Physical Development Foundations and Framework Volume 2 Perceptual Motor Skills and Movement Concepts 1 © 2011 California Department of Education (CDE)

Physical DevelopmentFoundations and Framework

Volume 2Perceptual Motor Skills and Movement Concepts

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© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)

Strand: Perceptual Motor Skills and Movement Concepts

Acknowledgement This presentation is based on a presentation given by Dr. Clersida

Garcia on February 9, 2011 to CPIN on behalf of the California Department of Education, Child Development Division. CPIN would like to thank Dr. Garcia for her invaluable work as a co-writer and presenter on the physical development chapters of the California Preschool Learning Foundations, Volume 2 and California Preschool Curriculum Framework, Volume 2.

Dr. Clersida Garcia, ProfessorDirector of Motor Development Research Laboratory

Northern Illinois UniversityExpanded Research Consortia Expert in Physical DevelopmentMaster Trainer of the Head Start Body Start National Center for

Physical Development and Outdoor Play

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Perceptual-Motor Skills and Movement Concepts

Consists of three substrands:

1.0 Body Awareness

2.0 Spatial Awareness

3.0 Directional Awareness

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Strand: Perceptual Motor Skills and Movement Concepts

• Perceptual-motor coordination is the process of receiving, interpreting, and using information from all the body’s senses (visual, auditory touch, smell, taste and kinesthetic) to carry out the physical output (a coordinated movement).

• Movement concepts provide cognitive awareness of movement. Knowledge about what, where, how the body is moving.

4© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)



1.0 Body Awareness



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Practical Activity

“Body Outline Game”“Touch” song

– by Hap Palmer

Reflecting– How did you feel

playing that game?

– What was exciting or interesting about that game for you?

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Substrand 1.0 Body Awareness Concepts at 48 and 60 Months

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Substrand 1.0 Body Awareness

• Body Awareness includes the ability to identify location and function of body parts.

• Turn to page 51, Body Awareness substrand.– Read the two foundations and examples on

the page.– How did the game you just played address

these foundations?– How could you adapt the game to further

address the foundations?8© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)

Substrand Picture Match

• Find the picture that best matches the Body Awareness substrand card.

• Each picture can only be used once.

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Interactions and Strategies to Support the Development of

Body Awareness• Utilize multisensory

teaching strategies to reinforce children’s learning.

• Use multiple senses: visual, auditory, tactile, kinesthetic.

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Body Awareness• Introduce body parts

vocabulary during structured group games.

• Engage children in singing and movement activities to teach body parts.

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• Provide opportunities for children to see external representations of their bodies.

• Provide constructional play for children to build or put together body parts.


Body Awareness

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What It Might Look Like…

• Show scarf play

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1.0 Body Awareness



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Practical Activity

What kinds of games or strategies do you already use in your classroom related to spatial awareness?

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Substrand 2.0 Spatial Awareness Concepts at 48 and 60 Months

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Substrand 2.0 Spatial Awareness

• Spatial awareness is the ability to recognize where the body is in the space and in relationship to people and objects.

• Find and read the definition for spatial awareness in the Glossary.

• Think about the game we just played:– What spatial awareness knowledge did you use

automatically?– What spatial awareness knowledge did you practice?


Sample Developmental Sequence: Spatial Awareness

1. Child bumps into others who are close.

2. Child participates in seated activities without bumping into others.

3. Child participates in standing without bumping into others.

4. During a locomotor activity while moving in the same direction, child (with prompting) maintains space around self without bumping into others.

5. During a locomotor activity moving in different directions, child maintains space around self without bumping into others. Preschool Curriculum

Framework, Volume 2, pg. 48

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• Find the picture that best matches the Spatial Awareness substrand card.


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What It Might Look Like…

• Obstacle course inside

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Spatial AwarenessUse props or play objects to guide children in positioning of their bodies.

– Carpet square, circles, arrows that help locate their space

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Spatial Awareness

• Set obstacle courses that encourage children to go over, under, through objects.

• Play games where children move around with objects balanced on different parts of the body.

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Spatial Awareness• Have children

participate in clean-up routines by putting away toys.

• Children can collaborate and work together to negotiate different spatial awareness challenges.

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Spatial Awareness• Provide alternative

ways for children with physical disabilities or other special needs to learn spatial concepts.

• Use alternative learning activities as needed for children with special needs.

• If possible use home language at the beginning to assist English learners.

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1.0 Body Awareness



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Practical Activities

• Playing with hoops• Obstacle course to

find and place plastic eggs in different spaces

• Ribbon activity

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Substrand 3.0 Directional Awareness Concepts at 48 and 60

Months

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Substrand 3.0 Directional Awareness

• Ability to project the body in an oriented direction

• This requires and understanding of both:– Laterality– Directionality– Take a moment to read each definition in the

Glossary.


Sample Developmental Sequence:

Four Levels of Directional Awareness

1.Children can identify front/back and top/bottom on their own bodies.

2.Children have the internal awareness that their bodies have two different sides.

3.Children can accurately identify the left and right sides on their own body parts.

4.Children become aware that objects also have a left and right side.

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• Find the picture that best matches the Directional Awareness substrand card.


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What It Might Look Like…32



Directional Awareness

• Provide opportunities for child initiated play both indoors and outdoors.

• Encourage children to move in different directions and in different pathways.

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Directional Awareness• Engage children in two handed play activities.

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Directional Awareness• Adapt movement experiences

as needed for children with physical disabilities.

• Children with physical disabilities can experience movement in different directions and follow pathways.

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Reflection1. How can the family be engaged in providing

opportunities that support the development of perceptual motor skills and movement concepts?

2. How can teachers recognize if children are experiencing challenges and difficulties in perceptual motor skills and movement concepts?

3. How can teachers infuse more perceptual motor skills in their daily routines?

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Parking lot questions

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Let’s Share Your Impressions

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Make and Take Scarves

• Make your own scarves

• Using tulle fabric, cut out 12 x 12 inch pieces

• No sewing needed!

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Head Start Body SmartWebsite Resource

• This is a resource that can be shared with families and teachers.

http://www.aahperd.org/headstartbodystart/


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Head Start Body SmartWebsite Resource

• This is one of many resources that can be shared with families and teachers.

http://www.aahperd.org/headstartbodystart/

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http://www.aahperd.org/headstartbodystart/activityresources/activities3_5/


Documents

Physical Development Foundations and Framework Volume 2 Perceptual Motor Skills and Movement Concepts 1 © 2011 California Department of Education (CDE)