KCD 530

CURRICULUM DEVELOPMENT
FOR EARLY CHILDHOOD
PUAN NURUL HAZWA SULAIMAN
nurulhazwa@geomatika.edu.my
0136534277
 CHAPTER 5 :
PHYSICAL / MOTOR
DEVELOPMENT
 PRESCHOOLER
GROSS MOTOR
• Walks with agility, good balance.
• Run at a comfortable speed in one direction and around obstacles; she can also stop,
re-start, and turn while running.
• Aim and throw a large ball or beanbag, or catch one thrown to her.
• Hop several times on each foot.
• Walk along and jump over a low object, such as a line, string, or balance beam.
• Bounce a large ball several times.
• Kick a stationary ball.
• Pedal and steer a tricycle.
• Stands on one foot
• Walks backward quickly; skips and runs with agility and speed;
• Hops well; maintains an even gate in stepping.
• Climbs wells; coordinates movements for swimming or bike riding.
 FINE MOTOR
• Brush teeth, comb hair, and get dressed with little help.
• Skills in using utensils.
• Use (child-sized) scissors to cut along a line.
• Pick up small items such as coins, toothpicks, and paperclips.
• Assemble simple puzzles.
• Copy simple shapes, like a circle or square.
• Print some letters of the alphabet.
• Stack objects so they don’t fall.
• Squeezing and pinching dough
• Crumpled papers
 WHAT IS LOCOMOTION?

The ability to move from place to place.

They are a group of movements in which the feet move the body
from one place to another. 
TEACHER’S ROLE IN
PHYSICAL/MOTOR
DEVELOPMENT
 PROBLEMS IN MOTOR/PHYSICAL
DEVELOPMENT
• Is awkward and clumsy. (For example: dropping, spilling, bumping, or
knocking things over.)

• Has trouble with buttons, zippers, snaps, and learning to tie her shoes.

• Has difficulty using small objects (such as Lego blocks and puzzle
pieces) and objects that require precision (such as scissors).

• Holds pencils and markers with an awkward grasp, resulting in poor

handwriting and artwork that is immature for her age.

• Has difficulty colouring or writing “within the lines.”

• Dislikes and avoids writing and drawing.

• Opportunities for Practice

• Model Positive Participation

• Encourage Outdoor Play

• Provide Maximum Physical Activity Time Within the Class Period

• Motivate Children to Be Active – peers coaching

• Plan for further activities

• Always relate with daily activities

 CREATIVE MOVEMENT

• Use children songs with movement

-DANCING.

• Freeze action.
 CREATIVE MOVEMENT
ACTIVITIES
• Circle time movement games –Telephone game (cap kali cap)
• Dance stories from books, songs, and poems
• Themes
• Transitions
• Props
• Quiet-down activities
 MUSIC ENCOURAGES
MOVEMENT
• ƒOriginal music and/or change words of familiar music ƒTeachers should
participate –children & teachers learn together!

• Other benefits & ideas: ƒ

 Children will exhibit physical responses to music ƒ

 Use during socio-dramatic play ƒ

 Use as background music.

• What does music do?:

• ƒStimulates social development ƒ, meaningful.

• Builds sense of security & elicits comfort ƒIs familiar, involves repetition,
universal ƒDevelops other areas; language and math (through patterns)
 PLANNING ACTIVITIES

• Children: ’Have different interests, abilities, and temperaments

• ’Develop at different rates, but in same general way

• ’Learn best through play

• Create a welcoming environment

• Ensure children’s safety

• Promote children’s health

• Guide children’s behavior