CHAPTER 3 Physical Development 131 PHYSICAL DEVELOPMENT oung children learn best by doing. Active physical play supports preschool children’s brain development1 and is a primary means for Ythem to explore and discover their world. Physical activities enhance all aspects of development, including cognitive, emotional, social, as well as physical. For example, cognitive growth occurs when children problem-solve how to negotiate an obstacle course or how to build a fort. Acquisition of physical skills supports emotional development by increasing children’s confidence and willingness to try new activities. Physical play creates optimal opportunities for social development. Since much of preschool children’s peer play involves physical activities, proficient physical skills enable children to interact with others and to develop friendships. Active physical play also has clear benefits for children’s health and fitness. Promoting children’s physical fitness is critical given the increasing rates of lifestyle- related health issues (including obesity and diabetes) among children in California. All children, no matter their ability levels or backgrounds, benefit from engaging in physical activities. T he preschool years are a prime time directed, children greatly benefit from for children’s physical development. adult encouragement and guidance when Preschool programs have a key role in learning new physical skills. Teachers maximizing children’s developmental tap into children’s intrinsic motivation potential during this important time by for movement by designing meaningful, providing well-designed, regular, and culturally appropriate, and accessible frequent opportunities for physical play. play activities in which all children feel Although many of young children’s physi- challenged yet successful. cal activities are exploratory and self- 132 PHYSICAL DEVELOPMENT Teachers are important role models opportunity for practice, fitness level, in the area of physical development. Chil- socioeconomic status, special needs, dren benefit immensely when teachers and cultural expectations. These dif- engage in physical activities alongside ferences need to be considered and children and share in the fun of physical accommodations made for them in movement. Just as important, preschool order to create beneficial learning programs collaborate with family and experiences for all children. community members to promote chil- Children often learn best through dren’s physical development. Family sup- maximum active participation. port and participation foster children’s There should be a daily quest to mini- active lifestyle habits. Promoting active mize sitting, waiting, and watching so lifestyles during the preschool years will children enjoy meaningful participa- benefit children throughout their lives. tion in physical activities. Maximum purposeful participation at some level Guiding Principles is a challenging but attainable goal. To achieve this goal, it is often best to first provide brief, simple explanations that Developmentally appropriate enable children to begin moving as movement programs accommodate soon as possible. Additional instruc- a variety of individual differences tions can be provided later as needed. among children. Children of the same chronological age The physical safety of children’s may exhibit a wide range of movement play environments should be of skills because of differences in devel- paramount importance at all times. opmental level, previous experience, Active play, by its very nature, involves an element of risk. It is risk that chil- dren enjoy as they test out their newly Research Highlight: Physical developing skills. Wise teachers permit Activities Enhance Young children to take reasonable and mea- Children’s Brain Development sured risks but do so in a manner that does not compromise children’s safety. A safe environment is one that Children use multiple senses when they maximizes learning opportunities and engage in physical activities. Multisensory enjoyment while at the same time experiences create and strengthen com- minimizing situations that compromise munication pathways in children’s brains.2 a child’s physical, emotional, or social Young children’s brains are highly malleable; “safety net.” Adults must continuously thus, early experiences have a big impact on strive to provide a safe environment their brain development. Movement experi- that is healthful in all ways. ences that are personally meaningful and provide the “just right challenge” (i.e., chal- Family members working as part- lenging but doable) have the most impact ners with teachers are key to on brain development.3 Neuroscientists enriching the physical development studying the brain confirm that “exercise of children. provides an unparalleled stimulus, creating Each child’s unique interests and an environment in which the brain is ready, learning needs are best met through willing, and able to learn”.4 thoughtful and regular collaboration 133 PHYSICAL DEVELOPMENT between family members and teachers. to observe and practice the skill dem- Teachers play an important role in pro- onstrated, close guidance, and teacher viding information to family members feedback. about child development, while fam- To maximize teaching effectiveness, ily members provide valuable insights movement skill learning should first about their child’s unique preferences, focus on how children are moving abilities, and life contexts (including their bodies. their home, community, and culture). By designing movement activities The partnership between families and focused on the process or quality of teachers creates continuity in support- the body movements, teachers place ing children’s physical skills develop- emphasis on improving the child’s ment across home, community, and body coordination (e.g., arm/leg preschool environments. actions) and on increasing awareness Inclusion of children with special of body movements. The product, or needs is beneficial to all and pro- quantitative aspect of movements (e.g., motes greater understanding of how far they jumped, or how fast they and respect for diversity. ran), should not be the initial focus of Teachers can modify the environment, learning. For children with disabili- materials, or teaching methods during ties and other special needs, the focus physical activities to facilitate participa- should be on the functional aspects tion and skill development for all chil- of movement for that particular child. dren. When working with a child with Referring to each child’s IEP and con- disabilities or other special needs, they sulting with special education special- consult with the child’s family members ists about movement goals are effective and special education specialists for practices. adaptation strategies. All children in the Children generally learn new move- preschool program benefit when pro- ment skills more easily when they vided with opportunities to play along- can focus on one specific aspect of side peers with diverse abilities; they the skill at a time. learn the important values of inclusion, Providing cues to children for move- empathy, respect, and acceptance. ment skill learning is important. How- Children are multisensory learners ever, it is recommended that teachers with unique learning styles. guide children on only one aspect of It is important to provide children with the skill at a time (e.g., stepping in various ways to learn new physical opposition when throwing) while chil- skills: exploration and guided discov- dren are doing the overall movement. ery, visual demonstration or pictures, Children benefit from ample oppor- verbal or gestural directions, hands-on tunities to practice new physical assistance, or combinations of these skills. When children initially acquire strategies. Through intentional observa- a new physical ability, they are often tions, teachers become aware of chil- highly motivated to repeat the activ- dren’s individual learning preferences. ity many times. Repetition should be Teachers support children’s learning of encouraged because it strengthens the new movement skills by providing them new communication pathways between with adequate time and opportunities the brain and the muscle being used. 134 PHYSICAL DEVELOPMENT Introducing slight variations or addi- tional challenges further enhances motor development. For example, if a child has just learned to jump, it would be beneficial to challenge the child to try jumping on uneven surfaces, such as grass or sand, or to count while jumping. Children benefit from integrated learning activities across the curriculum. Movement experiences provide an ideal context for children’s development in not only the physical domain, but also in the cognitive, social–emotional, and language domains. Frequency, intensity, type, and dura- tion are the four key parameters of moderate to vigorous physical to designing active physical play activity per day is recommended. Some to enhance children’s fitness and children with special needs may not health. The four parameters may be have the physical stamina to participate thought of as the FITT principles (Fre- in the same ways in terms of frequency, quency, Intensity, Type, Time [dura- intensity, type, and time. Teachers may tion]).5 “Frequency” refers to the regu- modify activities to accommodate chil- larity of engaging in physical activity; dren’s individual needs. frequent short periods of physical Physical skills are more easily activity each day are preferred (chil- learned