Objective

• Give examples of how you can support the physical development of children in the home.
•  Explore informational resources supporting the physical development of every child in your classroom.
• Give examples of accommodations that you can use to promote the physical development of children with special learning needs in your classroom.

Preschoolers are among the most active in every person’s life. Considering what you learned in chapter one (Physical Development: Introduction, Best kindergarten) on the importance of exercise in young children’s lives. It is clear that preschoolers need time for active movement and play. 

Keep in mind that language and social development occur during play. You want to be sure in your daily work. You give the children a chance to interact and connect in meaningful ways while the children actively play. You have many opportunities to observe them and gather valuable information about their development.

Your program should give children the opportunity to exercise fully. Preschoolers should do physical activity. Whether indoors or outdoors, at least 60 minutes each day. Your program should try to allow two hours for activities where the child is not passive. 

In which they can choose other physical activities or play, such as dressing up in costumes. However, it is recommended to do the activity for an hour. But this sixty-minute session could be split into five, 10-, 15-, or 20-minute increments throughout the day. Thirty minutes may be filled with structured activities such as games, while the other half-hour may consist of unstructured activities.

Embed physical activity into your classroom routine.

Exercise should not be seen as a break from your classroom routine. But it should be a part! Movement helps children. It releases energy while practicing existing skills and learning new skills. Taking into account the child’s overall skills and fine motor skills At the same time, the benefits of exercise on the overall development of the child are considered. Consider the following examples of experiences you can give children. In your classroom:

• During the center work:

Give children a chance. Get involved in role-playing in your dressing area. Use blocks or other objects of nature to create or balance objects in the block space. Draw or write using different materials. Explore and manage various items and textures in an art or writing center. In Discovery Center, Listen, view the screen, or mouse over in the Listening Center or Computer Center, explore different textures, smells, colors, or sizes. in the sensory center

• During the circle time:

Play games like Simon Say or Follow The Leader to get kids always awake. Download and print attachments. Non-Competitive Active Games In this section, for tips on making some familiar games less competitive. These games can be played indoors or outdoors. For some of these games, You may need to adjust the furniture in your room if you need more space.

• During or after the time of the story:

Encourage children to role-play the story or role-play the characters and mimic their movements and sounds.

• During snack or lunchtime:

Encourage children to use cutlery Practice trying to open the container. Deliver food around the table, serve it, and clean up after yourself.

• During the transition period:

Ask the child to walk, crawl, or jump where he wants. by ensuring that, above all, it is safe.

• At any time:

Turn on the music and invite the children to the dance party. Dancing requires constant movement. Dancing involves coordination, flexibility, and strength. And increases the range of motion of preschoolers (National Dance Education Organization, 2011). Adjust the furniture in your room if you want to increase the space. 

And support children Suggestions about your favorite songs or genres. You can also arrange. There are also “exercise time” features to do simple exercises with the kids. These exercises will be even more fun if you put the music together.

With a bit of imagination and thinking outside the box, You can create lots of fun activities to keep your kids active throughout the day. For example, you can host an indoor basketball game with crumpled newspaper “balls” that kids toss into cardboard boxes or baskets. 

Or you can ask the kids to “ice skating” by wearing socks on a flat surface. While making sure that children will be safe all the time, There are limitless possibilities of what you can do in your classroom!

Support the physical development of all preschoolers.

Physical activity may be experienced and expressed by children with developmental disabilities differently. For these children, You may need to adjust your curriculum and environment, and classroom activities for them to be successful. Suppose you are working with children who need extra learning. 

Think about how your existing practice has helped them succeed. Think about the busy central job. Switching from one activity to another, lunch, nap time, potty time, Free time for indoor and outdoor play, and other school activities, what are you doing to support the physical development of all children in your care during the time mentioned above?

Some children in your care may have conditions that affect their motor development. This includes physical and cognitive impairments. With neurological and cognitive disorders and attention-deficit/hyperactivity disorder, children with Individualized Education Programs (IEPs) have specific plans to help them achieve their personal goals and objectives. 

Typically, these children will need to change or adapt to the curriculum. Classroom environment and preschool activities each day. Related services may be needed for children with other physical and developmental disabilities to ensure that they have access to classroom and school courses, activities, environments, and extracurricular activities. 

Children with disabilities may have problems with motor coordination and muscle strength. 

While some children may be able to play and perform self-help activities with little or no help, other children may need significant support and assistive technology. This may include items such as wheelchairs or braces. or a communication device that allows them to explore their surroundings and interact with others. Children with disabilities may have visual, hearing, or intellectual disabilities, which require significant support and accommodation for daily classroom activities. 

