B k standards-physical_motor 5-11-2012 final

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  • 1. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, Physical Well-Being and Motor Development standards address  motor skills and health practices that are essential for children’s overall development. These skills include the ability to use large and small muscles to produce movements, to touch, grasp and manipulate objects, and to engage in physical activity.  These standards also describe the development of health practices that become part of children’s daily routines and healthy habits such as nutrition and self-help.  These skills and behaviors play an important role in children’s physical well-being and set children on a path leading toward a healthy lifestyle. Healthy children are more likely to attend school, to be physically active, and to learn more effectively (Bluemenshine and others, 2008). The two strands in this domain are Motor Development and Physical Well-Being. Strand: Motor Development 1 Topics: Large Muscle: Movement, Balance and Coordination Small Muscle: Touch, Grasp, Reach, Manipulate Oral-Motor Strand: Physical Well-Being Topics: Nutrition Physical Activity Body Awareness Self-Help Safety Practices icon Physical Well-Being and Motor Development here
  • 2. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Motor Development Large Muscle: Movement, Balance, and Coordination icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Demonstrate strength and Walk with increasing Use locomotor skills with Demonstrate locomotor skillsPhysical Well-Being and Motor Development control of head, arms, legs coordination and balance, with increasing coordination and with control, coordination, and trunk using purposeful or without adult support and/or balance. balance in active play. movements. assistive device. EXAMPLES EXAMPLES EXAMPLES EXAMPLES • Runs, jumps, kicks a ball. • Hops, gallops, skips, and runs with • Holds head and torso up, first on • Begins to run excitedly toward • Uses alternating feet when control of direction and speed. two hands and then on one, while caregiver. climbing stairs. • Climbs ladders and pumps a swing on tummy. • Climbs into adult chair and turns on outdoor play equipment. • Scoots backward on belly toward to sit. caregiver. STANDARD STATEMENT • Crawls forward on his hands and Use a variety of non-locomotor STANDARD STATEMENT knees or might scoot on bottom or body movements (hands in the Demonstrate coordination in “army crawl” to reach something air, turn around, stand on one using objects during active play of interest. foot, etc.) during play. (riding tricycle, catching ball). EXAMPLES EXAMPLES • Bends to touch toes, knees, chest • Kicks, throws and catches a ball. 2 and head during “Tony Chestnut” song. STANDARD STATEMENT Use non-locomotor skills with control, balance and coordination such as bending, stretching and twisting during play. EXAMPLES • Plays “Simon Says,” touches toes, twists to the left and twists to the right. STANDARD STATEMENT Demonstrate spatial awareness in physical activity or movement. EXAMPLES • Jumps for height and distance.
  • 3. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Motor Development Small Muscle: Touch, Grasp, Reach, Manipulate icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Transfer a toy from one hand to Use both of their hands together Coordinate the use of arms, Coordinate the use of hands,Physical Well-Being and Motor Development another by reaching, grasping to accomplish a task. hands and fingers to accomplish fingers and wrists to manipulate and releasing skills. EXAMPLES tasks. objects and perform tasks EXAMPLES EXAMPLES requiring precise movements. • Turns the pages of a board book. • Grabs a preferred shaker toy, • Uses a spoon to scoop up food EXAMPLES • Scribbles with a fat crayon on a shakes it, brings toy to mouth then large piece of paper using a full- and bring it to mouth, with some • Strings beads or cereal to make a tosses it down to reach for a new hand grasp. spillage. necklace. toy. • Strings a large wooden bead onto • Zips, snaps, buttons and dresses • While holding a small toy in one a shoelace. self. hand, reaches for another toy with • Makes snips in a piece of paper free hand. with child-sized scissors. • Bangs objects on floor during play. STANDARD STATEMENT • Unbuttons a large button on Use classroom and household sweater. tools independently with eye- hand coordination to carry out activities. 3 EXAMPLES • Uses fork and spoon to eat. • Uses scissors to cut shapes. • Uses pencil to make recognizable shapes, lines or dots.
  • 4. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Motor Development Oral-Motor icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Use mouth and tongue to Take and chew small bites/ Take bites from whole foods, Demonstrate increasinglyPhysical Well-Being and Motor Development explore objects. pieces of finger food. coordinates chewing and complex oral motor skills such EXAMPLES EXAMPLES swallowing. as drinking through a straw, EXAMPLES blowing bubbles or repeating a • Explores the texture of objects • Chews small pieces of finger food with lips and tongue while playing with a variety of textures such as tongue twister. • Takes bites of and chews apples, with toys. crackers, bits of cheese and chunks broccoli, chicken and other foods EXAMPLES of banana. presented at lunch. • Drinks from an open cup, usually • Bites a biscuit or chews on a toy. • Drinks from a cup without a lid without spilling. STANDARD STATEMENT • Takes a bite from a piece of bread. with a little spilling. • Drinks a milkshake through a Open mouth to wait for food to straw. enter and use upper lip to clean food off spoon during spoon • Blows out birthday candles. feeding. • Attempts tongue twisters such as “Peter Piper.” EXAMPLES • Developing clear speech • Takes infant cereal, or pureed fruit articulation with some or vegetable from spoon with lips mispronunciations. 4 and coordinates swallow of the food.
