Charwin Miguel Nieves

Recommendations for day care teachers in advancing the four domains of development PHYSICAL DEVELOPMENT

ccording to Laura Heilman on her online article at livestrong.com, parents must not engage with uncertainties if their child moves and moves untiringly around. She said that the above scenario is very inevitable and unsurprising; toddlers and young preschoolers aging from three to four years old are brimming with energy. Thats why most of the time they do not dent to stay or sit in a particular place then draw things or manipulate toys; but rather run, jump, reach and wiggle. Perhaps curiosity is not only the reason for their exploration but also their vigorous agility and the need for their muscles to be stretched out. Laura Heilman even further added that such activities serve as foundation that greatly contribute to the development of their physical aspect; because these repeated movements of large and small muscle groups build and refine how well these parts of the body work. Psychologists, teachers and professional care-givers have suggested some of facilitative activities and some helpful equipment that would contribute to the childs physical development. Activities: Play boosts physical or motor development. According to Jones (1997), playing is an active bodily process and since children are usually the subjects to this kind of activity they never become passive recipients. 1. PLAY PRETEND GAMES Day care center teachers may use this type of activity in advancing toddlers physical development. This is a game that does not require a number of materials but their body parts already serve as a perfect material to mount such activity. Movement can be added to any classroom without any special equipment all we need is our bodies, imaginations, and willingness to try, said Rodger, (1996) For instance, in conducting this activity you may ask the children to pretend like-:

"Can you walk like a chicken? Gallop like a horse? Bark like a dog? Hang like a monkey? What does a puppy do?" Or encourage your child to "fly" through the yard like an airplane or row a boat across the room.
Taken from the book Teaching Young Children: An Introduction by Pukket Diffily

As mentioned on the previous discussion about the significance of playing as it hikes the physical development of the child. The Play pretend games require them to use their muscles in continually more complex way, integrating large and fine muscles. Children using their large muscles in this kind of activity are strengthening their gross motor development (Gallahue, 1982). This activity will also allow frequent practices of these complicated actions. Walking like a chicken, galloping like a horse, barking like a dog and etcare examples of more coordinated movements. In addition, play allows children to develop a better awareness of body, space, and direction. As they put their bodies in motion, children learn about up, down, in, out, over, under, left, right (different directions) and more as they climb, swing, crawl, and run. In addition, this activity may also be associated to their cognitive development. Gregory Payne and Larry Isaacs, (2004) further explained the concept of Perceptual-motor activities, according to them these are

Charwin Miguel Nieves

Recommendations for day care teachers in advancing the four domains of development

activities that we perceive (thru our senses; taste, touch, smell, hearing and vision) which are designed in enhancing our cognitive and academic performances through movement activities. The concept provided can be attributed to our activity, Play pretend games allow the child to imagine things based from what he/she had perceived. If the child heard the sounds of a barking dog, he can therefore create his own scheme with regard to the actions and sounds represented by the dog. So, when the teacher asked him Can you bark like a dog? he will surely act the same as the dog, barking. 2. DANCING According to Benelli and Younge, (1995) the basic necessities of young children in developing their bodies physically and also the development of their totality as a child are the Movements and Motions. They further explained the enrichments of these physical activities in the life of young children and as they grow older, nurture the aspects of physiological, cognitive and affective. Merriam-Webster dictionary describes the word dance as an art form that generally refers to movement of the body, usually rhythmic and to music. From the definition given to our subject matter, therefore dancing activities can be used in boosting physical development. The Benefits of Dance for Young Children, an online article by TINIES (The Child Expert) at tinies.com outlines the importance of physical fitness, most especially at the early age of a child. The article views the cultural practice of body exercises as an effective one, in developing physical fitness most especially for those children who are suffering physical disorders like obesity; but according to them to present dance to young children in an enjoyable format seems to be more effective and interesting that will boost the enthusiasm of the young children. In doing so it is more likely that in some form or other participation in dance as a form of exercise may continue into adult life. The importance of movements and motions become more particular and relevant as Payne and Rink, (1997, 155) stated Much of the physical fitness activity in early childhood will be in the area of movement, since they are acquiring competence in fundamental locomotor movements such as dancing (which includes stepping, walking, skipping, jumping and some hand movements etc). From two through seven years, the childs gross movement abilities begin to expand dramatically. Furthermore, Kathi Lengyel on his online book Physical Development of Children at Wisc-Online.com said Dancing offers opportunities for children to move imaginatively an expressively develop self-esteem, selfdiscipline, co-operation, and cultural and historical knowledge. Dance experiences will support, develop, and enhance the childrens access to the creative and physical curriculum. Dance experiences enable children to use their movement to express ideas, feelings, moods and characters. She also further added that developing and exploring locomotor movements in an important aspect of physical fitness. These movements adapt readily to music and rhythm activities which dancing activities are mainly involved. Trainings and equipment: 3. TOILET TRAINIG This training plays a major role regarding with the toddlers independence during their toilet time, same goes with the training on accumulation of proper hygiene after toilet usage. Holly E. Brisbane, (1997, 1994) said that children learn another self-care skill that gives them more independence than any other skill they will learn during this phase of life -toilet training. It's also one of the self-care skills that caregivers most anticipate, as leaving diaper duty behind is a huge relief.

