Why is the acquisition of motor skills so important for development?

Emily, Rachel & Eleanor

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.

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’

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

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

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’

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

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

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

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

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

Chapman. London.

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

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

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

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

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’

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

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

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

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

Critiquing the Research

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

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