In children 0 to 5 years Learning Objectives Discuss why physical activity is important for young children and the difference between structured and unstructured physical activity Define and demonstrate ageappropriate ways to guide children in activity and movement settings ID: 559754
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Movement and Brain Development
In children 0 to 5 yearsSlide2
Learning Objectives
Discuss why physical activity is important for young children and the difference between structured and unstructured physical activity.
Define and demonstrate age-appropriate ways to guide children in activity and movement settings.
Give examples of age-appropriate activity and movement policies for your child care program.
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Learning Objectives Continued…
List ways to increase moderate to vigorous physical activity in the everyday child care routine.
Discuss the importance of adult role modeling and improving the quality of structured movement activities intentionally facilitated by adults.
Learn how your center can become a Missouri MOve Smart Child Care.3Slide4
Physical activity…. It’s for everybody!
It’s about moving your body.
It’s about having energy.
It’s about enjoying lifeIt’s about feeling good.It’s not about body size.4Slide5
The Situation
More than one in four preschoolers are overweight or obese
Child care providers can help keep children healthy
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Energy Intake
Energy Out
Fat StoresSlide7
The benefits of physical activity help the whole family …
Handle stress
better
Sleep more soundlyFeel more energeticFeel better about themselvesMaintain healthy bones, muscles and jointsMaintain a steady weight
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Child Skill Development
Fundamental Motor Skills
Locomotor skills
Manipulative skillsNonlocomotor skills8Slide9
Child Skill Development
Child care providers need to have a sense of direction
Movement capabilities emerge due to interacting factors
Development is a continuum of changes where everything matters, everything interacts, everything changes9Slide10
Four Predictable Changes
Maturation of central nervous system (CNS)
Increased muscular strength and endurance
Increased posture and balance Improved sensory processing10Slide11
Gross Motor Development
One to Two Year Olds
Walk alone
Stands on tiptoes to reach somethingCarry large toy while movingWalk up and down stairs holding onto supportClimb into and down from furniture unassistedKick a stationary ballRuns alone11Slide12
Observing & Evaluating
Motor Skills
Each child is unique
Each skill has its own developmental progression 12Slide13
Gross Motor Development
Walks backward
Pushes a riding toy with feet while steering
Climb stairs with alternating feet, using hand rail for balanceSquats to pick up toysJumps in place, two feet together
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Two
to Three Year OldsSlide14
Gross Motor Development
Two to Three Year Olds (continued)
Catches a large bounced ball against the body with arms straight
Sidesteps a taped line on the floorThrows a ball or other object by pushing it with both handsStraddles a taped line on the floor
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Gross Motor Development
Runs
Jumps over objects or off a step
Rides a tricycle using pedals
Walks forward along sandbox edge, watching feet
Jumps off low step, landing on two feet
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Three to
Four Year OldsSlide16
Gross Motor Development
Traps thrown ball against body (bending arms when catching)
Walks up and down stairs alternating feet
Kicks ball forward by stepping or running up to itClimbs at least two rungs of a jungle gymAvoids obstacles and people while moving
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Three
to Four Year Olds (continued)Slide17
Gross Motor Development
Four To Six Year Olds
Moves through an obstacle course
Attempts to jump ropeHops across the playground; hops on one foot then the otherGallops and skips with easeKicks moving ball while running17Slide18
Physical Activity and Children
Express feelings, explore, and learn about the world
Focus on basic motor skills and fitness
Basic motor skills = foundation for a lifetime of activityMay increase children’s learning ability18