You may be working with children with low muscle tone. You will need to support access and participation in mobility activities. You may meet children with ADHD/ADHD. Who sometimes may be active impulsive, or more easily distracted. You must encourage children to participate in your program activities successfully.

To create a more inclusive and supportive environment for all learners. You must have a participatory attitude. Your facility is compliant with the Americans with Disabilities Act (ADA), so at least children and families with various physical needs have access to your building. You have to go beyond access, however. 

Make sure all children and families feel welcome and involved. The Kids Together program (KIT) can be a valuable resource for ideas. You can also consider the Building Blocks and Cara’s Kit. The Council for Exceptional Children Division for Early Childhood resources provides real-world practices to help kids get better. 

Succeed in your environment. When a child with a specific need is listed in your program, Work with the Disability Specialist Inclusion Action Team to make sure you and your staff know how to support the child’s physical development. You can be a resource for brainstorming and sourcing materials. Consider these quick and easy adjustments:

1. Identify requirements:

• The child has difficulty catching or catching the ball.
• Possible solutions:
• Attach the Velcro tab to the ball for easier handling.
• Make your balls with crumpled paper wrapped in masking tape.
• Use a beach ball
• Use a scarf to throw and catch.

2. Identify requirements:

• Children have a hard time kicking a ball.
• Possible solutions:
• Give a little air to make it easier to grab or kick.
• Use bigger balls
• Play on grass or carpets that rub against the ball.

3. Identify requirements:

• Difficult to watch football
• Possible solutions:
• Buy or make a ball with a bell inside so that children with visual impairments can participate.
• Use brightly colored materials.

Promote discovery and sensory development in preschoolers

Most people are familiar with the five senses of sight, hearing, smell, touch, and taste. There are at least two other senses, named proprioceptive and vestibular senses. Other connective tissues within the body are stimulated by movement and gravity. 

This sensation improves body awareness and helps in motor control. Vestibular sensory receptors are found in the inner ear. Help determine the speed and direction of any movement. The seven senses are how our bodies respond to external stimuli. The preschool environment can help every child develop their senses. This section explores ways to support the sensory development of preschool children.

Movement and exploration promote sensory development. The Arts and Writing Center offered children the opportunity to Moved and explore, Scribbles explore the sense of sight, and many artistic materials contribute to a wide range of sensations (Dodge, Colker, & Heroman, 2002). 

And other art materials have different colors, sizes, textures, and scents. Paintbrushes of various sizes and drawing tools such as sponges and rollers result in different textures.

Other learning environments engage with the senses Blocks and toys come in different textures and colors. Computer programs can stimulate different senses. Children listen through headphones, look at screens, and move a mouse. 

Music and movement also use a variety of senses. This includes listening to music, dancing, or playing a musical instrument. Food preparation and cooking help preschoolers explore taste and other senses.

The only furniture or device that stimulates the sensory development of preschoolers is the sensory table. The sensory grid can be filled with multiple items. Children can explore by squeezing, sorting, digging, pouring, and playing freely. The list can be rotated and changed regularly. If you don’t have a sensory table, You can use plastic boxes or other containers. in the sensory center.

Ideas for sensory centers or tables:

1. Water.

You can add interest at the table or water center by adding food coloring or soap to the water. You can also decorate the bottom of a table or container with colored contact paper. Small toys such as fish, rocks, or hollow and floating objects can be added to stimulate sensory and cognitive development.

2. Sand.

It can be used with or without water. Small sieves, cups, cones, and colorful stones can enhance learning.

3. Natural material

Safe seasonal plant materials are easy to handle. This includes twigs, soil, leaves, and so on.

4. Office equipment

Preschoolers can play with shredded paper, peanuts, or colored paper clips. Be sure to supervise children when playing with small items such as bean wraps and paper clips, which may be a choking hazard.

5. Classroom or household items

Large beads and buttons, cotton balls, or other kitchen utensils are things that children will love. can explore

When choosing a medium for sensory activities, Always consider the child’s developmental needs in the classroom. 

Set rules for safe selection at a table or sensory center: “sensory objects are in hand or the table, not the mouth.” Other rules include limiting the number of people allowed at the center at one time. Adult supervision may be required. Preschoolers use sensory centers to discover many ideas. Add tools or toys to perform various activities. In the sensory center, Use tweezers to pick up small toys. To help children strengthen fine motor skills. Sorting items by color or by attributes such as sinking and floating. Resulting in the concept of arrangement and science. Watch the second video in the Learn section of this lesson to discover how one classroom explored ice.