Charwin Miguel Nieves

Recommendations for day care teachers in advancing the four domains of development

In most cases toddlers usually come to class wearing diapers to put in-contained the eliminations of the child, like defecation and urine. According to Brisbane, diaper-use can be still accepted for those children aging between eight months and three years, therefore the training process of the toilet can be taken effectively as early as three. However there is no set age at which the process should begin because the child must be physically matured and emotionally ready. Brisbane also suggested that teachers may provide a special seat-type of a toilet, which can be served as the beginning stage of toilet usage process. Using a child special seat eliminated the need for another adjustment later, when the child is ready to graduate from potty chair to the toilet. Once the child is physically ready for toilet training and shows an interest in it, the process can usually be accomplished with little trouble, said Brisbane, (1997, 1994).

Health tip: Consistent and careful hand-washing is an effective defense against the spread if illnesses. Young children should learn to wash their hands before and after meals, after toileting, and after playing outdoors. By three years of age, most children can handle these tasks independently.
Taken from the book The Developing Child by Holly E. Brisbane

4. WEEKLY VEGETATIVE DIET (IMPOSED TRAINING) A significant aspect of personal and social development, especially the physical health development of self, is related to good nutrition. At the early age of toddlers the acquisition and vision of actions has a great impact on them, thats why teachers must be sensitive enough in doing things most especially the way they act. At the early years, teachers are very significant in fostering good nutrition and healthy eating habits. (Bomba, Oakley, and Knight, 1996). Please see the seven dos below for fostering good nutritional attitudes:

Modeling appropriate behavior towards food, Being positive using pleasant facial expressions when presenting food, Eating what children eat, eating with them, Encouraging, not forcing, children to taste new foods, Helping make eating experiences pleasant, Remembering that anew food may have to be introduced repeatedly to children before they accept it, 7. Not letting one experience limit the opportunity for variety in the children s diet.
Taken from the book A Practical Guide to Early Childhood Curriculum by Claudia Eliason and Loan Jenkins

1. 2. 3. 4. 5. 6.

Charwin Miguel Nieves

Recommendations for day care teachers in advancing the four domains of development

5. JUMPING In line with physical development locomotion is a fundamental aspect of learning to move efficiently and effectively in ones environment. Locomotion may vary from projections of the body into external space by altering its location relative to fixed points of surface. Activities such as walking, running, jumping, hoping, sliding and skipping are considered fundamental locomotor movements. This activity encompasses different types, like jumping from a height, jumping with rope and jumping vertically and horizontally. As toddlers engaged themselves with this kind of activity their muscular strength will tend to increase in which their body could be able to exert greater force into succeeding jumps. The same thing with the development of their muscular endurance, since the activity is a repetition of jumping into different direction. Their Relative endurance is also affected as far as body weight is concerned. According to David L. Gallahue, (2002) relative endurance refers to the childs endurance level adjusted by weight. In connection with that jumping requires an individual to shift his or her weight into lighter by exerting strength and efforts on his or her legs. Other affected aspects may include joint flexibility, static flexibility, and dynamic flexibility.

COGNITIVE DEVELOPMENT As part of their maturity and development, their thinking and reasoning skills are also being developed. Psychology 101 would probably unfold the perennial argumentation of the nature vs. nurture of intelligence. You have probably noticed how toddlerunless he is the real independent typeseems like he has no brain. He asks you the same questions over and over again, gets you to fix stuff that is only mildly broken, needs help at the faintest tinge of trouble, and generally doesnt remember or understand anything constructive you tell him. This is part of being a child. But lets see how toddlers acquire knowledge by simply instructing them and making some things available on their senses. Activities:

1. Storytelling Storytelling is an effective strategy in promoting interest, language interaction, and questions. This strategy can also involve other macro skills of language; listening, speaking, reading, and writing are well included. The teacher may give activities after narrating a particular story; this can be either in a written form by giving written activities to be accomplished with given time or orally by asking them oral questions to test their comprehension skills which may also involve their reasoning skills. However, storytelling should not only be done once but thrice or more including actual actions. Because according to Bjorkluan & Coyle,(1995) toddlers are still equipped with utilization deficiency where in they cannot easily recall the things which were just recently discussed or instructed. Take note the teacher must choose a story which is geared to the childs levels, interests, levels of understanding, and attention span.

