13 Hbec2203 T9

Topic Overview of
9 Curriculum
for Physical
Development
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Identify activities that are able to enhance physical development,
gross and fine motor skills;
2. Organise activities to facilitate movement experiences for young
children;
3. Describe ways on how to promote perceptual motor development;
and
4. Discuss how to promote health and nutrition in children particularly
on the issue of obesity.
INTRODUCTION
Physical development curriculum is as important and crucial as any other area of
development. It includes a childs gross (large muscle) and fine (small muscle)
motor skills. Physical development, in many ways, also promotes social or
emotional development. Children will learn what their bodies can do and when
they gain self-confidence they will be more willing to try new and challenging
tasks. Physical education also supports a childs academic achievement by
moving the body and it literally wakes up the brain.
Copyright Open University Malaysia (OUM)

TOPIC 9 OVERVIEW OF CURRICULUM FOR PHYSICAL DEVELOPMENT 147
Benefits of regular physical activity across the lifespan include:
(a) Healthy growth and physical development;

(b) Building healthy hearts and strong muscles and bones;
(c) Acquisition of basic motor skills;
(d) Improved movement, balance, coordination and reaction time;
(e) Increased mental awareness;
(f) Improved social skills, self-esteem and confidence;
(g) Healthy weight management (anti-obesity);
(h) Prevention of any forms of heart disease;
(i) Prevention of Type II diabetes; and
(j) Prevention of some forms of cancer.
ACTIVITY 9.1
Design an outdoor activity for children aged between four to six years
old that is self-directed and a teacher directed activity.
9.1 BUILDING GROSS AND FINE MOTOR

SKILLS
There are two types of skills in physical development.
Gross motor skill: Control balance and stability in running, jumping,

hopping, galloping and skipping and physical control such as throwing,
kicking and catching.
Fine motor skill: Control of small muscles in the hand and wrist which
enables children to conduct self-help skill and operate objects such as scissors
and writing tools.

148 TOPIC 9 OVERVIEW OF CURRICULUM FOR PHYSICAL DEVELOPMENT
(a) Gross Motor (Physical) Skill

To perform our everyday activities such as walking, skipping, running,
standing and sitting upright requires full body movement which refers to
as gross motor skill. It also includes eye-hand coordination skills to throw,
catch and kick a ball.
A child having problems with her gross motor effectiveness can be detected
if the child is:
(i) Late in reaching developmental milestone such as sitting, walking,

running or hopping around.
(ii) Looking awkward in his way of walking and appears a little clumsy.
(iii) Avoiding physical activities.
(iv) Unwilling to participate in physical activities for a long duration of

time.
(v) Not able to maintain an upright posture when seated.
(vi) Unable to carry out the same skills such as catching, kicking, hopping
and jumping as her peers.
(vii) Less skilful than her friends in sports.
(viii) Not able to follow and complete a multistep instruction.
(ix) Not able to follow steps in a process example when asked to step one
foot forward before throwing.
(x) Not capable of climbing.
(xi) Easily tired doing a physical activity.
(xii) Easily losing his or her skill once they stop practicing.
(xiii) Not able to continuously upskill forward, for example change using a
heavy/big ball to a lighter/small ball.

(b) Fine Motor Skill

Fine motor skills can be practised through art, sensory play and simple
manipulative games, and there are so many to choose from. You can help
children develop their fine motor skills by setting up activities in the
classroom or outdoors. For a three or four year old child, holding any object
is not as easy as holding a pencil to write or using a scissors to cut paper.
They have yet to develop their fine motor skills and train their fingers to
hold a pencil in an appropriate way so that they can write or exert strength
in their fingers in order to use a pair of scissors effectively.
Children can be trained to utilise, strengthen their muscles, practise

co-ordination and develop hand-eye co-ordination by using simple
everyday materials to create some fun in it too! Refer to Figure 9.1.
A lot of variations can be created using these materials. Two examples of

activities carried out that will improve the childs fine motor skill are shown
in Figure 9.2 and Figure 9.3.
Figure 9.1: Tools for fine motor activities

