"001 PHYSICAL DEVELOPMENT AND MOVEMENT 001 PHYSICAL DEVELOPMENT AND MOVEMENT READINGSTo complete these tasks you will need to refer to the relevant chapter in your Learner guide forunderpinning knowledge:HBA Learner Guide? Refer to Section Section 11in the HBA Learner Guide for CHC50113 Diploma in EarlyChildhood Education and CareYou will also need to access the following readings:? Hunter New England Area Health Service. (2009). Good For Kids Good For Life: I Move WeMove – The Guide. NSW: NSW Health. Retrieved fromhttp://www.goodforkids.nsw.gov.au/sitefiles/GoodForKids/documents/Children%27s%20Serv ices/Final%20version_I%20Move%20We%20Move_The%20Guide.pdfYou will also need to access the following website:? Let the Children Play, http://progressiveearlychildhoodeducation.blogspot.com/ Page | 14CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014001 PHYSICAL DEVELOPMENT AND MOVEMENTASSESSMENT TASKSQUESTION 1QUESTION 1 (A)In order to support children?s motor skills educators must have a sound understanding of physicaldevelopment. Define each area of motor development.Area of Motor DefinitionDevelopment The development of skills as a result of growth andi. Quantitativematuration physiological change The direction of the body?s physical growth, reflected in theii. Cephalocaudalorder in which parts of the body become larger and the orderdevelopmentin which functions and structures become more complex.The progression of physical and motor development fromiii. Proximodistalthe centre of the body towards the extremities. development The development and co-ordination of large muscles suchiv. Gross motoras those in arms, legs, back, chest and abdominals. development The development and co-ordination of small muscles suchv. Fine motor developmentas fingers, hands, toes, eyes and faceThe ability to receive, interpret and respond successfully to sensoryvi. Perceptual motorinformation - remember, use symbols, discriminate, compare,Page | 15CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014development classify, plan, sequence, evaluate, analyse and predict.The ability to make sense and meaning out of what you see. vii. Visual perception The ability to hear and discriminate between different soundsviii. Auditory perceptionincluding recognising familiar sounds and patterns of speech.The ability to use all of the senses: seeing, hearing, touching,ix. Perceptual motor learningsmelling and moving or kinesthesis to interpret and make sense ofthe world. QUESTION 1 (B)Match the descriptor to each area of perceptual motor development. Perceptual Motor DescriptorDevelopment(h)Hand-eye coordination a. The ability to select a reference point to stabilisefunctions and to organise objects into correctperspective. It involves knowledge of the body and itsposition, as well as the positions of other people andobjects in relation to one?s body in space. It is closelyassociated with body image.(m)Foot-eye co-ordination b. The ability to maintain balance during locomotion. (j)Laterality c. The skill required to move from one place to another – walking, running, jumping, hopping etc. (i)Directionality d. The co-ordinated use of small muscles resulting from thedevelopment of the muscles to the degree that they canPage | 16CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014perform specific small movements such as cutting,writing and grasping (k)Kinaesthesia e. The ability to successfully integrate visual and motorresponses into a physical action. It enables an individualto control movement, and move easily and smoothlyfrom place to place. (l)Static balance f. The co-ordination resulting from the development of theskeletal or large muscles to produce efficient total bodymovement.(b)Dynamic balance g. The ability of the body to integrate the action of themuscles of the body to accomplish a specific movementor a series of skilled movements in the most efficientmanner.(n)Body image h. The ability to use the eye to assist in accuratemovement such as writing, drawing, using scissors,grasping and griping objects, throwing and catching,coordinating movements for climbing.(e)Visual-motor control i. The awareness of external space outside of the bodyand involves knowledge of directions in relation to leftand right, in and out, up and down.(g)Co-ordination j. Developing hand/foot dominance and internalising theawareness of the difference between right and left andthe ability to control the two sides of the body together orseparately.(f)Gross-motor co- k. The function of the senses that sends messages fromordination joints, muscles and ligaments to the brain to provideinformation about the position and movement of limbsand bodies without conscious thought. (d)Fine-motor co- l. The ability to maintain balance while remainingordination.stationary. (a)Spatial awareness m. The ability to use eyes and feet together to accomplish a(spatial orientation) task.(c)Locomotion n. The individual?s concept of his or her body and its parts.Page | 17CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 2QUESTION 2 (A)Match the descriptor to the visual perception skills.Visual Perception Skill Descriptor(d)Visual discrimination a. The ability to understand how objects spatially relateto one another (e)Figure ground b. The ability to recall visual images and information (a)Spatial relations c. The ability to visualise a whole, when only fragmentsare visible.