Physical Health and Growth Foundation: 3 - Motor Skills

Topic: PHG3.1 - Demonstrate development of fine and gross motor coordination

The development of fine and gross motor coordination helps children to be able to move and manipulate objects. Gross motor skills refer to large muscle groups and body parts (e.g. legs, arms) whereas small motor skills relate to being able to manipulate small objects with precision (e.g. hand, wrist).

The development of fine and gross motor coordination leads to:
*Early writing skills
*Balance and body awareness
*Spatial awareness
*The ability to perform tasks and movements

Looking Ahead to Kindergarten Family Engagement Special Populations
In kindergarten, students will work to continue to develop their manipulative (PE K1.7.A through 1.16.B) and gross motor skills (PE K.1.1A through K1.5.A). Students will also begin 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). Lastly, students will recognize that physical activity is important for good health (PE K.5.1.A). Encourage families to:

*Provide opportunities for fine and gross motor play (e.g. going outside for gross motor or providing crayons, pencils, etc.).
*Allow children multiple tries when moving an object safely before intervening.
*Participate, model, and announce keywords with big body play (e.g. having a dance party and saying, “This is a spin and this is a wiggle.”).

Educators can:

*Provide opportunities and materials that are accessible to all children (e.g. ensuring tools have different size grasps or adaptations).
*Plan and provide opportunities, space, and materials that are accessible to all children including those with varying mobility.
*Consider the use of visual supports during fine and gross motor activities.

Powerful Practices
Across all developmental stages, educators can:

*Create environments and intentionally plan activities that encourage exploration and movement.
*Create and adapt indoor and outdoor environments with open spaces and materials for gross motor activities that reflects the interests and abilities of the children.
*Be respectful of and promote the varying strengths and abilities of all children.
*Model and narrate/naming experiences and movements (e.g. children move their arms like a flying bird).
*Provide opportunities with clear expectations for risk taking with appropriate supervision and guidance.
*Provide a variety of materials to support fine motor development (e.g. thin/thick crayons, thin/thick paint brushes, stamps, sponges, realistic household items, etc.).
*Closely observe and document the potential need for additional supports and services.
*Be respectful of cultural and familial considerations.
*Consider the use of music and creative movement expression to support fine and gross motor development (e.g. provide instruments, finger plays, dance that is culturally reflective of the children, etc.).
*Consider the use of simple signs to support fine motor development and communication skills.
*Provide activities and materials to support early writing (See Early Learning Foundations Guidance for ELA3.1).

Infant

Provide an environment that supports infant’s development of rolling over, sitting, reaching, and grasping

Allow and encourage child to finger feed self

Facilitate the coordinated movements of infant’s limbs through songs and play

Provide infant floor time on various surface types

Facilitate the development of oral motor skills

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.)

Younger Toddler
Sing songs and fingerplays

Provide board books and encourage children to explore pages on their own

Allow and encourage child to finger feed self

Create an environment with open spaces for gross motor activities, including items for support as needed (e.g. ottoman, push toys)

Facilitate the development of oral motor skills

Provide simple and safe utensils for children to self-feed

Older Toddler
Provide smaller objects for child to manipulate, supervising as necessary for child’s skill level (e.g. clay or playdough and tools)

Create an environment with open spaces for gross motor activities (e.g. climbing structure, pull toys, bridge and ramps)

Facilitate the development of oral motor skills

Provide simple and safe utensils for children to self-feed

Younger Preschool
Provide tools for children to grasp and manipulate (e.g. writing tools, screwdrivers, pliers, scissors, scoops, shovels, etc.)

Create an environment with open spaces for gross motor activities (i.e. more challenging balance beams, higher climbing structures, etc.)

Consider the use of small and large group activities to promote a sense of body and spatial awareness and cooperation

Older Preschool
Provide tools for child to grasp, manipulate, and practice more refined skills

Utilize the environment to facilitate intentional, complex gross motor activities (e.g. hopping on one foot, galloping, and skipping)

Consider the use of small and large group activities to promote a sense of body and spatial awareness and cooperation