Source: http://theimaginationtree.com/2013/09/40-fine-motor-skills-activities-for-
kids.html

Figure 9.2: Threading beads

Source: http://theimaginationtree.com/2013/09/40-fine-motor-skills-activities-for-
kids.html
Figure 9.3: Fine motor activity

Source: http://theimaginationtree.com/wp-content/uploads/2015/01/Pine-cone-and-
elastic-band-fine-motor-activity1.jpg

ACTIVITY 9.2
Plan two activities that will help a child practice and master her gross
and fine motor skills.
9.2 PHYSICAL ACTIVITIES FOR YOUNG

CHILDREN
Physical activity is good for young children and can be part of a childs everyday
play. When choosing physical activities for early childhood learners, educators
must ensure that the proposed activities are fun and keeps children engaged
which will motivate them to keep participating. Daily physical activities will
increase their ability to move as well.
Children will experience different body movements while participating in

different activities. The following are examples of suggested activities which will
enhance the body movements in a child between the ages of two to five years old:
(a) Use a large, soft ball to practice catching, hitting, bouncing and kicking.
(b) A throwing activity can start with something small like a bean bag, tennis
ball or an old pair of socks which is good enough if space is limited.
(c) Bring out children into the open and allow them to play soap bubbles while
they try to catch the bubbles with their friends.
(d) Put on some music and encourage dancing to let them follow a sense of
rhythm.
(e) Invent some silly walks and runs with the child, such as running like a
monkey, hopping like a bunny and flapping like a bird.
(f) Make up games that involve rolling, skipping, hopping and chasing.

Activities for children can be categorised into light or energetic activities. Light
activities are:
(a) Walking;
(b) Standing up;
(c) Moving around; and
(d) Less energetic play.
Energetic activities include:
(a) Jumping around;

(b) Swimming;
(c) Dancing;
(d) Climbing;
(e) Riding a bike;
(f) Rope skipping;
(g) Gymnastics; and
(h) Active play such as hide and seek.
ACTIVITY 9.3
Create a game for early childhood learners between the ages of four to
six years using a skipping rope, a spoon and a ping pong ball.
9.3 PERCEPTUAL-MOTOR DEVELOPMENT

Perceptual-motor development refers to a childs developing ability to
communicate with the environment, when combining the use of his or her senses
and motor skills. The use of perceptual or sensory skills and motor skills in the
developmental process is regarded as a combined process. Perceptual-motor
development results from the interaction between sensory perception and motor
actions in (Jambor, 1990; Mullen, 1984; Puckett & Black, 2005). To be more
precise, visual, auditory and tactile sensory abilities are combined with emerging
motor skills to develop perceptual-motor abilities.

Perceptual-motor skills include body, spatial, directional and temporal

awareness. A child who has a well-developed perceptual and motor skill can
easily accept and perform instructions given by the teacher. There are some
children who listen well but are not capable of using their motor skills. Actions
such as running and kicking a ball, require body awareness.
(a) Body Awareness

Body awareness refers to a childs developing capacity to understand body
parts, capability of each body parts, and how to make the body more
efficient and productive. It is also the ability to perceive and interpret input
from the senses.
Put a few objects of different shape, texture or size in a closed box. Then ask
each child to pick an object with their fingers and identify the object
without looking at it. With the song Head, Shoulder, Knees and Toes
encourage children to be aware of their body parts as well as to observe
their own body movements as they sing along.
(b) Spatial Awareness

Spatial awareness refers to knowledge of how much space your body
occupies and how to manoeuvre ones body in that space.
Activities such as the obstacle game challenge will test the ability of a
child to plan different kinds of movements from how to fit his or her body
through a narrow gap to manoeuvring objects that will let him or her to
progress to the next course. When planning the obstacle course, put a rope
or curtain that will create a boundary between their bodies in order to pass
through. Another obstacle challenge that can be played by an early
childhood educator is to create awareness by honing their motor skills
through hula hoops. Either put the hula hoop to stand upright or place
them flat on the ground for children to hop into each of it (see Figure 9.4).
There are so many ways to play with hula hoops; its all based on the
creativity of the teacher.