(b)Visual memory d. The ability to detect small differences betweenobjects (c)Visual closure e. The ability to screen out irrelevant visual details andfocus selectively on chosen detail QUESTION 3QUESTION 3 (A)Suggest an experience suitable for pre-schoolers for each of the following skills:i.Visual Discrimination (the ability to detect small differences between objects). Reading ,puzzle game, knowing about amount, number, letters ii. Visual Memory (the ability to recall visual images and information). Watching movie and remembering the character, being cartoon charcter READINGSPage | 18CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014To complete this task refer to the following reading:? Good for Kids, Good for Life: I Move, We move - The guide, Hunter New England AreaHealth Service, (2009).iii. What are the benefits of physical activity and movement in young children?? Promoting healthy growth and development e.g. bones and muscles, flexibility,balance, posture and cardiovascular fitness? Help establish connection between parts of the brain that develop memory andlanguage? Help achieve and maintain a healthy weight ? Help relaxation ? Help concentration? Improve confident and self -esteem ?Provide opportunities to develop social skills and to make friends QUESTION 3 (B)List three reasons why children are not meeting physical activity recommendations and are missingout on the physical, social and developmental benefits of physical activity. 1. Changes in parenting styles2. Technological advancement in game and console and computers 3. Smaller backyard with limited space to play Page | 19CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014QUESTION 3 (C)What are fundamental movement skills? Fundamental movement skill are specific gross motor movement that involve different body partssuch as feet, legs ,trunks, hands, arms and headQUESTION 3 (D)In the table below, define each of the fundamental movement skill categories.Category of DefinitionFundamentalMovement Skilli. Stability Skills .Moving or standing still with one body part making contact with theground or equipment, and moving around the vertical or horizontal axisof the body i.e. balancing, stretching, twisting, bending etc. These canalso be called non-locomotor skills.ii. Locomotor Skills Moving the body from one location to another i.e. walking, running,jumping, leaping, galloping, hopping, side sliding. iii. Manipulative SkillsImparting or receiving force from, or to an object i.e. throwing,catching, striking, bouncing, kicking, underarm rolling or bowling. Thesecan also be called object control skillsQUESTION 3 (E)Use the planning guideline from „I Move, We Move „below to plan an experience for a group of pre- schoolers that focuses on the development of fundamental movement skills. Page | 20CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Document your planning including, goal, link to EYLF outcome and rationale for each chosen activityin the table below.Developing Fundamental Movement Skills Experience Goal:to support the development of fine motor Link to EYLF Outcome/Indicator: outcomeskills – for example, posture & strength. 3(children have a strong sense of wellbeing)1) Children take increasing responsibilities fortheir own health and physical wellbeing .Describe the learning experience/activity Provide a rationale for why thisyou have chosen in each area experience/activity was chosenWarm Up bending, twisting, stretching and balancingThe purpose of a warm up is to help establish goodhabits for future participation in active play, sportsand other physical activity and to prepare childrenfor the type of movement that is the focus of thelearning experienceGamesTo established good habit and good health infuture Locomotors skills: jumping, running,sidesliding,Page | 21CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014hopping Manipulative skill : throwing , catching, bouncing,kickingThe cool down gives children time to calm down beforeCool Downmoving onto other activities and may provide anBalancing , bending , starching, twisting opportunity to complete some slow stretching activities. QUESTION 4QUESTION 4 (A)Page | 22CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014Read each scenario and answer the related questions.Scenario ACaitlin (3 ½ years)Caitlin (3 ½ years) enjoys the challenges presented by this structure. She climbs her way in and out to theend and then asks for adult assistance to walk along the structure.i. Identify the motor skills Caitlin is using.Stability skillii. What do these photographs indicate about Caitlin?s developing motor skills? This shows Caitlin improving her fine motor skill and also hand and eye coordination practise. sheis putting her own effort and knowledge to finished the challenge but she still needed a guidance aswe know children always need a adults supervision and help.Page | 23CHC50113 Diploma in Early Childhood Education and Care Workbook 4Version: 1.0 Sept 2014"