Charwin Miguel Nieves

Recommendations for day care teachers in advancing the four domains of development

2. Simple Question and Answer games This game focuses more particularly on the aspect of listening and speaking. In developing language acquisition interpersonal conversations or a conversation within a group serve as the primary needs to a toddler. Listening is active and not passive (Jalongco, 1995). It is a serious mistake to ignore the need for instruction in listening, Children do not to listen more, they need to listen better (Winn, 1988, 144). According to Caludia Eliason, (1994) Listening skills include auditory perception, the ability to perceive and understand what is heard in which auditory discrimination, auditory memory, auditory association and rhyming skills are well affected. In connection to that Speaking is also might be influenced by listening skills. Freidbeg, (1989) said that teachers must respect and accept the language of a child and provide exemplary the role model for good listening. In other words, encourage oral language by being good listener. And both aspects can be achived through asking. Teacher may ask the toddlers to form in a circle, while asking questions. She can be more creative like she may do spin the bottle, then when someone was pointed the teacher may ask questions, questions can be thought provoking, realistic question, or questions which are nonsense. Like asking them, what new machine did you invent? What do you want to be in future? Why we dont have long neck like what giraffes do have? This may enforce them to think rationally, logically and reason critically or with analogy. 3. Brainstorming (Like giving them a particular tasks) In the Piagetian account of collaborations, the mechanism of cognitive change is conflict and resolution, in which sociocultural approach takes place. Sociocultural approach is the result of cooperation and coordination. Partners or members negotiate-or construct- new understanding as they clarify, refine, extend, and build on each others reasoning (Forman & Cazden, 1985) From this perspective it matters less that partners hold divergent views on problem (although that can be helpful) than that they establish intersubjectivity a commitment to find common ground on which to build shared understanding (Rommetveit, 1979). The teacher may give them a tasks that is widely enough to be able to burst their ideas and concepts. In doing so, children may engage themselves into a trial-and-error learning. Children tend to answer things without any assurance in which children try several solutions before finding out what works or correct (Brisbane, H.,1997). Trainings and equipment: 4. Provide visual materials like drawings and pictures on the classroom walls but avoid materials that might be too danger for them, like big ones. Children learn things based from what they perceived through their senses, most especially from what they see. According to Piaget, his theory regarding cognitive development, learning may vary from ages and stages. In this case toddlers are labeled on the stage of preoperational stage, in which the child has the capability to present objects and represent words. Also in this stage, children are engaged in learning more particularly on language skills and imagination. Piaget further explained that children learn from what they perceived by simply imitating them. If pictures or physical illustrations having positive themes like illustrations of good manners, they will surely imitate these things.

Charwin Miguel Nieves

Recommendations for day care teachers in advancing the four domains of development

5. Role playing an Implication of Symbolic play Many developmental psychologists believe that symbolic play makes important contributions to childrens cognitive and social development. Vygotksy(1978), for example, argued that play functions as zone of proximal development in which children can think and behave in ways more advanced than is possible outside of context of play. The teacher may provide a script and allow the students to feel each character by internalizing them. Furthermore, Norman,(1990) said that this activity will be helpful to the children to practice their memory by rehearsing and memorizing the lines. In addition, this kind of activity toddlers learn to be organized like, during play condition, children organized so many items. Much organization arose from pretense for example the line says kindly feed your sister then pretends as if her doll is her sister and tries to give her toys which for her would represent as edible foods. Not surprising, the use of the more advanced organizational strategy produced better recall that the less mature rehearsals.

REFERENCES: Bennett, M. (1999). Developmental Psychology: Achievements and Prospects. United States of America: Edwards Borthersm Ann Arbor, MI, 1999. Brisbane, Holly E. (1997). The Developing Child Understanding Children and Parenting. New York, NY: McGraw-Hill Companies, Inc. Eliason, C, & Jenkins L. (1994). A Practical Guide to early childhood curriculum (Sixth Ed.) United States of America: Macmillan Publishing. Gallahue, D.L, & Ozmun, J.C. (2002). Understanding Motor Development Infants, Children, Adolescents, Adults (Fifth Ed.). New York, NY: McGraw-Hill Companies, Inc., 1221. Payne, G. V, & Isaacs, L. D. (2005). Human Motor Development A lifespan Approach (Sixth ed.). New York, NY: McGraw-Hill Companies, Inc. Vasta R. et al,. (2004). Child Psychology (Fourth Ed.). United States of America: John Wiley & Sons, Inc. Wright, K. et al,. (2007). Building a Family, School, and Community Partnerships (Third ed.). United States of America: Pearson Education, Inc., Upper Saddle River, New Jersey 07458.

Heilman, L. (2011). Activities to Promote Physical Development for a 3 Year Old. Retrieved November 18, from 2011. http://www.livestrong.com/article/238957activities-to-promote-physical-development-for-a3-year-old/ Henniger, M.L. (2009). Play and Physical and Emotional Development. Retrieved November 18, 2011, from http://www.education.com/reference/article/playphysical-emotional-development/ Rushton, C.(2008). Activities that boost Physical development. Retrieved November 18, 2011, from http://www.babycenter.com/0_activities-thatboost-physical-development_3659030.bc Lengye,l Kathi. Physical Development of Children. Retrieved November 18, 2011, from http://www.wisconline.com/Objects/ViewObject.aspx?ID=NUR33 03 Bayley, N. (1993). Bayley Scales of Infant Development (2nd ed.). Retrieved November 18, 2011, from http://www.ag.ndsu.edu/pubs/yf/famsci/fs632w.ht m