Universal Approaches to Support Children’s Physical and Cognitive Development in the Early Years

Sue Soan, Eve Hutton

• Publisher: Routledge
• Year: 2020
• Print ISBN: 9780367541262
• eBook ISBN: 9781000191226
• Edition: 1
• Topic: Education
• Subtopic: Early Childhood Education

This book has been designed to provide educators with practical strategies and approaches to support the motor and coordination development of children within an educational setting. Difficulties with movement and coordination can significantly affect participation and learning, in Early Years settings and schools, but many of these children can be supported through changes to their educational environment, or the implementation of universal strategies.

This invaluable resource demonstrates how professionals can positively impact on children's educational progress, outcomes and social participation.

This book:

• Combines perspectives of occupational therapy and special educational needs, using evidence-based research to provide professionals with the knowledge and confidence to enhance quality first teaching skills for all children, in all settings.
• Promotes inclusion and participation in activities that affect pupil progress, such as handwriting, self-care, lunchtime, physical activities and play.
• Offers a range of activities, tips and guidance to help improve progress and academic achievement for all children.

Taking a holistic approach to early learning and teaching, this is a vital resource for teachers and trainee teachers, teaching assistants, SENCOs, student occupational therapists and all practitioners working in Early Years settings.

Chapter 1: Physical skills, movement and learning

This chapter is about the development of physical skills in young children, the importance of activity in early childhood and the links between movement and children’s learning. The aim of this chapter is to consider the influence of physical movement and activity on children’s learning, self-esteem, health and wellbeing.

In this chapter there are suggestions about:

1. Ideas for creating movement opportunities for all children, promoting the link between physical activity and children’s learning, self-esteem, health and wellbeing.
2. Observing children’s movement skills.
3. Ways to support children that find physical skills, such as kicking or catching a ball, difficult or challenging.

Physical activity in Early Years education

Concerns about rising levels of obesity amongst children and low levels of physical activity have prompted initiatives such as ‘the daily mile’ – where children leave their classroom for 15 minutes a day to jog or run together. There are many other targeted sports and playground schemes designed for inclusion in Early Years and school settings that aim to increase the amount of physical activity young children engage in.

The benefits to children’s long-term health and wellbeing of regular participation in activities that promote physical activity are now widely accepted e.g. maintaining a healthy weight and improved cardiovascular health (World Health Organization 2019). Other benefits such as the impact of physical activity on the development of ­coordination and control and the influence of movement on learning, confidence and mental health are currently less well understood (Fedewa and Ahn 2011; Howells and ­Sääkslahti 2019).

Some children will find it difficult to participate in games and lessons that involve physical skills when they begin their Early Years education. There may have been few opportunities in their early life to play outdoors or visit a playground and many will have experienced predominantly sedentary leisure activities such as watching television at home. Others may have a specific difficulty, disability or delay in their development making physical activity more challenging.

Introducing daily, fun opportunities to practise physical movement skills can assist all children, including those with difficulties, to develop the skills needed to be included in Early Years education. For example, the National Health Service, Change4Life website (www.nhs.uk/change4life/about-change4life) promotes ten-minute physical activities designed to appeal to all children that can be easily incorporated into daily routines (National Health Service 2020). Such approaches may also have longer term benefits for children’s learning (Mavilidi et al. 2016; Mullender-Wijnsma et al. 2015).

Try this

Take the opportunity to observe children during playtime. Are there children who avoid taking part in games that involve catching and throwing or kicking a ball or jumping and skipping? Then ask yourself these questions:

1. Do these children lack confidence in their physical skills? Do they avoid these activities because they cannot move or perform skills such as jumping as well as other children of their age? Or are there other reasons that might explain their reluctance to participate?
2. Are they overlooked by other children because they cannot kick or catch a ball?
3. What impact do you think not being involved in playground games and activities might have on their confidence, self-esteem and social skills?

To help you think about this from a child’s point of view, reflect for a moment on your own skills.

1. Were you someone who mastered physical skills easily, or was it more difficult for you to participate in games and sports at school?
2. How did this influence your experiences at school?
3. Have these early experiences affected the lifestyle and leisure choices you have made as an adult?

There are several guidelines available to support greater levels of physical activity amongst young children. These include:

• The UK’s Chief Medical Officer recommends 180 minutes of movement each day for children from birth to five years old, including activities such as object play, tummy time, dancing and messy play (United Kingdom, Chief Medical Officer 2019).
• The WHO Guidelines on physical activity, sedentary behaviour and sleep for children under the age of five recommends that children should:
  • Participate in a variety of physical activities for at least 180 minutes a day, with 60 minutes of moderate to vigorous activity.
  • Not have more than one hour of screen time, preferably less.
  • Have 10–13 hours of good quality sleep and wake times.
• The World Health Organization (2019) recommends 60 minutes a day of moderate to vigorous intensity physical activity daily for children aged five to 17 years of age.

How do children develop their movement skills?

The process of learning new movement and motor skills is most easily observed in young children when they are learning to crawl and walk. Children will practise the movement sequences required thousands and thousands of times as their bodies, muscles and balance mature. Learning to walk and other ‘core’ physical skills such as sitting and balance develop in an orderly sequence for a typically developing child, hence the idea of measuring a child’s progress in terms of ‘milestones’ or stages (Sharma and Cockerill 2014). It is important to remember however that the pace and sequence of development varies from one child to another. For example, in the case of walking, some early walkers will take their first steps at nine months while others take longer to acquire this skill, with most learning to walk at around 12 months. The child’s environment and opportunities for play are important factors influencing how y...

Table of contents

• Cover
• Endorsements
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Foreword
• About the authors
• Acknowledgements
• About this book
• Introduction
• Chapter 1. Physical skills, movement and learning
• Chapter 2. Personal independence skills for learning and participation
• Chapter 3. Are they sitting comfortably?
• Chapter 4. Confident handwriting
• Chapter 5. Working together with parents and carers – Signposting ideas for home
• References and resources
• Index