Figure 9.4: Gross motor activity (hula hoops)

Source: http://www.learnplayimagine.com/2013/06/
gross-motor-activity-hula-hoop-games.html
(c) Directional Awareness

Directional awareness includes understanding of location, direction of the
body in empty spaces, differentiating between up and down, top and
bottom, front and back, or left and right. Play a game called Simon Says
using directional skills by giving a beanbag to each child. For example,
Simon may say, Put the beanbag on top of your head, under your arm,
behind your feet, or on your left hand. Some of the classic dancing like the
Hokey-Pokey and Looby-Loo stimulate students to practice left and
right and control the position of their bodies.
(d) Temporal Awareness

Temporal awareness refers to the development of awareness between
movement and time which involves rhythm and sequence in a series of
events (Frost, 1992; Gallahue, 1989; Jambor, 1990).
A child must possess a well-developed temporal awareness to be able to

determine the passage of time, sequence of events and predictions of the
arrival of a moving object.

Games that can be played by a child include popping bubbles, hitting a

hanging ball with a stick, chasing a rolling hula hoop or using a jumping
rope. These games will help strengthen temporal awareness. Let the
children play some rhythmic instruments such as the drums, shakers or
even a guitar. Initiate them to dance and march to the rhythm. Set a time
limit for children to play so that they will be aware of the passage of time.
ACTIVITY 9.4
List three activities that would encourage a group of five year old
children to practice their throwing and catching skills.
9.3.1 Ways to Improve Motor Skills

The physical development of fine motor skills requires the coordination of a
childs small movements using his or her hands These skills are needed by
children to carry out tasks such as holding their pencil properly and writing and
cutting with scissors. Fine motor skills are essential for success in school a
teacher should take serious action if a six year old child lacks the physical ability
to appropriately write, draw, colour or cut. Fortunately, you can improve your
students fine motor skills with a number of enjoyable activities such as:
(a) Art Projects

By working on art projects such as sketching, colouring or painting,
children will be boosting their fine motor skills. Ideas and activities for art
projects are limitless. Try giving a child a blank piece of paper and water-
colour to paint his or her palm or fingers and he or she will create a
masterpiece. Finger-painting enhances a childs fine motor skills since it
requires the child to build hand strength while controlling his or her
movements to create a masterpiece. Figure 9.5 shows a child with his hand-
painting activity.

Figure 9.5: A childs hand-painting activity

Source: http://www.learnplayimagine.com/2013/06/
gross-motor-activity-hula-hoop-games.html
(b) Play with Clay

Set out pieces of clay or plasticine and allow children to create sculptures of
animals or whatever object they wish to. Squeezing and shaping the clay
into different shapes will strengthen their hand muscles, fingers and their
wrist. Demonstrate to them how to mould the clay into balls, long strips or
shapes. These are examples of effective activities to improve fine motor
skills. Teachers may also integrate the clay play during cooking lessons
with the children by making homemade dough, which will also serve a
similar purpose.
(c) Write, Draw and Cut

Motivate the children to write. However, before they can write teach them
to hold a pencil properly and grip it well enough to form letters. The
children must be able to build strength in their hands, fingers and wrist.
Children aged between five to six years old are able to write, hence they can
be asked to practice writing their spelling to enhance their fine motor skills.
Drawing pictures with pencils, crayons or markers might be more
interesting and entertaining for a child and will accomplish the same goal.
Using scissors to cut papers is another way to improve hand, finger and
wrist strength. Let the child cut pictures out of old magazines and paste
them onto paper. This is one way to practice cutting skills.

