Physical Development Foundations and Framework Volume 2 Perceptual Motor Skills and Movement Concepts 1 Updated Nov-11

Physical DevelopmentFoundations and Framework

Volume 2Perceptual Motor Skills and Movement Concepts

1

Updated Nov-11

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

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 Network (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 Network (CPIN)

Substrand Picture Match

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

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• Utilize multi-sensory teaching strategies to reinforce children’s learning.

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

Interactions and Strategies to Support the

Development of Body Awareness

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• Introduce body parts vocabulary during structured group games.

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


Development of Body Awareness

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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.

Interactions and Strategies to Support the Development of

Body Awareness

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What It Might Look Like…13




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…20


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

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


Development of Spatial Awareness

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Development of 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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Development of 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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• 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.


Spatial Awareness

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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…


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• 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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Development of Directional Awareness


Directional Awareness

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Engage children in two handed play activities.

• Adapt movement experiences as needed for children with physical disabilities.

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


Development of Directional Awareness

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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 your own scarves

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

• No sewing needed!

Make and Take

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Make and Take-Wrist

Ribbons

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• Make your wrist ribbon• Tie one thick piece of

ribbon or 3-4 thin ribbon to an elastic hair tie.

• No sewing needed!

Head Start Body StartWeb Site Resource

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

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

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

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Head Start Body StartWeb Site Resource

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

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

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Documents

Physical Development Foundations and Framework Volume 2 Perceptual Motor Skills and Movement Concepts 1 Updated Nov-11