1  Use Your Noodle:  If It s Physical, It s Development  Perceptual Motor Skills and Movement Concepts  Official Rollout o...
2Strand: Perceptual Motor Skills   and Movement Concepts      Acknowledgement This presentation is based on a presentation...
3       Let s Kick-off Volume 2•  Visual and   Performing Arts   (VPA)•  Physical   Development•  Health©2011 California D...
4        The Preschool Learning             Foundations•  Describe how   children develop,   grow, and learn•  Define know...
5   Substrand 1.0 Body Awareness   Concepts at 48 and 60 MonthsSubstrand                                                  ...
6            Why Foundations in Physical                  Development?•  Physical development   competencies play an   imp...
7 Physical Development Requires•  Thoughtfully planned   developmentally   appropriate   instruction•  Opportunities for  ...
8                                 Research   Movement skills are  a foundation for  learning. They are  also a foundation ...
9           Physical Development          Foundations: Three Strands1.  Fundamental    Movement Skills2.  Perceptual-Motor...
10                   Foundations in                Physical Development    Fundamental                    Perceptual Motor...
Strand: Perceptual Motor Skills and            Movement Concepts•  Perceptual-motor coordination is the   process of recei...
12  Perceptual-Motor Skills and     Movement ConceptsConsists of three substrands:1.0 Body Awareness2.0 Spatial Awareness3...
13                     Practical ActivityBody Outline Game                                   ReflectingTouch song         ...
14     Interactions and Strategies to      Support the Development of            Body Awareness•  Provide opportunities   ...
15      Interactions and Strategies to       Support the Development of             Body Awareness•  Introduce body   part...
16   Interactions and Strategies to    Support the Development of          Body Awareness•  Utilize multisensory   teachin...
17   What It Might Look Like…View scarf play video   © 2011 California Department of Education (CDE) California Preschool ...
Substrand 1.0 Body Awareness•  Body Awareness includes the ability to   identify location and function of body parts.•  Tu...
19  Perceptual-Motor Skills and     Movement ConceptsConsists of three substrands:1.0 Body Awareness2.0 Spatial Awareness3...
20                 Practical Activity                                                                  What kinds of      ...
21Substrand 2.0 Spatial Awareness Concepts at 48 and 60 Months  © 2011 California Department of Education (CDE) California...
Substrand 2.0 Spatial Awareness•  Spatial awareness is the ability to recognize   where the body is in the space and in   ...
23     Sample Developmental   Sequence: Spatial Awareness1.  Child bumps into others who are close.2.  Child participates ...
24 Interactions and Strategies to  Support the Development of       Spatial Awareness•  Set obstacle courses that encourag...
Interactions and Strategies to                                                                        25   Support the Dev...
26  Interactions and Strategies to   Support the Development of        Spatial Awareness•  Have children   participate in ...
27          Interactions and Strategies to           Support the Development of                Spatial Awareness•  Provide...
Interactions and Strategies to   Support the Development of        Spatial AwarenessIf possible usehome languageat the beg...
29  Perceptual-Motor Skills and     Movement ConceptsConsists of three substrands:1.0 Body Awareness2.0 Spatial Awareness3...
30 Overcoming the obstacles…•  Use the available materials to   design an obstacle course•  You must travel in, out, over,...
31  Substrand 3.0 DirectionalAwareness Concepts at 48 and         60 Months © 2011 California Department of Education (CDE...
32© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
Substrand 3.0 Directional            Awareness•  Ability to project the body in an   oriented direction•  This requires an...
34 Sample Developmental Sequence:    Four Levels of Directional           Awareness1. Children can identify front/back and...
35 What It Might Look Like…        View Video© 2011 California Department of Education (CDE) California Preschool Instruct...
36  Interactions and Strategies to   Support the Development of      Directional Awareness•  Provide opportunities   for c...
37Interactions and Strategies to Support the Development of    Directional Awareness•  Engage children in two handed play ...
38  Interactions and Strategies to   Support the Development of      Directional Awareness•  Adapt movement experiences   ...
39                                Reflection1.  How can the family be engaged in    providing opportunities that support t...
40Let s Share Your Impressions          with participants at your table                                              and  ...
Using Your Noodle•  Draw a substrand out of the hat.•  Work with your team to design an   activity you would use with your...
42             Head Start Body Smart               Website Resource•  This is a resource that   can be shared with   famil...
43              Head Start Body Smart                Website Resource•  This is one of many   resources that can   be shar...
http://www.aahperd.org/headstartbodystart/       activityresources/activities3_5/© 2011 California Department of Education...
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Pd perceptual motorv11 10_29_11

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Pd perceptual motorv11 10_29_11