SELF-CHECK 9.1
1. What physical skills can a child develop through his or her

activities while exercising their body movements? Explain.
2. State the evidence to prove that physical movement promotes

cognitive development and learning.
9.4 HEALTH AND NUTRITION IN CHILDREN

Physical development alone is not sufficient to categorise a child as an active and
diligent learner, but a healthy lifestyle plays an important role in the wellbeing of
a child. Children who have been taught about health and nutrition and its
importance, especially obesity, will learn to be more independent and are able to
carry a greater responsibility for their own health, safety and wellbeing. A childs
healthy eating habits should be adopted at an early age because it can have a
lasting effect.
Physical and mental health and proper nutrition should be cultivated in every
early childhood to build a physically safe environment for children to grow.
Good health, proper nutritional practices and safety provides a strong
foundation for development of young children. Meals and snacks taken at
appropriate time will encourage good health and nutrition as well as good eating
habits among all children. Moreover, a safe environment prevents a child from
any injuries.
9.4.1 Nutritious Food for Children

A growing child during his or her early childhood needs to be given proper food
which is nutritious for their growth and development. Children at this stage
should be eating healthy food for all meals of the day, breakfast, lunch and
dinner with food that will aid in their learning development.
The introduction of healthy eating habits in an early childhood classroom will be

an effective way to teach pre-schoolers how to choose nutritious foods for their
entire lives. Educating pre-schoolers on what to eat can be done during each
meal time provided by the pre-school, while the child is eating her meal or snack.
Table 9.1 provides a list of healthy food and size of proportion that should be
taken according to a childs appropriate age. The information in Table 9.1 helps
an early childhood educator to understand more on nutrition and development
of a child that could aid in a childs mental and physical development. However,

the educator in an early childhood pre-school needs to bear in mind that those
types of food varies from one country to another, from one culture and one
religion to another. What is written here is only a suggestion.
Table 9.1: Sources of Food
Source of Food Proportion Needed Per Child

Fruits and A healthy lunch for a pre-schooler child should include 1 to 1.5 cups
vegetables of fruit and one to two cups of vegetables each day. This fresh
produce supplies healthy amounts of fibre, potassium, vitamin C
and vitamin A. Quartered strawberries, blueberries, apple slices, a
banana, baby carrots, bell pepper slices, green beans and chopped
tomatoes are healthy options. Let the child choose what fruits and
vegetables to eat. Give him or her some choice and he or she will be
more likely to eat them.
Bread and grains Pre-schoolers need between three and five ounces of bread and
grains. An ounce is equal to one slice of bread, one cup of breakfast
cereal or a 1/2 cup of cooked rice or pasta. At least half of a childs
bread should be whole grains. Whole grains supply plenty of fibre,
which supports a childs healthy digestive system and helps fill him
or her up for the afternoon ahead.
Protein Pre-school children need between two and five ounces of protein
each day to help them grow. Lean chicken and turkey are healthy
sources of protein and they also supply a small amount of iron.
Make a chicken or turkey sandwich on whole grain bread with
shredded carrots and sliced cucumbers. Nuts and nut butter are
healthy sources of protein as well. Spread peanut or almond butter
on whole grain bread and add apple slices for a tasty sandwich that
supplies protein and vitamin C. Beans, peas, canned tuna and hard
boiled eggs are additional sources of protein that pack well in a
childs lunchbox.
Dairy A serving of dairy during lunchtime supplies a child with a healthy

amount of calcium, which is a nutrient essential for his or her bones.
Toddlers and pre-schoolers need two cups of milk or the equivalent
each day. One cup of milk supplies the child with about one-third
of the calcium he needs each day. Pack an individual serving of
milk in a thermos or airtight cup. In addition to calcium, milk also
contains vitamin D, a nutrient that enables a child's body to absorb
calcium. Prepare an ounce of cheddar cheese with crackers or put a
slice of cheese on a childs sandwich. A serving of cottage cheese
with fruit is another healthy way to add dairy to his or her
lunchbox. A carton of yogurt is a nutritious source of calcium and
supplies a small amount of protein as well.
Source: Ipatenco and Demand Media (2007)

ACTIVITY 9.5
Plan a dietary menu which includes a meal for breakfast, lunch and
snack time for a five year old child.
9.4.2 Childhood Obesity

