b k standards-physical_motor 5-11-2012 final

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PhysicalWell-BeingandMotorDevelopmenticonhere

PhysicalWell-BeingandMotorDevelopmentstandardsaddressmotorskillsandhealthpracticesthatareessentialforchildren’soveralldevelopment.Theseskillsincludetheabilitytouselargeandsmallmusclestoproducemovements,totouch,graspandmanipulateobjects,andtoengageinphysicalactivity.Thesestandardsalsodescribethedevelopmentofhealthpracticesthatbecomepartofchildren’sdailyroutinesandhealthyhabitssuchasnutritionandself-help.Theseskillsandbehaviorsplayanimportantroleinchildren’sphysicalwell-beingandsetchildrenonapathleadingtowardahealthylifestyle.Healthychildrenaremorelikelytoattendschool,tobephysicallyactive,andtolearnmoreeffectively(Bluemenshineandothers,2008).ThetwostrandsinthisdomainareMotorDevelopmentandPhysicalWell-Being.

Strand: MotorDevelopment

Topics: LargeMuscle:Movement,BalanceandCoordination SmallMuscle:Touch,Grasp,Reach,Manipulate Oral-Motor

Strand: PhysicalWell-Being

Topics:Nutrition PhysicalActivity BodyAwareness Self-Help SafetyPractices

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Infants YoungerToddlers OlderToddlers Pre-Kindergarten

STANDARDSTATEMENTDemonstrate strength and control of head, arms, legs and trunk using purposeful movements. EXAMPLES

• Holdsheadandtorsoup,firstontwohandsandthenonone,whileontummy.

• Scootsbackwardonbellytowardcaregiver.

• Crawlsforwardonhishandsandkneesormightscootonbottomor“armycrawl”toreachsomethingofinterest.

STANDARDSTATEMENT Walk with increasing coordination and balance, with or without adult support and/or assistive device. EXAMPLES

• Beginstorunexcitedlytowardcaregiver.

• Climbsintoadultchairandturnstosit.

STANDARDSTATEMENT Use locomotor skills with increasing coordination and balance. EXAMPLES

• Runs,jumps,kicksaball.

• Usesalternatingfeetwhenclimbingstairs.

STANDARDSTATEMENT Use a variety of non-locomotor body movements (hands in the air, turn around, stand on one foot, etc.) during play. EXAMPLES

• Bendstotouchtoes,knees,chestandheadduring“TonyChestnut”song.

STANDARDSTATEMENT Demonstrate locomotor skills with control, coordination, balance in active play. EXAMPLES

• Hops,gallops,skips,andrunswithcontrolofdirectionandspeed.

• Climbsladdersandpumpsaswingonoutdoorplayequipment.

STANDARDSTATEMENT Demonstrate coordination in using objects during active play (riding tricycle, catching ball). EXAMPLES

• Kicks,throwsandcatchesaball.

STANDARDSTATEMENT Use non-locomotor skills with control, balance and coordination such as bending, stretching and twisting during play. EXAMPLES

• Plays“SimonSays,”touchestoes,twiststotheleftandtwiststotheright.

STANDARDSTATEMENT Demonstrate spatial awareness in physical activity or movement. EXAMPLES

• Jumpsforheightanddistance.

PhysicalWell-BeingandMotorDevelopment

STRAND TOPIC

MotorDevelopment LargeMuscle:Movement,Balance,andCoordinationiconhere

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STANDARDSTATEMENTTransfer a toy from one hand to another by reaching, grasping and releasing skills. EXAMPLES

• Grabsapreferredshakertoy,shakesit,bringstoytomouththentossesitdowntoreachforanewtoy.

• Whileholdingasmalltoyinonehand,reachesforanothertoywithfreehand.

• Bangsobjectsonfloorduringplay.

STANDARDSTATEMENT Use both of their hands together to accomplish a task. EXAMPLES

• Turnsthepagesofaboardbook.

• Scribbleswithafatcrayononalargepieceofpaperusingafull-handgrasp.

STANDARDSTATEMENT Coordinate the use of arms, hands and fingers to accomplish tasks. EXAMPLES

• Usesaspoontoscoopupfoodandbringittomouth,withsomespillage.

• Stringsalargewoodenbeadontoashoelace.

• Makessnipsinapieceofpaperwithchild-sizedscissors.

• Unbuttonsalargebuttononsweater.

STANDARDSTATEMENT Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements. EXAMPLES

• Stringsbeadsorcerealtomakeanecklace.

• Zips,snaps,buttonsanddressesself.

STANDARDSTATEMENT Use classroom and household tools independently with eye-hand coordination to carry out activities. EXAMPLES

• Usesforkandspoontoeat.

