This document discusses child development characteristics and their impact on movement programs. It covers development from infancy through early elementary school age. Key points include that the prime time for brain development is prenatal to age 5. Toddlers have rapidly emerging motor skills but short attention spans. Preschoolers' control over their body develops head to toe and their attention spans increase. Early elementary students are often treated the same in school despite varying development, and opportunities for social development and active learning may be lessened. The document also notes implications for cognitive, affective and motor development at each stage and the need to adapt activities for children with special needs.

1. ED/ECE 236 Music & Movement Chapter 3 Pica Chapter 3 Edwards

2. Pica Chapter 3 Child Development Characteristics and their Impact on the Movement Program Developmental Appropriateness – DAP Age appropriate Individually appropriate Also: Culturally appropriate

3. Child Development- Infants Early movement experiences optimize brain development Prime time/window of opportunity is prenatal to age 5 Infant’s movement capabilities change rapidly Need the basics: Domains IMPLICATIONS? Cognitive Affective Motor

4. Child Development - Toddlers More mobile, motor skills rapidly emerging, but limited in ability Short attention spans, constant motion, high energy levels Move quickly, make adjustments during motor activities, no more than 20-30 minutes long Moves from solitary to parallel play Domains IMPLICATIONS? Cognitive Affective Motor

5. Child Development - Preschoolers Control over body develops head to toe Attention span increases, interested in academics, still not ready to sit and learn Associative play at age 3 Cooperative play at age 4-5 Domains IMPLICATIONS? Cognitive Affective Motor

6. Motor Development Ages/stages Chart – pg 77

7. Early Elementary Development Often all elementary children are treated similarly in public schools Active learning is less available Opportunities for social development are lessened Learning depth perception Hand-eye/foot-eye coordination not developed Tire suddenly, recover quickly Girls are ahead of boys Boys and girls share interests, but diverge in later elementary school Self-consciousness becomes a factor

8. Early Elementary Development Cognitive Development Affective Development Motor Development IMPLICATIONS?

9. Children with Special Needs Additional challenges Help self-concept Be part of a group Be sure all can participate in some way Adapt activities if needed IEP

10. Categories of Special Needs Physical challenges Hearing impairment Visual impairment Emotional disabilities Limited understanding