Every child has different eating habits. Some children love to eat and will eat any
type of food given to them as long as it is edible. Some will only consume bread
or certain kind of food, as their menu for meals is often limited. Nevertheless
there are some children who will eat while playing or doing activities. As such it
is not surprising to find children who have become obese due to the abnormal
eating habits and lack of supervision by adults.
Childhood obesity is a medical condition that has started to surface in many

well-developed countries but not in countries where children are malnourished.
Obesity is the result of excessive body fat stored in the body. Childhood obesity
has been regarded as a complex health issue and it happens when a childs
weight is above his normal healthy weight. The causes for childhood obesity are
quite similar to adults. Dietary patterns, physical activity and use of medication
besides other factors such as food, physical activities, environment, education,
skills, food marketing and promotion could lead to overweight and obesity
issues. Genetics too can be a factor.
Obesity has a great impact on a childs physical development. Children who are
obese will experience difficulty in moving around and will use their gross motor
skills to conduct activities like other normal children. But, who is to be blamed?
Could it be the fault of the parents, the early childhood teacher, the community
and the environment?
It is rather unfair to put the blame on children if and when they grow obese.
Children might find it difficult to make choices to eat healthy food and
participate in sufficient physical activities when they are most of the time
exposed to environments in their home, child care centre or their preschool or
community which are influenced by several factors such as:
(a) Advertisements of non-healthy food which have high total calories in

sugar, salt and less nutritious ingredients are openly advertised and
marketed through the media which specifically target children and
adolescents.

(b) Pre-school regulations vary from one school to another depending on the
location it is built. Some pre-schools have ample space for physical
activities and some have just enough space to put-up a small swing or slide.
(c) Limited access to healthy and affordable food. Choosing healthy food can
sometimes be difficult in a lower-income neighbourhood and there are
limited numbers of supermarkets or cold storages selling fresh and healthy
food.
(d) High energy food and sweetened beverages results in a higher risk for
excess body fat during childhood.
(e) Increasing portion size of less healthy food served at fast food restaurants
and grocery stores encourages children to binge-eat and this gradually
becomes a habit even when they are at pre-schools.
(f) Lack of breastfeeding while a child is an infant. Breastfeeding protects

against childhood overweight and obesity.
Overweight and obese children are at a greater risk of developing serious health
problems such as:
(a) Type II diabetes;

(b) High blood pressure;
(c) High cholesterol;
(d) Bone and joint problems;
(e) Asthma;
(f) Restless or disordered sleep patterns;
(g) Liver and gall bladder disease; and
(h) Depression and low self-esteem.
Children who are overweight and obese have the tendency to remain lazy and
inactive. This will result in lack of physical activity and hence will worsen a
childs growth development and academic capability (see Figure 9.6).

Figure 9.6: Obesity in children

Source: https://www.google.com/search?q=PIcture+of+obesity+in+children&oq
ACTIVITY 9.6
Prepare two baskets. Display on the table varieties of food and fruits
such as bread, pasta, cheese, oranges, grapes, sweets and other daily
food items normally consumed by children on a day-to-day basis. Ask
the children to pick the healthy food and put in one basket and the non-
healthy food in another basket. Provide guidance with proper
explanation.
SELF-CHECK 9.2
1. How can you better educate children to eat healthy food?
2. How can a childs weight and obesity hinder his or her physical
development and mental progress?

Physical movements involves the use of gross motor and fine motor skills. It
brings a lot of benefits to the development of a childs growth and helps to
support a childs academic achievement.
Physical activities include light and simple activities such as walking,

standing up and moving around while the vigorous and energetic activities
include running, jumping, swimming, playing hide and seek and others.
Perceptual motor development refers to a childs ability to communicate with

the environment using his or her senses and motor skills.
Issues of health and nutrition are inter-related to each other. Good nutrition
leads to good health and likewise will lead to malnutrition, weight gained or
obesity during their early childhood.
Auditory Gross motor skills

Developmental milestone Obesity
Fine motor skills Perceptual motor development
Bornstein, M. H., & Lamb, M. E. (Eds.). (2005). Developmental science: An

advanced textbook (5th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Frost, J. L. (1992). Play and playscapes. New York: Delmar Publishers.
Frost, J. L., Wortham, S. C., & Reifel, S. (2010). Characteristics of motor

development. Retrieved from http://www.education.com/reference/
article/characteristics-motor-development/
Gallahue, D. L. (1989). Understanding motor development: Infants, children,

adolescents (2nd ed.). Dubuque, IA: Brown and Benchmark Publishers.

