Cdl presentation ppt

CDL Presentation

1. Why is the acquisition of motor skills so important for development? Emily, Rachel & Eleanor

2. 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.

3. 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’

4. 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

5. 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

6. 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’

7. 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

8. 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

9. 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

10. 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

11. Davies,M (2001) Helping children to learn through a movement perspective. Paul Chapman. London.

12. 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

13. 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

14. 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

15. 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

16. 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’

17. 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

18. 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

19. 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

20. 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

21. Critiquing the Research

22. 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

23. 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