  • 5. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Nutrition icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Communicate hunger or when Eat during regular meals and Make simple food choices, Demonstrate basicPhysical Well-Being and Motor Development feeling full. snacks times. has food preferences and understanding that eating a EXAMPLES EXAMPLES demonstrates willingness to try variety of foods helps the body new foods. grow and be healthy. • Watches bottle or food being • Climbs into toddler seat prepared and/or reaches for bottle anticipating snack time. EXAMPLES EXAMPLES or food when presented. • During lunch, asks for more • Helps pick and later tastes green • Explains why the body needs food • Eagerly accepts bottle or soft foods bananas when still hungry. beans from the classroom garden. “to make my body grow.” when hungry and turns head or • Prefers peaches and pumpkin • Pretends to fix a meal in dramatic pushes away when full. bread one week then turkey and play, “do you want carrots or cheese the next week. grapes?” STANDARD STATEMENT Demonstrate emerging responsibility for eating. EXAMPLES 5 • During snack time says, “I’m not hungry anymore so I will go play.”
  • 6. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Physical Activity icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Interact with caregivers in Participate in active physical Participate in songs or games Participate in active playPhysical Well-Being and Motor Development physical activities. play. requiring spontaneous or exhibiting strength and stamina. EXAMPLES EXAMPLES instructed body movements. EXAMPLES • Plays peek-a-boo. • Crawls and climbs over and under EXAMPLES • Uses gross motor equipment such • Reaches for a toy. on a small climber. • Points to body parts during a song as climber, slide and swing. or game requiring knowledge of • Runs with control and stops when • Kicks legs and moves arms while body parts. intended. lying on back. • Jumps, turns around, puts hands • Pedals a tricycle. in the air, squats down low, twists and shakes when “dancing” to music. STANDARD STATEMENT Demonstrate basic under- standing that physical activity helps the body grow and be healthy. EXAMPLES 6 • Makes statements like “running fast makes my legs strong” or “I feel good when I run, jump and play with my friends.”
  • 7. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Body Awareness icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Show awareness of own body. Point to basic body parts when Name, point to and move body Identify and describe thePhysical Well-Being and Motor Development EXAMPLES asked. parts. function of body parts. • Sucks on toes, hands and fingers. EXAMPLES EXAMPLES EXAMPLES • Looks at hands. • Points to the dolls nose when • Moves appropriate body parts • Identifies many body parts such asked. when playing “Simon Says.” as knees, elbows, shoulders, neck, fingers. • Tells a friend, “My muscles make me strong.” • States, “I see with my eyes,” “I hear with my ears,” “I smell with my nose.” 7
  • 8. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Self-Help icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Demonstrate emerging Participate in handwashing with Assume increasing responsibility Complete personal care tasksPhysical Well-Being and Motor Development participation in dressing self adult assistance. for hand washing. with increasing responsibility. EXAMPLES EXAMPLES EXAMPLES EXAMPLES • Straightens or extends arm when • Uses soap and rubs hands • Washes hands with soap and • Follows bathroom routine with hand is placed in sleeve during together with assistance during water at the sink before snack. adult guidance and reminders dressing. hand washing. (brushing teeth two times a day, flushing toilet, washing hands, STANDARD STATEMENT etc). STANDARD STATEMENT Actively participates in dressing. Participate in dressing with EXAMPLES caregiver assistance. STANDARD STATEMENT • Actively participates in choosing Follow basic health practices. EXAMPLES clothing to wear. EXAMPLES • Gets clothing items or diapers • Expresses preference for clothing when asked. items. • Puts dirty things such as tissues • Extends foot when caregiver and towels in trash. • Undresses completely without is ready to put shoes on; may help. • Washes hands after using tissue. 8 attempt to put on own shoes. • Covers mouths with elbow or sleeve when sneezing and coughing. STANDARD STATEMENT Dress with minimal or no caregiver assistance. EXAMPLES • Dresses with clothing right side out and correct side forward. • Puts shoes on correct feet.
  • 9. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Safety Practices icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten Not applicable. STANDARD STATEMENT STANDARD STATEMENT STANDARD STATEMENT Follow adult intervention/ Cooperate and/or stop a Identify and follow basic safetyPhysical Well-Being and Motor Development guidance regarding safety. behavior in response to a rules with guidance and support. EXAMPLES direction regarding safety. EXAMPLES • Picks up toys when directed so EXAMPLES • Recognizes when someone is people don’t trip on them. • Follows rule, with reminder, to doing something unsafe. • Sometimes stops doing a behavior walk in the classroom, even when • With occasional adult prompting, when adult says, “No.” excited. goes feet first down the slide. • Stops putting non-food items in • Wears helmet when riding a • Does not talk to strangers. mouth when asked. wheeled toy, with help from adult. • Holds caregiver’s hand when STANDARD STATEMENT crossing street. STANDARD STATEMENT Identify how adults help to keep • Climbs into car seats. Use adults as resources when us safe. needing help in potentially EXAMPLES unsafe or dangerous situations. • Identifies roles of firefighter and EXAMPLES police officer. 9 • Calls an adult for help when a glass falls and is broken. • Asks for help jumping down from STANDARD STATEMENT a climber. Identify the consequences of unsafe behavior with adult guidance and support. EXAMPLES • Says “you shouldn’t play in the street because a car could hit you.” STANDARD STATEMENT Demonstrate emerging ability to follow emergency routine with adult modeling and support (for example, a fire drill or earthquake drill). EXAMPLES • Lines up to exit the building during a fire drill, with adult guidance. (Standard Statements continue on page X.)
  • 10. • May • DRAFT 5:44 PM 2012 11, 2012 May 11, STRAND TOPIC Physical Well-Being Safety Practices Continued icon here Infants Younger Toddlers Older Toddlers Pre-Kindergarten (Standard Statements continued from page X.)Physical Well-Being and Motor Development STANDARD STATEMENT Demonstrate emerging ability to follow transportation and pedestrian safety rules with adult modeling and support. EXAMPLES • Seeks to hold adult’s hand while crossing the street. • Cooperates with using car seats and seat belts. 10