Physical Health and Growth Foundation: 2 - Senses

Topic: PHG2.2 - Demonstrate development of body awareness

Young children naturally desire to move. They wiggle, reach, and kick long before they can propel their body through space by crawling, walking, climbing, or running. As they engage in these different types of movements, they develop body awareness and begin to understand how their body works.

The development of body awareness leads to:
*Understanding what they can and cannot do with their body with ease
*Learning what is “risky” behavior
*Spatial awareness
*An increased awareness and respect for personal space

Looking Ahead to Kindergarten	Family Engagement	Special Populations
In kindergarten, students will learn to differentiate between movement in personal space and general space at a slow to moderate speed (PE K.2.1.A) and move in personal space to a rhythm (PE K.2.1.B). Students will also begin to travel in three different pathways (such as moving in various patterns: straight, curved) (PE K.2.2.A) and travel in general space with different speeds (such as traveling at various speeds in skill development activities) (PE K.2.3.A).	Encourage families to: Find ways to actively engage their child in physical activity during routine events (e.g. encourage their child to stand or hop on one foot while waiting in line at the grocery store). Find ways to use physical activity as quality time together through various activities (e.g. sports, exploring nature, cleaning the house, etc.). Create active environments or visit spaces that encourage movement (e.g. moving furniture to promote play). Limit the use of screen time. *Model physical activity as a self care strategy.	Educators can: Plan and provide opportunities, space, and materials that are accessible to all children including those with varying mobility. Respectfully acknowledge the developmental differences and abilities of all children using a strengths-based approach.

Looking Ahead to Kindergarten

Family Engagement

Special Populations

In kindergarten, students will learn to differentiate between movement in personal space and general space at a slow to moderate speed (PE K.2.1.A) and move in personal space to a rhythm (PE K.2.1.B). Students will also begin to travel in three different pathways (such as moving in various patterns: straight, curved) (PE K.2.2.A) and travel in general space with different speeds (such as traveling at various speeds in skill development activities) (PE K.2.3.A).

Encourage families to:

*Find ways to actively engage their child in physical activity during routine events (e.g. encourage their child to stand or hop on one foot while waiting in line at the grocery store).
*Find ways to use physical activity as quality time together through various activities (e.g. sports, exploring nature, cleaning the house, etc.).
*Create active environments or visit spaces that encourage movement (e.g. moving furniture to promote play).
*Limit the use of screen time.
*Model physical activity as a self care strategy.

Educators can:

*Plan and provide opportunities, space, and materials that are accessible to all children including those with varying mobility.
*Respectfully acknowledge the developmental differences and abilities of all children using a strengths-based approach.

Powerful Practices
Across all developmental stages, educators can: Ensure that the environment is reflective and responsive to the interests and abilities of children. Provide a variety of props to encourage children to move in a variety of ways (e.g. paper plates, hoops, scarves, etc.). Use proper terminology and names for body parts while being respectful of names children and families use. Promote individual range of abilities and take time to talk to children about their unique strengths and abilities. Respectfully respond to questions about differences in a factual way. Respect individual preferences and cultural norms. Provide opportunities for children to discover their own strengths and challenges. Promote big body play (e.g. tumble play or tag) to encourage understanding of physical limits Provide a variety of opportunities and spaces for children to deliberately and freely move. Consider using physical movements to teach other concepts (e.g. patterning and movement in music, how the body responds to those changes/patterns, etc.).
Infant
Provide opportunities for infant to move and explore (i.e. limit the use of “baby containers” or equipment that restricts an infant’s movement such as bouncy seats, swings, etc.) Label and describe infant’s movement and discoveries (e.g. “You found your toes!”) Sing songs and fingerplays to encourage movement and body awareness (e.g. Pat-a-Cake, “Where is your nose?”)
Younger Toddler
Provide play materials for identification and awareness of body parts (e.g. the bear’s foot, the baby doll’s belly) Provide spaces for a child to move through, under, over, behind, and around Provide objects that can be pushed, pulled, thrown, kicked, rolled, stacked, etc.
Older Toddler
Describe child’s movement as they move through, under, over, behind, and around Plan indoor and outdoor learning experiences that encourage specific physical movements (e.g. Hokey Pokey, bean bag toss games, dancing, marching, etc.)
Younger Preschool
Engage in conversation that develops descriptive language for body movement (e.g. throw with my arm, chew with my teeth) Provide experiences that encourage movement relative to peers (e.g. dancing with scarves and ensuring personal space) Provide materials that require more than one child to lift or move Read books about physical health and wellness
Older Preschool
Engage in conversation that develops descriptive language for body movement (e.g. throw with my arm, chew with my teeth) Provide experiences that encourage movement relative to peers (e.g. dancing with scarves and ensuring personal space) Provide materials that require more than one child to lift or move Read books about physical health and wellness

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