Pd perceptual motorv11 10_29_11

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 2

Saturday, October 29, Presented By:
2011 Debbie Supple
Solano County Office Lisa Shaanan
of Education, Eloisa Mendoza-Hinds
Fairfield
Bay Region 4 CPIN

© 2011 California Department of Education (CDE) California Preschool Instructional Networks (CPIN)

2

Strand: 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

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

The Preschool Learning
Foundations
•  Describe how
children develop,
grow, and learn

•  Define knowledge
and skills most
children attain
during preschool
years


5

Substrand 1.0 Body Awareness
Concepts at 48 and 60 Months

Substrand Strand

Age

Examples Foundation


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

7

Physical Development Requires
•  Thoughtfully planned
developmentally
appropriate
instruction
•  Opportunities for
engagement in both
structured and
unstructured
activities
•  Encouragement in
multiple ways

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


9

Physical Development
Foundations: Three Strands
1.  Fundamental
Movement Skills
2.  Perceptual-Motor
Skills and
Movement
Concepts
3.  Active Physical
Play


10

Foundations in
Physical Development
Fundamental Perceptual Motor Active Physical Play
Movement Skill and Movement Skills
Balance Body Awareness Active Participation

Locomotor Skills Spatial Awareness Cardiovascular
Endurance
Manipulative Skills Directional Awareness Muscular Strength,
Muscular Endurance,
and Flexibility

Source: California Preschool Learning Foundations Vol. 2, CDE Press, 2011.


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

Perceptual-Motor Skills and
Movement Concepts
Consists of three substrands:

1.0 Body Awareness
2.0 Spatial Awareness
3.0 Directional Awareness

13

Practical Activity
Body Outline Game Reflecting
Touch song –  How did you feel
– by Hap Palmer playing that game?

–  What was exciting or
interesting about
that game for you?


14
Interactions and Strategies to
Support the Development of
Body Awareness
•  Provide opportunities
for children to see
external
representations of
their bodies.


15
Body Awareness
•  Introduce body
parts vocabulary
during structured
group games.

•  Engage children in
singing and
movement activities
to teach body parts.

16
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.

17

What It Might Look Like…
View scarf play video


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?


19

Movement Concepts

1.0 Body Awareness

20

Practical Activity

What kinds of
games or
strategies do
you already use
in your
classroom
related to
spatial
awareness?


21

Substrand 2.0 Spatial Awareness
Concepts at 48 and 60 Months


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?

23

Sample Developmental
Sequence: Spatial Awareness
1.  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

24

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.


Interactions and Strategies to 25

Spatial Awareness
Use props or play
objects to guide
children in positioning
of their bodies.
–  Carpet square,
circles, arrows
that help locate
their space


26
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.

27
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.


Spatial Awareness

If possible use
home language
at the beginning
to assist English
learners.

29

Movement Concepts

1.0 Body Awareness

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.

31

Substrand 3.0 Directional
Awareness Concepts at 48 and
60 Months


32


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.


34
Sample Developmental Sequence:
Four Levels of Directional
Awareness
1. 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.


35

What It Might Look Like…
View Video


36

Directional Awareness
•  Provide opportunities
for child initiated play
both indoors and
outdoors.
•  Encourage children to
move in different
directions and in
different pathways.


37

•  Engage children in two handed play activities.


38

•  Adapt movement experiences
as needed for children with
physical disabilities.
•  Children with physical
disabilities can experience
movement in different
directions and follow
pathways.


39

Reflection
1.  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?


40

Let s Share Your Impressions

with participants at your table
and
with the whole group

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

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

Head Start Body Smart
Website Resource
•  This is one of many
resources that can
be shared with
families.

http://www.aahperd.org/headstartbodystart/

http://www.aahperd.org/headstartbodystart/
activityresources/activities3_5/


Thank you for Coming!
Please fill out an
evaluation form!

Pd perceptual motorv11 10_29_11

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (13)

Similar to Pd perceptual motorv11 10_29_11

Similar to Pd perceptual motorv11 10_29_11 (20)

Recently uploaded

Recently uploaded (20)

Pd perceptual motorv11 10_29_11