• Usesscissorstocutshapes.

• Usespenciltomakerecognizableshapes,linesordots.


STRAND TOPIC

MotorDevelopment SmallMuscle:Touch,Grasp,Reach,Manipulateiconhere

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STANDARDSTATEMENTUse mouth and tongue to explore objects. EXAMPLES

• Exploresthetextureofobjectswithlipsandtonguewhileplayingwithtoys.

STANDARDSTATEMENT Open mouth to wait for food to enter and use upper lip to clean food off spoon during spoon feeding. EXAMPLES

• Takesinfantcereal,orpureedfruitorvegetablefromspoonwithlipsandcoordinatesswallowofthefood.

STANDARDSTATEMENT Take and chew small bites/pieces of finger food. EXAMPLES

• Chewssmallpiecesoffingerfoodwithavarietyoftexturessuchascrackers,bitsofcheeseandchunksofbanana.

• Bitesabiscuitorchewsonatoy.

• Takesabitefromapieceofbread.

STANDARDSTATEMENT Take bites from whole foods, coordinates chewing and swallowing. EXAMPLES

• Takesbitesofandchewsapples,broccoli,chickenandotherfoodspresentedatlunch.

• Drinksfromacupwithoutalidwithalittlespilling.

STANDARDSTATEMENT Demonstrate increasingly complex oral motor skills such as drinking through a straw, blowing bubbles or repeating a tongue twister. EXAMPLES

• Drinksfromanopencup,usuallywithoutspilling.

• Drinksamilkshakethroughastraw.

• Blowsoutbirthdaycandles.

• Attemptstonguetwisterssuchas“PeterPiper.”

• Developingclearspeecharticulationwithsomemispronunciations.


STRAND TOPIC

MotorDevelopment Oral-Motoriconhere

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STANDARDSTATEMENTCommunicate hunger or when feeling full. EXAMPLES

• Watchesbottleorfoodbeingpreparedand/orreachesforbottleorfoodwhenpresented.

• Eagerlyacceptsbottleorsoftfoodswhenhungryandturnsheadorpushesawaywhenfull.

STANDARDSTATEMENT Eat during regular meals and snacks times. EXAMPLES

• Climbsintotoddlerseatanticipatingsnacktime.

• Duringlunch,asksformorebananaswhenstillhungry.

STANDARDSTATEMENT Make simple food choices, has food preferences and demonstrates willingness to try new foods. EXAMPLES

• Helpspickandlatertastesgreenbeansfromtheclassroomgarden.

• Preferspeachesandpumpkinbreadoneweekthenturkeyandcheesethenextweek.

STANDARDSTATEMENT Demonstrate basic understanding that eating a variety of foods helps the body grow and be healthy. EXAMPLES

• Explainswhythebodyneedsfood“tomakemybodygrow.”

• Pretendstofixamealindramaticplay,“doyouwantcarrotsorgrapes?”

STANDARDSTATEMENT Demonstrate emerging responsibility for eating. EXAMPLES

• Duringsnacktimesays,“I’mnothungryanymoresoIwillgoplay.”


STRAND TOPIC

PhysicalWell-Being Nutritioniconhere

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STRAND TOPIC

PhysicalWell-Being PhysicalActivity


STANDARDSTATEMENT Interact with caregivers in physical activities. EXAMPLES

• Playspeek-a-boo.

• Reachesforatoy.

• Kickslegsandmovesarmswhilelyingonback.

STANDARDSTATEMENT Participate in active physical play. EXAMPLES

• Crawlsandclimbsoverandunderonasmallclimber.

STANDARDSTATEMENT Participate in songs or games requiring spontaneous or instructed body movements. EXAMPLES

• Pointstobodypartsduringasongorgamerequiringknowledgeofbodyparts.

• Jumps,turnsaround,putshandsintheair,squatsdownlow,twistsandshakeswhen“dancing”tomusic.

STANDARDSTATEMENT Participate in active play exhibiting strength and stamina. EXAMPLES

• Usesgrossmotorequipmentsuchasclimber,slideandswing.

• Runswithcontrolandstopswhenintended.

• Pedalsatricycle.

STANDARDSTATEMENT Demonstrate basic under-standing that physical activity helps the body grow and be healthy. EXAMPLES

• Makesstatementslike“runningfastmakesmylegsstrong”or“IfeelgoodwhenIrun,jumpandplaywithmyfriends.”


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STRAND TOPIC

PhysicalWell-Being BodyAwareness


STANDARDSTATEMENT Show awareness of own body. EXAMPLES

• Sucksontoes,handsandfingers.

• Looksathands.

STANDARDSTATEMENT Point to basic body parts when asked. EXAMPLES

• Pointstothedollsnosewhenasked.