  1. 1. 1 Use Your Noodle: If It s Physical, It s Development Perceptual Motor Skills and Movement Concepts Official Rollout of the CA Preschool Learning Foundations & Curriculum Framework, Volume 2Saturday, October 29, Presented By:2011 Debbie SuppleSolano County Office Lisa Shaananof Education, Eloisa Mendoza-HindsFairfield Bay Region 4 CPIN © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  2. 2. 2Strand: 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, Professor Director of Motor Development Research Laboratory Northern Illinois University Expanded Research Consortia Expert in Physical Development Master Trainer of the Head Start Body Start National Center for Physical Development and Outdoor Play © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  3. 3. 3 Let s Kick-off Volume 2•  Visual and Performing Arts (VPA)•  Physical Development•  Health©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  4. 4. 4 The Preschool Learning Foundations•  Describe how children develop, grow, and learn•  Define knowledge and skills most children attain during preschool years©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  5. 5. 5 Substrand 1.0 Body Awareness Concepts at 48 and 60 MonthsSubstrand StrandAge Examples Foundation © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  6. 6. 6 Why Foundations in Physical Development?•  Physical development competencies play an important role in the child s overall development•  A child s physical development is not compartmentalized•  Movement does not occur in isolation•  Physical development affects and is affected by all domains©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  7. 7. 7 Physical Development Requires•  Thoughtfully planned developmentally appropriate instruction•  Opportunities for engagement in both structured and unstructured activities•  Encouragement in multiple ways©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  8. 8. 8 Research Movement skills are a foundation for learning. They are also a foundation for the more complex motor skills needed later in life for fitness activities, organized sports, and recreation. Preschool Learning Foundations, Volume 2, page 37©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  9. 9. 9 Physical Development Foundations: Three Strands1.  Fundamental Movement Skills2.  Perceptual-Motor Skills and Movement Concepts3.  Active Physical Play©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  10. 10. 10 Foundations in Physical Development Fundamental Perceptual Motor Active Physical Play Movement Skill and Movement SkillsBalance Body Awareness Active ParticipationLocomotor Skills Spatial Awareness Cardiovascular EnduranceManipulative Skills Directional Awareness Muscular Strength, Muscular Endurance, and FlexibilitySource: California Preschool Learning Foundations Vol. 2, CDE Press, 2011. ©2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  11. 11. 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN) 11
  12. 12. 12 Perceptual-Motor Skills and Movement ConceptsConsists of three substrands:1.0 Body Awareness2.0 Spatial Awareness3.0 Directional Awareness © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  13. 13. 13 Practical ActivityBody Outline Game ReflectingTouch song –  How did you feel – by Hap Palmer playing that game? –  What was exciting or interesting about that game for you? © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  14. 14. 14 Interactions and Strategies to Support the Development of Body Awareness•  Provide opportunities for children to see external representations of their bodies. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  15. 15. 15 Interactions and Strategies to Support the Development of Body Awareness•  Introduce body parts vocabulary during structured group games.•  Engage children in singing and movement activities to teach body parts. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  16. 16. 16 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.•  Provide constructional play for children to build or put together body parts. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  17. 17. 17 What It Might Look Like…View scarf play video © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  18. 18. 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? © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN) 18
  19. 19. 19 Perceptual-Motor Skills and Movement ConceptsConsists of three substrands:1.0 Body Awareness2.0 Spatial Awareness3.0 Directional Awareness © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  20. 20. 20 Practical Activity What kinds of games or strategies do you already use in your classroom related to spatial awareness?© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  21. 21. 21Substrand 2.0 Spatial Awareness Concepts at 48 and 60 Months © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  22. 22. 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? © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN) 22
  23. 23. 23 Sample Developmental Sequence: Spatial Awareness1.  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 © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  24. 24. 24 Interactions and Strategies to Support the 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  25. 25. Interactions and Strategies to 25 Support the Development of Spatial AwarenessUse props or playobjects to guidechildren in positioningof their bodies. –  Carpet square, circles, arrows that help locate their space © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  26. 26. 26 Interactions and Strategies to Support the 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  27. 27. 27 Interactions and Strategies to Support the Development of 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  28. 28. Interactions and Strategies to Support the Development of Spatial AwarenessIf possible usehome languageat the beginningto assist Englishlearners.
  29. 29. 29 Perceptual-Motor Skills and Movement ConceptsConsists of three substrands:1.0 Body Awareness2.0 Spatial Awareness3.0 Directional Awareness © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  30. 30. 30 Overcoming the obstacles…•  Use the available materials to design an obstacle course•  You must travel in, out, over, under, around, behind and through and move fast and slow; high and low•  Think about designing your obstacle course so that children have opportunities to cross the midline. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  31. 31. 31 Substrand 3.0 DirectionalAwareness Concepts at 48 and 60 Months © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  32. 32. 32© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  33. 33. 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN) 33
  34. 34. 34 Sample Developmental Sequence: Four Levels of Directional Awareness1. 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  35. 35. 35 What It Might Look Like… View Video© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  36. 36. 36 Interactions and Strategies to Support the Development of Directional Awareness•  Provide opportunities for child initiated play both indoors and outdoors.•  Encourage children to move in different directions and in different pathways. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  37. 37. 37Interactions and Strategies to Support the Development of Directional Awareness•  Engage children in two handed play activities. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  38. 38. 38 Interactions and Strategies to Support the Development of 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. © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  39. 39. 39 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? © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  40. 40. 40Let s Share Your Impressions with participants at your table and with the whole group © 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  41. 41. Using Your Noodle•  Draw a substrand out of the hat.•  Work with your team to design an activity you would use with your children to promote your substrand skill, using the available materials.•  Identify the Foundation(s) and age level your activity supports.•  Be prepared to demonstrate your activity.
  42. 42. 42 Head Start Body Smart Website Resource•  This is a resource that can be shared with families. http://www.aahperd.org/ headstartbodystart/ California Preschool Instructional Networks (CPIN) © 2011 California Department of Education (CDE)
  43. 43. 43 Head Start Body Smart Website Resource•  This is one of many resources that can be shared with families. http://www.aahperd.org/headstartbodystart/© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  44. 44. http://www.aahperd.org/headstartbodystart/ activityresources/activities3_5/© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)
  45. 45. Thank you for Coming!Please fill out anevaluation form!

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