical competence/incompetence affects a
    childs self-esteem
  • Builds muscle strength, lung capacity and bone
    development
  • Crucial for the body control necessary later for
    writing and reading.
  • Enables a child to take independent action and
    gain control over personal routines

7
A moving child is a speaking child.............
  • Gain experiences from the world
  • Movement combined with information from the
    senses is the first way in which babies
    communicate with the world

8
  • Moving together provides opportunities for to
    speak and listen to one another
  • Stringing actions together to form sequences is
    similar to linking words to form sentences (and
    eventually paragraphs)
  • Activities crossing the body's midline helps the
    brain to communicate across the corpus callosum.
    This integration is essential to the ability to
    read, write, use scissors, dress

9
  • When children demonstrate the meaning of words
    physically, their understanding of the words is
    more immediate and longer-lasting. E.g. action
    words as stomp, pounce, stalk, or slither

10
  • Until children have experiences orienting their
    bodies in space by going up, on, under, beside,
    inside, and in front of things, it is possible
    they will have difficulty dealing with letter
    identification and the orientation of symbols on
    a page. 
  • Anita Rui Early Childhood Exchange

11
  • Movement is also..............
  • Pleasurable
  • Learn about risk
  • Set personal challenges
  • Sense of purpose and self fulfillment
  • Learn motor skills that will be used for a life
    time
  • Outlet for energy

12
Movement Makes Sense
  • Perceive the world through our senses.
  • In addition to the usual senses there is
    somatic or body senses
  • Which way is up? gravity sensors
  • How fast? motion sensors
  • Where am I? muscle sensors
  • Balance is linked with vision
  • What does it feel like? touch sensors

13
sensational movement
  • As children move in endless ways the sensations
    from these movements lay down 'sensory maps',
    which enhance their perception of their body
    schema. Through using larger full-body
    movements, children begin to learn to relate
    themselves to the space around them (spatial
    awareness)
  • Senses link with emotions

14
Factors that can hinder physical skill
development.
  • Physical - body size, physical growth, strength
  • Gender
  • Maturation of the central nervous system
  • Genetic
  • Wellbeing health, diet
  • Developmental/cognition
  • Family culture, reinforcement of behaviors,
    habits and levels of support, family position
  • Environment opportunities/experience to
    practice
  • Intrinsic - the child's ability to make choices,
    cooperate, make decisions, and recognize
    outcomes.
  • Temperament, sense of self-control, self-esteem,
    and motivation.

15
Fundamental Movement Skills
  • As children grow and develop, they begin to
    combine and sequence their repertoire
  • of physical skills which subsequently provide the
    foundation for the learning of other,
  • more specialised movement skills.
  • Locomotor Movement
  • Movement of the body from place to place e.g.
    crawling, walking, hopping, jumping, running,
    leaping, galloping and skipping. This type of
    movement helps develop gross motor skills.
  • Non-locomotor Movement
  • Movement of the body while staying in one place
    e.g. pushing, pulling, twisting, turning,
    wiggling, sitting and rising. This type of
    movement helps develop balance and coordination
    skills.
  • Manipulative Movement
  • Movement that involves controlled use of the
    hands and feet e.g. grasping, opening and closing
    hands, waving, throwing and catching. This type
    of movement helps develop fine motor skills and
    eye-hand coordination.

16
Baby Gym building blocks for learning
17
  • It takes 7-8 years of play and movement to
    provide a child with sensory motor intelligence
    that can serve as the foundation for
    intellectual, social, and personal development
    (Ayres 1995)

18
Some Statistics
  • WHO more than 22 million children under 5 are
    obese or over-weight
  • By 2020
  • 1/3 of girls will be obese
  • 1/5 of boys will be obese
  • 1/3 of adults will be obese
  • The UK has the lowest physical activity for
    school children in Europe
  • Ref Sian Griffiths President of the Faculty for
    Public Health

19
Some Research
  • Delay in gross and fine motor skills in 1st year
    (1 in 10 children) was significantly associated
    with delayed cognitive development at the age of
    5years
  • Delay in gross motor development also has a
    significant impact on a childs behavioural
    adjustment at 5 years (IOE in Nursery World Feb
    2010 similar study in March Edition Hansen, Joshi
    Dex (Eds 2010))

20
  • Hands on learning

21
Value of Fine Motor Skills
  • Children in the first years of school spend 45 -
    55 of their day carrying out fine motor tasks.
  • McHale and Cermak (1992)

22
Handy Facts
  • 27 bones
  • The wrist 8
  • Palm - five
  • Fingers 14
  • Palm arches
  • Muscles strength/mobility
  • Finger/thumb opposition

23
Fine Motor
  • The ability to co-ordinate the
  • action of the eyes and hands
  • together in performing precise
  • manipulative movements (eye-
  • hand co-ordination).
  • Includes
  • Different grips
  • Release
  • Tactile Sense
  • Strength
  • Using eyes and hands together
  • Using two hands together
  • Hand preference

24
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25
The Role of the Practitioner
26
Observation and Assessment
  • The way the child coordinates actions to move
    around the space - on their feet, bottoms,
    backs, tummies and hands and knees.
  • How the child chooses to move and the way they
    experiment/problem solve with movement
  • What toys and objects the child likes to try to
    reach for and play with.
  • The skills that are developing e.g. crawling,
    climbing, throwing,
  • The childs tolerance of sensory experiences of
    movements such, rolling, spinning and rocking.
  • How do they feel when handled

27
  • How the child responds to different types of
    music.
  • The way in which the child tries to copy
    movements or repeat skills they have achieved.
  • How the child combines movements such as running
    and stopping or climbing and turning.
  • The different ways the child uses their bodies to
    express themselves imaginatively.

28
  • Build on childrens physical skills development
    by planning and resourcing a challenging
    environment which supports and extends specific
    areas of childrens skills.
  • Model physical participation and activity. The
    attitude and behaviour of the adult can have a
    profound impact on what happens with the
    childrens learning

29
Take it outside
  • The outdoors is the best place for young children
    to practice and master emerging physical skills
    and to experience the pure joy of movement.  Its
    also the place where theyre likely to burn the
    most calories, which is absolutely necessary in
    the fight against obesity. 
  •  

30
Opportunities for...
  • Swinging, spinning, sliding and bouncing.
  • Moving over different surfaces in different ways,
    different directions and speeds
  • Climbing, balancing and jumping off.
  • Collecting, handling, transporting, pulling and
    pushing objects.
  • Traveling around over, under and through
    obstacles.
  • Grasping/releasing, fine and gross, and use 2
    hands together.
  • Taking risks and challenge themselves.

31
  • EYE acknowledge importance of movement in
    children's development and has been more often
    than not considered as a channel to children's
    cognitive social and emotion development rather
    than a feature of learning in its own right!
  • Movement only becomes an issue when a delay in
    development is identified

32
SUMMARY
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