ECE 130: Early Childhood: Physical Development Part 2 Laura Taddei 4/19/2008 PQAS #CI-0036000 K1 C3...
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Transcript of ECE 130: Early Childhood: Physical Development Part 2 Laura Taddei 4/19/2008 PQAS #CI-0036000 K1 C3...
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ECE 130: Early Childhood: Physical Development Part 2
Laura Taddei4/19/2008
PQAS #CI-0036000K1 C3 01
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Learning Objectives
Participants will create activities that will increase a young child’s fine motor skills
Participants will discuss the growing problem of childhood obesity and ways that teachers can promote a positive lifestyle in the classroom
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Fine Motor Skills
Defined as small muscle movementsThey occur in the finger in coordination
with the eyes – eye-hand coordinationTeacher must be patient and
understanding because it takes time and practice for children to develop these skills
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Cutting activities
Cutting is a great way for children to practice fine motor skills
Draw a thick black line on a piece of paper and ask the child to cut
Have the child cut the corners of a piece of paper
Cut fringes on paper
Cut clay or play dough
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Placing and Pasting
Place a variety of forms on outlines (cut out shapes or have blocks in different shapes, and have the child place on outline)
Match shapes, colors, or pictures to a page and paste them within the outline
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Tracing and Coloring
Use a thick black line and have the
child trace lines
Trace and color shapes
Eventually as fine motor skills
improve, the child can trace letters
Trace in sand
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Self-Care Skills
ButtoningLacing TyingFastening SnapsZippingRolling out doughVacuuming a rug
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Many times children are not ready to do a worksheet, the child can trace the pattern with his finger before he would try it with a pencil
Trace a pattern in sand, cornmeal, finger paint, etc. The textures give the child kinesthetic feedback
Finger Tracing
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Pre-Writing
Dot to dot drawings of pictures, objects, shapes, numbers, letters, etc.
Folding activitiesHave the child do repetitive strokes
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Writing
Have the child write in the air and in front of their eyes with their finger
Trace letters on textured surfaces, manipulate 3-dimensional letters when blindfolded
When a writing tool is introduced, letters involving similar strokes should be taught first – moving simple to complex
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Tips to Remember:
Upright writing surfaces promote fine motor skills
Children learn best through playing, so incorporate opportunities for fine motor skills while playing; for instance, dress up can help the child with buttoning and zipping
Encourage the children to keep trying
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Fine Motor Skill Activity
In groups of 3 to 4, create a lesson plan and activity specifically for developing fine motor skills. Materials are in the front of the room to use to demonstrate to the rest of the class.
Refer to Early Learning Standard Fine Motor Skill handout
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Video on
http://www.healthcentral.com/diet-exercise/video-30528-49.html
http://www.healthcentral.com/diet-exercise/video-30528-49.html
http://www.healthcentral.com/diet-exercise/video-30528-49.html
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Helping Kids Eat Right and Be Active
Children’s bodies grow quicklyEncourage daily physical activityIncorporate movement into the classroom
activitiesAgain, kids learn through play, so make
things fun
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Movement Activity
Participants will play “People to People” A quick movement activity to do where you
do not need any equipment, just people
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Teachers are role models
Eat healthy in front of the childrenTalk about nutrition during school activitiesTalk about exercising and be supportive of
childrenTalk about the importance of eating
breakfast in the morning
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Smart Snacking
Choose foods like fruits and vegetablesThey are loaded with important nutrients –
not just fat and caloriesFill half your plate with fruit and vegetables
at every mealMake fruits and vegetables the primary
choice for snacks
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How many cups of fruit/veggies?
Kids – ages 2 to 3: 2 – 3 cupsGirls – ages 4 to 8: 3-3 ½ cups; ages 9-13
3 ½ - 4 ½ cups; ages 14-18: 4 ½ cupsBoys ages 4 to 8: 3 – 3 1/2; ages 9 to 13:
4 to 5 cups; ages 14 to 18 – 5 to 6 cups