A Framework for Physical Education in the Early Years - download pdf or read online

By M. E. Carroll, Miss Hazel Manners, Hazel Manners

ISBN-10: 0203453581

ISBN-13: 9780203453582

ISBN-10: 0750704179

ISBN-13: 9780750704175

This article examines the nationwide Curriculum actual schooling to Key degree 1 within the mild of contemporary adjustments. It identifies six uncomplicated rules which offer the root for the reason, curriculum content material, the instructing and the making plans methods required in offering a balanced programme for kids elderly three to 7 years. particular realization is paid to flow schooling for kids of nursery age, delivering because it does a valid starting place for later paintings within the early years. video games, gymnastics, dance and swimming are lined intimately and pattern devices of labor for every team offer scholars in preliminary instructor education and lecturers with beneficial fabrics to be used in faculties. the ultimate bankruptcy appears to be like on the function of the curriculum chief or co-ordinator for actual schooling at Key level 1, providing advice on tips to agree and enforce a typical college coverage.

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Extra resources for A Framework for Physical Education in the Early Years

Sample text

Botham in Adams, 1993) What then are the physical needs of children in the nursery? (i) To extend their physical world, meeting new situations such as sloping surfaces to slide down, climbing frames to go up, holes to crawl through, rails to turn upside down on, moving objectives to climb on such as swings and see-saws. (ii) To be able to run, jump, roll, spin, hop, in safety. (iii) To develop spatial awareness by using mobile toys such as tricycles and wheelbarrows. (iv) To develop body awareness, for example, the feet can be used to stamp, take big steps, walk on tip toes.

However, these headings are not really appropriate in the nursery as they are too specific. To simplify the classification we can look at where the activities take place, namely, indoors, outdoors or in a pool. These can be sub-divided depending on whether or not equipment is to be used. Not all nurseries will have the good fortune to be ideally provided with the recommended (e) (ii) basic actions performed on the spot and moving about, and familiarization of different parts of the body and what they can do; ways to introduce children to an awareness of the space around them and how it can be used; teaching specific physical skills that children ought to master by the age of 4+; doing stories in movement—the teacher acting as narrator, and the children doing appropriate actions all together which they have either agreed on before hand or choose individually to do as the story is told; moving to music—using different kinds of music and sounds for the children to respond spontaneously, such as fast, lively music, slow, dreamy music, words, and songs.

Iv) With your partner, make up a game trying to hit a moving target. Use a bean bag and one other piece of equipment such as a quoit, skittle, ball, rope or hoop. Give your game a name. (v) Teach your game to a different partner. e. the children are divided into groups and each group given a different target to aim at. They then rotate from one target to the next every few minutes. e. one group can aim at a skittle, one group can practise skipping, one group can practise throwing and catching with a partner and one group play with the hoops, for example.

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A Framework for Physical Education in the Early Years by M. E. Carroll, Miss Hazel Manners, Hazel Manners

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