ADAPTED PH

YSICAL

EDUCATION AND

RECREATION

C H A P T E R 1 O : I N F A N T S , T O D D L E R S , A N D P R E S C H O O L E R S

B Y : IS A A C T

. BO L E S A

N D J OS E M

A R T I NE Z

FACTThere is a window of opportunity in which quality, family-bases early intervention can

make a significant difference in the lives of an infant, a toddler, or a preschooler.

EIGHT TYPES OF INTELLIGENCE• Linguistic- expressed in and through the use of oral language (receptive and

expressive) and written language (reading and writing).

• Logical-Mathematical- an individual’s ability to group and sequence objects, to order and reorder them, to describe their quality and quantity, and to see and understand patterns.

• Musical- an individual’s ability to recognize sounds and distinguish one from another, identify and see patterns in music, be sensitive to rhythm and time variables, know and appreciate timbre and tone, and express feelings and emotions through music.

• Spatial- includes the ability to identify shapes and differentiate between objects in terms of size, to see commonalities in shape or size, to perceive the visual world accurately, to perform simple transformations of visual images, and to recreate a graphic image of a visual representation, such as a map or graph.

EIGHT TYPES OF INTELLIGENCE (CONT.)• Bodily-Kinesthetic- characterized by the ability to use the body in highly

differentiated and skilled ways, for expressive and goal-directed purposes.

• Interpersonal- individual can identify and empathize with the feelings and emotions of others.

• Intrapersonal- individual is able to identify his or her own feelings, emotions, and motives and is basically inner-directed (i.e. internally driven).

• Naturalist- a combination of “spirituality” and a profound sense of “nature”

DEVELOPMENTALLY APPROPRIATE ASSESSMENT

GUIDELINES FOR SCREENING AND ASSESSMENT

TRANSDICIPLINARY, PLAY-BASED ASSESSMENT“The Individuals with Disabilities Education Improvement Act mandates a

comprehensive assessment, for children from birth to three, and three to five, to determine eligibility and to serve as the basis for for the development of the individual family service plan or the IEP.”

COMPREHENSIVE MOTOR ASSESSMENT

FACTThe assessment of movement and play behaviors in infants, toddlers, and preschoolers

requires special sensitivity to the fact that major developmental changes occur during the crucial years from birth to age five.

ECOLOGICAL ASSESSMENT

THE PORTFOLIO ASSESSMENT PROCESS

AGES AND STAGES- UNDERSTANDING TYPICAL AND ATYPICAL DEVELOPMENT

FACTThe emphasis should be on expanding on the parents’ strengths.

EARLY CHILDHOOD INVERVENTION PROGRAMS

FACTProgram practices should be directly tied to the characteristics and circumstances of the

families served.

INFANT-PARENT RELATIONSHIPS ON FAMILIES WITH AN INFANT WITH A DISABILITY

THE A.P.E. AS AN ADVOCATE FOR INFANTS, TODDLERS, AND PRESCHOOLERS WITH DISABILITIES THEIR FAMILIES

EARLY CHILDHOOD INTERVENTION IN NATURAL SETTINGS

FACTFrequent, personal, and enabling conversation appears to be key to parent-faculty

relations.

ACTIVE START

THE MOVEMENT PROGRAM AND THE ECI NATURAL SETTINGS INITATIVE

MOVEMENT AND PLAY IN THE INDIVIDUAL FAMILY SERVICE PLAN

FACTProfessionals that have unique abilities and skills are, but are

not limited to:• An educational psychologist

• A speech and language therapist

• An occupational therapist

• A physical therapist

• An adapted physical educator (with specific training and experience working with little ones.)

• A play therapist

• A music therapist

ROLE OF THE A.P.E. SPECIALIST WITH INFANTS AND TODDLERS IN NATURAL SETTINGS

THE PRESCHOOL PROGRAM FOR CHILDREN AGES THREE TO FIVE YEARS

QUALITY MOVEMENT, PLAY, AND WELLNESS

FACTThe emphasis should be on Families, not only the children.

INDOOR ACTIVE LEARNING CENTER

OUTDOOR ACTIVE LEARNING CENTER

BASIC STANDARDS FOR THE PRESCHOOL OUTDOOR PLAY AREA

FACTParents must be honored in and for their lives and roles separate from that of “parent.”

PRESCHOOL INCLUSION PROGRAMS

RESPONSIBILITIES OF THE A.P.E. SPECIALIST

ATYPICAL PLAY BEHAVIOR

EFFECTIVE MODELING TECHNIQUES FOR PARENTS TRYING TO IMPROVE MOTOR AND PLAY SKILLS IN THEIR INFANT AND TODDLER• Infants and toddlers with disabilities. Over the last decade a growing number of studies

have been conducted on the physical development of infants and toddlers with disabilities. Studies have shown that babies and toddlers with Down syndrome, autism, and those who were born preterm or are living in poverty or stressful family situations, are at risk for poor motor development. In particular, some children with these disabilities or challenges are less likely to learn skills that require leg strength and coordination . Because of this research, performance on specific motor tasks is now used regularly as a screening criteria for identifying infants with disabilities. This research suggests the importance of observation and intervention, as soon after birth as possible, to promote motor development of children with disabilities. The motor play of 7 infants and toddlers—their manipulation of objects, reaching and grasping behaviors, and efforts at locomotion—serves as a window through which adults can observe overall development and spot potential developmental difficulties. Adult interventions to promote the motor abilities of those with disabilities are as important as those focused on cognitive development or language. For children older than 6 months, play experiences to strengthen and engage leg muscles are especially important. Floor games that require pushing and kicking of legs (e.g., the classic socks with jingle bells activity) are helpful for younger infants. Once ambulatory, toddlers can be provided with indoor and outdoor play surfaces of varying texture and slope to walk over. Adult warmth and encouragement will inspire more active play during these motor experiences.

MANAGEMENT OF BEHAVIOR IN THE PRESCHOOL LEARNING ENVIRONMENT

CULTURAL DIVERSITY IN THE ACTIVE LEARNING CENTERS

FACTLow-income children with disabilities are eligible for Supplemental Security Income.

(SSI).

SUMMARYThe A.P.E. specialist has a unique role to play in the child development process.

The professional must be a consultant, or a teacher of teachers- including the parent.

A developmentally appropriate learning environment for infants, toddlers, and preschoolers if one in which adults are sensitive to the unique needs of the children and are responsive to those needs. (The learning environment allows active exploration with others and with materials. This is the same for learning environments for movement.)

A heighten respect for the family unit, in whatever form, has been deemed “best practices” in early childhood intervention.

In addition, the emphasis has been placed on providing intervention within the most “natural” setting- the home, church, child care center, community center, or neighborhood park.

SOURCES1. Pyfer, Jean, P.E.D., CAPE, Lauriece Zittel, Ph.D., CAPE, and 

Kristi Roth, Ph.D., CAPE. "Chapter 10 Infants, Toddlers, and Preschoolers."Adapted Physical Education and Recreation. By David Auxter. 11th ed. Boston: McGraw-Hill, 2010. 302-60. Print.

2. Trawick-Smith, Jeffrey. "The Physical Play and Motor Development of Young Children: A Review of Literature and Implications for Practice."The Physical Play and Motor Development of Young Children: A Review of Literature and Implications for Practice (n.d.): n. pag. Web. <http://www1.easternct.edu/cece/files/2014/06/BenefitsOfPlay_LitReview.pdf>.

 3. The Beautiful mind of Rick Tennant