This document outlines the schedule and goals for a workshop on physical development in early years education. The schedule includes an introduction, observing an exercise program called "Sticky Kids" and outdoor playtime, and a discussion period. The goals are to develop awareness of physical development's importance, observe programs for physical exercise, and understand how outdoor provision supports development. Sections provide information on developing gross and fine motor skills, health and self-care, and how outdoor environments encourage freedom of movement, risk-taking, and confidence-building.

1. Physical Development in the
EYFS and Outdoor provision

2. Welcome
1.00 – 1.15 Brief Introduction
1.15 – 2.00 Observe ‘Sticky Kids’ Session
2.00 – 2.45 Observe outdoor play
2.45 – 3.15 Feedback and Discussion

3. Aims
• To develop an awareness of the importance of physical development in the
EYFS
• To observe a physical exercise programme aimed at the EYFS
• To observe and develop an understanding of the physical development that
is extended through outdoor provision

4. Moving and Handling
• Children have to learn skills such as walking, balancing and not bumping
into things. As well as developing the gross motor skills required to move
about children also need to develop control of all the smaller muscles which
move when we pick something up or put it down – these take time to
develop and come through using and playing with objects such as spoons,
beakers, cars, jigsaws and other playthings. From this early start children
develop body-confidence which encourages them to want to push a car
along a track, ride a scooter or jump in a puddle. As children develop control
and coordination they eventually learn how to handle items such as a felt
pen, a pair of scissors or a paint brush.

5. Health and self-care
 Through Health and Self-care children find out about the effects of a
healthy life style on their bodies.This includes all the factors that affect
healthy development including making healthy choices in relation to food. It
also includes managing their personal needs, such as dressing, when it is
appropriate.

6. Outdoor provision and Physical Development
• The outdoor environment is a rich, dynamic and natural space for learning and
development in children of all ages. Its value as an essential learning resource has
been recognised by many pieces of research and more recently within the Early
Years Foundation Stage (EYFS), particularly within the principle of ‘Enabling
Environments’.
The EYFS states:
• ‘Being outdoors has a positive impact on children's sense of well-being and helps all
aspects of children's development.
• Being outdoors offers opportunities for doing things in different ways and on
different scales than when indoors.
• It gives children first-hand contact with weather, seasons and the natural world.
• Outdoor environments offer children freedom to explore, use their senses and be
physically active and exuberant.’

7. • The outdoor environment usually offers more freedom and space to move,
and inspires different movement from that indoors.This is vital for young
children to develop their coordination, build muscle mass and experiment
with moving their bodies.
• When outdoors, children have the freedom to explore and develop their
physical boundaries, to take risks and to discover the real world with all their
senses.This can have huge positive effects on a child’s self esteem and
confidence. Outside can be liberating; children have room to be active,
noisy, messy and work on a large scale.

8. Sticky Kids Exercise Programme
• Sticky Kids is a comprehensive learning resource for the EarlyYears
Practitioner.The music and movement songs helps achieve the goals set out
by the EarlyYears curriculum requirements not only in Physical
Development but also in other areas of learning.
• Observe the session - make notes and record – consider engagement,
motivation, development of physical skills, progression

9. Observation and Feedback
• Make notes about the range of opportunities available for developing
physical skills
• Think about gross (large) and fine motor skills
• Consider age/stage development and provision for those with additional
needs
• Use the physical development curriculum to identify progress
Short feedback and discussion time