Gross motor skill. (n.d.). Retrieved from http://www.childdevelopment.

com.au/areas-of-concern/gross-motor-physical-skills/95
Ipatenco, S., & Demand Media. (2007). Healthy food for early childhood
classroom lunches. Retrieved from http://healthyeating.sfgate.com/
healthy-food-early-childhood-classroom-lunches-2323.html
Jambor, T. (1990). Promoting perceptual motor development in young children's

play. Playgrounds for Young Children: National Survey and Perspectives,
147-166.
Puckett, M. B., & Black, J. K. (2005). The young child: Development from pre-
birth through age eight. Pearson/Merrill Prentice Hall.
Raising Children Network. (n.d.). Physical activity for younger children. Retrieved
from http://raisingchildren.net.au/articles/activities_for_younger_kids.html
Smith, M., & Robinson, L. (2016). Weight problems and obesity in children.
Retrieved from http://www.helpguide.org/articles/diet-weight-loss/
weight-problems-and-obesity-in-children.htm

13 Hbec2203 T9

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

13 Hbec2203 T9

Загружено:

Авторское право:

Доступные форматы

Topic Overview of

Copyright Open University Malaysia (OUM)

Benefits of regular physical activity across the lifespan include:

(a) Healthy growth and physical development;

9.1 BUILDING GROSS AND FINE MOTOR

Gross motor skill: Control balance and stability in running, jumping,

Copyright Open University Malaysia (OUM)

(a) Gross Motor (Physical) Skill

(i) Late in reaching developmental milestone such as sitting, walking,

(iii) Avoiding physical activities.

(iv) Unwilling to participate in physical activities for a long duration of

(v) Not able to maintain an upright posture when seated.

(vii) Less skilful than her friends in sports.

(viii) Not able to follow and complete a multistep instruction.

(x) Not capable of climbing.

(xi) Easily tired doing a physical activity.

Copyright Open University Malaysia (OUM)

(b) Fine Motor Skill

Children can be trained to utilise, strengthen their muscles, practise

A lot of variations can be created using these materials. Two examples of

Figure 9.1: Tools for fine motor activities

Copyright Open University Malaysia (OUM)

Figure 9.2: Threading beads

Figure 9.3: Fine motor activity

Copyright Open University Malaysia (OUM)

9.2 PHYSICAL ACTIVITIES FOR YOUNG

Children will experience different body movements while participating in

Copyright Open University Malaysia (OUM)

Energetic activities include:

(a) Jumping around;

9.3 PERCEPTUAL-MOTOR DEVELOPMENT

Copyright Open University Malaysia (OUM)

Perceptual-motor skills include body, spatial, directional and temporal

(a) Body Awareness

(b) Spatial Awareness

Copyright Open University Malaysia (OUM)

Figure 9.4: Gross motor activity (hula hoops)

(c) Directional Awareness

(d) Temporal Awareness

A child must possess a well-developed temporal awareness to be able to

Copyright Open University Malaysia (OUM)

Games that can be played by a child include popping bubbles, hitting a

9.3.1 Ways to Improve Motor Skills

(a) Art Projects

Copyright Open University Malaysia (OUM)

Figure 9.5: A childs hand-painting activity

(b) Play with Clay

(c) Write, Draw and Cut

Copyright Open University Malaysia (OUM)

1. What physical skills can a child develop through his or her

2. State the evidence to prove that physical movement promotes

9.4 HEALTH AND NUTRITION IN CHILDREN

9.4.1 Nutritious Food for Children

The introduction of healthy eating habits in an early childhood classroom will be

Copyright Open University Malaysia (OUM)

Table 9.1: Sources of Food

Source of Food Proportion Needed Per Child

Dairy A serving of dairy during lunchtime supplies a child with a healthy

Source: Ipatenco and Demand Media (2007)

Copyright Open University Malaysia (OUM)

9.4.2 Childhood Obesity

Childhood obesity is a medical condition that has started to surface in many

(a) Advertisements of non-healthy food which have high total calories in