Early Childhood Education/Early Years

Sensori-motor stage (0-2 years) Babies use physical motor skills and senses to explore objects and the world around them and develop cognition (Piaget, 1936).

Schemas: Through movement children begin to make sense of themselves, properties of objects, shape and space OR Linking thought through action. (Piaget, 1936; Athey, 2007).

Margaret & Rachel MacMillan (1911) - early years pioneers who believed that a healthy body leads to healthy mind; good nutrition was vital for positive cognitive and physical growth; open air nurseries were key to supporting deprived families; school meals were necessary and health and learning went hand in hand.

Physical Development is not a discrete area of learning it permeates everything the child does.

Two processes determine physical development – cephalocaudal (movement from head to toe) and proximodistal (from inner to outer).

In the UK EYFS framework Physical Development has 2 aspects – moving and handling and health and self-care (DfE, 2017; Early Education, 2012).

Use the outside environment and community space for learning and going for walks “Children of pre-school age who are capable of walking unaided should be physically active daily for at least 180 minutes” (BHF, 2015)

Obstacle courses to raise body awareness

Tree and climbing

Tunnel crawling

Parachute games

Engaging in sports e.g. running races, egg and spoon race

Engaging in hand eye/ foot eye coordination activity e.g. football, throwing, catching, hitting a ball, object in a bucket

Balancing opportunities e.g. logs, benches, tree stumps, on a chalk line

Dancing

Body percussion

Music and movement sessions

Body movement action songs e.g. head and shoulders, jelly on a plate, row the boat

Floor based play time for babies to use different muscles and movements

Outdoor imaginative play

Opportunities to make up their own active play

Provide a variety of climbing equipment and play spaces

Ribbon waving and movements – ribbons on sticks and dancing scarves

Reduce time children spend on sedentary activities e.g. sitting (DoH, 2011)

Adults to be active role models with positive attitudes to physical activity

See Bridgend (2008#0 document for further ideas that could be adapted

All the above as children need to engage in sufficient gross motor activity before fine motor skills can fully develop (O’Connor, 2016)

Opportunities during floor time for young babies to reach out and grasp out of reach objects

Handle a variety of tools, objects and materials in different contexts inside and outside

Woodwork

Construction play e.g. den building

Threading and weaving activities

Provide drawing and writing media

Cooking

Small loose parts play for manipulating (Casey & Robertson, 2016)

Dancing finger songs e.g. two little dickie birds

Routines e.g. dressing (buttons, zips)

Provide time and opportunity for children to manage their own toileting and dressing needs

Allow children to be involved in the preparation of meals and snacks where appropriate

Be a positive role model – early eating and active habits are reflected in later childhood and adulthood (DoH, 2011)

Children need a ‘balanced rhythm to the day’ with time to make choices, be physically active, reflect, relax, sleep

Provide risk and challenge in a safe environment so that children learn how to keep themselves safe and make well considered decisions