Health and Physical Education in Early Childhood

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Health and Physical Education in Early Childhood

EDE 282: Health and Physical Education in Early Childhood

 

Physical activity is a crucial part of the development of both gross and fine motor skills in students aged five to six. Reunamo et al. (as cited by Lu & Montague, 2016) identify that fine and gross motor skills in early childhood is traditionally regarded as being developed through physical activity. Within the classroom it is essential that educators take the opportunity to develop a range of activities which encourages the participation of all students regardless of their ability, this can aid in further enhancing students’ fine and gross motor skills whilst offering a cross curriculum approach. Physical activity should be adapted to suit the needs of all students. Australian Curriculum Assessment and Reporting Authority [ACARA] (n.d.-b) stipulates that all students are entitled to participate in school curriculum. There are a variety of resources which can aid educators with activities and modification to suit the learning needs of all students whilst they develop their fine and gross motor skills.

PART A

Skill Detailed Description of the Skill How would an educator assess a child’s competency in this skill? 5 Ideas for enhancing the skill in an early childhood setting 3 Ideas for integration with other learning areas e.g. literacy etc.
Fine motor skill 1:

Dynamic Tripod Grasp

 Dynamic tripod grasp is a three-finger grasp using the thumb, index finger and middle finger, movement is generated through the fingers as opposed to the arm (Occupational Therapy for Children, n.d.).

Dynamic tripod grasp has the ring and pinkie finger curled into the palm, whilst the thumb and index finger pinch the instrument and the middle finger acts as a support (Department of Occupational Science and Occupational Therapy, n.d.).

 Observation checklist:

  • index finger can flexi;
  • placement of fingers;
  • thumb and index finger are slightly separated;
  • placement of finger from tip of instrument; and
  • holding pencil at approximately 45-degree angle.

(Department of Education Tasmania, 2016).
  1. Tweezer games (Ockner, 2011). Students are to hold the tweezer using the dynamic tripod grasp and move the objects from one jar to another.
  2. Students hold a cotton ball in their palm by using their ring and pinkie finger (Annandale Public School, n.d.) to draw a picture as directed without using these fingers to hold their pencil.
  3. Utislie pinch and flip technique, students pinch the sharp end of the pencil, then the pencil is flipped back to rest on the webbing of the hand (Mama OT, 2012).
  4. Easel painting, children are to use the tripod grasp to paint their pictures.
  5. Zipper board, attach different types and sized zips to a board and have students open and close them.
  1. The Arts, ACAVAM107 (ACARA, n.d.-a.), use the grasp to hold the tools to model and detail a clay sculpture.
  2. Mathematics, ACMNA002 (ACARA, n.d.-a.),
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