STANDARDSTATEMENT Name, point to and move body parts. EXAMPLES

• Movesappropriatebodypartswhenplaying“SimonSays.”

STANDARDSTATEMENT Identify and describe the function of body parts. EXAMPLES

• Identifiesmanybodypartssuchasknees,elbows,shoulders,neck,fingers.

• Tellsafriend,“Mymusclesmakemestrong.”

• States,“Iseewithmyeyes,”“Ihearwithmyears,”“Ismellwithmynose.”


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STRAND TOPIC

PhysicalWell-Being Self-Help


STANDARDSTATEMENT Demonstrate emerging participation in dressing self EXAMPLES

• Straightensorextendsarmwhenhandisplacedinsleeveduringdressing.

STANDARDSTATEMENT Participate in handwashing with adult assistance. EXAMPLES

• Usessoapandrubshandstogetherwithassistanceduringhandwashing.

STANDARDSTATEMENT Participate in dressing with caregiver assistance. EXAMPLES

• Getsclothingitemsordiaperswhenasked.

• Extendsfootwhencaregiverisreadytoputshoeson;mayattempttoputonownshoes.

STANDARDSTATEMENT Assume increasing responsibility for hand washing. EXAMPLES

• Washeshandswithsoapandwateratthesinkbeforesnack.

STANDARDSTATEMENT Actively participates in dressing. EXAMPLES

• Activelyparticipatesinchoosingclothingtowear.

• Expressespreferenceforclothingitems.

• Undressescompletelywithouthelp.

STANDARDSTATEMENT Complete personal care tasks with increasing responsibility. EXAMPLES

• Followsbathroomroutinewithadultguidanceandreminders(brushingteethtwotimesaday,flushingtoilet,washinghands,etc).

STANDARDSTATEMENT Follow basic health practices. EXAMPLES

• Putsdirtythingssuchastissuesandtowelsintrash.

• Washeshandsafterusingtissue.

• Coversmouthswithelboworsleevewhensneezingandcoughing.

STANDARDSTATEMENT Dress with minimal or no caregiver assistance. EXAMPLES

• Dresseswithclothingrightsideoutandcorrectsideforward.

• Putsshoesoncorrectfeet.


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STRAND TOPIC

PhysicalWell-Being SafetyPractices


Notapplicable. STANDARDSTATEMENT Follow adult intervention/guidance regarding safety. EXAMPLES

• Picksuptoyswhendirectedsopeopledon’ttriponthem.

• Sometimesstopsdoingabehaviorwhenadultsays,“No.”

• Stopsputtingnon-fooditemsinmouthwhenasked.

• Holdscaregiver’shandwhencrossingstreet.

• Climbsintocarseats.

STANDARDSTATEMENT Cooperate and/or stop a behavior in response to a direction regarding safety. EXAMPLES

• Followsrule,withreminder,towalkintheclassroom,evenwhenexcited.

• Wearshelmetwhenridingawheeledtoy,withhelpfromadult.

STANDARDSTATEMENT Use adults as resources when needing help in potentially unsafe or dangerous situations. EXAMPLES

• Callsanadultforhelpwhenaglassfallsandisbroken.

• Asksforhelpjumpingdownfromaclimber.

STANDARDSTATEMENT Identify and follow basic safety rules with guidance and support. EXAMPLES

• Recognizeswhensomeoneisdoingsomethingunsafe.

• Withoccasionaladultprompting,goesfeetfirstdowntheslide.

• Doesnottalktostrangers.

STANDARDSTATEMENT Identify how adults help to keep us safe. EXAMPLES

• Identifiesrolesoffirefighterandpoliceofficer.

STANDARDSTATEMENT Identify the consequences of unsafe behavior with adult guidance and support. EXAMPLES

• Says“youshouldn’tplayinthestreetbecauseacarcouldhityou.”

STANDARDSTATEMENT Demonstrate emerging ability to follow emergency routine with adult modeling and support (for example, a fire drill or earthquake drill). EXAMPLES

• Linesuptoexitthebuildingduringafiredrill,withadultguidance.

(StandardStatementscontinueonpageX.)


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STRAND TOPIC

PhysicalWell-Being SafetyPracticesContinuedInfants YoungerToddlers OlderToddlers Pre-Kindergarten

(StandardStatementscontinuedfrompageX.)

STANDARDSTATEMENT Demonstrate emerging ability to follow transportation and pedestrian safety rules with adult modeling and support. EXAMPLES

• Seekstoholdadult’shandwhilecrossingthestreet.

• Cooperateswithusingcarseatsandseatbelts.


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b k standards-physical_motor 5-11-2012 final

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