EDEC202 Movement and Physical
Education
Assessment: 2
Name: Saru Bohara
Student number: 244346181
School of Early Childhood Education and Care, Excelsia
College
Lecturer’s name: Mihaela El Azzi
Due Date: 5th May
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Content
Activity 1: Obstacle course play
What are the activities that you will offer?
-What age group are you targeting?
-What resources are involved?
-Is it indoor or outdoor?
-What gross motor skills are you promoting (balance, coordination, etc...)?
-What are your learning goals? 2 for each activity (links to the EYLf and NQS)
Answer: I will offer obstacle course for the children age 3-5 years. I will provide various resources which are involved in order to create a dynamic and engaging environment encouraging to the development of gross motor skills among children. As a safe platform for climbing over or balancing on I will use cushion, mats and soft foams blocks as climbing supports and balancing blocks. Also, I will use crawling through tunnels which provides a great opportunity for children to explore and crawl through. In order to mark pathways, I will create hurdles to jump over, and designate various areas for different kind of experience such as cones, hoops and ropes can be used. It is important to recognize that the obstacle course offers children an opportunity to explore, exert physical effort, and develop their skills in a fun and stimulating environment by incorporating a variety of materials. This activity can be done in outdoor area. There are several gross motor skills such as given below:
- Strength: The activities associated with climbing, crawling, and jumping can help children to build muscle strength, particularly in the arms, legs and core of the body.
- Balance: Children learn balance and control while navigating obstacle such as balance beams, lines, and stepping stones.
- Coordination: The coordination of body parts and movements is required when crawling through tunnels, climbing and jumping.
- Spatial awareness: During the obstacle course children will have opportunity to assess distances, direction and heights as they navigate obstacles and pathways.
Two learning goals as given below:
1. Physical development: Providing opportunities for balance, coordination, strength, and spatial awareness is a key component of the obstacle course play activity focus on children's physical development. As a physical activity contributes to children's overall health and holistic development. It aligns with EYLF Learning outcomes 3: “Children have strong sense of wellbeing.” Additionally, it also aligns with NQS Quality Area 3 “Physical Environment”, which emphasizes that physical activity and development of children can be supported in an environment that is beneficial to their physical activity.
2. Social Skills: This activity helps children to develop social skills while interaction with peers, educators, communicating, co-operating and solving problems on the obstacle course. Taking turns, sharing resources, offering assistance, and negotiating space are all skills that they learn by navigating the course collaboratively. Children develop positive social interaction and teamwork together with this experience. The quality area links to both NQS Quality Area 5: Relationship with children, as well as Quality Area 6: Collaboration with families and communities.
Teaching Strategy/Methodology
• Demonstration: I will demonstrate how to navigate the obstacle course in a safe and effective manner to the children before they begin to participate in the obstacle course play.
• Differentiation: A significant part of the teaching methodology includes strategies to differentiate the content for children with different abilities and learning needs in order to accommodate them. Children with additional physical needs can participate in this activity if proper adaptation and modification are made.
• Positive Reinforcement: I will encourage children's efforts and achievements throughout the activity with positive reinforcement and praise. Celebration of children's effort develops their confidence, motivation and sense of accomplishment.
• Reflection and feedback: I will discuss with children about their experiences after the activity. I will provide constructive feedback to help children learn and develop by encouraging them to share their thought and feelings.
Assessment
How will you know that the children have met your goals?
Answer: During the obstacle course activity, I will observe children's actions and behaviour closely to determine whether they meet goals were met. Throughout the activity I’ll observe their balance and co-ordination. Also, I will make sure that they respect one another, interact positively with each other, communicate effectively with their peers and assist one another when they face challenges. Using their movement through the course, their interaction with their peers and the feedback they receive, I aim to determine whether they have met the learning goals set for the activity. This information can be then used to identify areas where instruction can be improved. As a result, I will be able to provide the children with learning environment that is helpful in their success.
Risk Management
How will you ensure a safe learning environment?
Answer: The obstacle course activity requires several measures to ensure a safe learning environment. Prior to children beginning the activity, I will inspect the set up and equipment to identify potential hazards. In addition to providing clear instruction, I will demonstrate how to navigate to the obstacles safely, emphasising the importance of following rules. Additionally, I ensure there will constant supervision, with enough educators closely observing children's actions and behaviour to prevent accidents and injuries. Educator who supervised should be at least 18 years old according to NSW Regulation 120. Additionally, I’ll make sure there is enough space for children to move safely, and free from hazard.
How will you support children to take risks and push themselves?
Answer: In order to support children to take risk and push themselves within a same framework, I’ll foster culture of encouragement and empowerment. While respecting children’s boundaries and limitation, I’ll create an inclusive environment where children feel safe, supported, valued, challenge themselves and discover new things. I’ll acknowledge and praised children’s efforts and achievements, in order to develop their self-esteem and confidence. Furthermore, I will emphasize that mistakes are a natural part of learning and growth, and Role modelling a positive attitude towards risk taking and resilience. As per the National Regulation 155, I will give children the confidence and resilience they need to overcome obstacle and achieve their goals by providing a supportive and positive environment that encourage them to tale risk and explore their capabilities.
Inclusion strategy
Inclusion strategy
Consider different abilities - how you will ensure opportunities for everyone to participate and succeed? Include strategies to cater for different learning needs and abilities.
Answer: A variety of strategy will be tailored so that all the children can participate and succeed in obstacle course activity. For each obstacle I’ll offer several entry points and options, so children can select activities based on their interest and abilities. I will provide alternative routes or adaptations for additional physical needs children, such as ramps instead of stairs and handrails. Various teaching methods will be used to accommodate children who learn differently. In order to overcome challenges and achieve goals, peer support and collaboration will be encouraged. Children will be able to participate fully in the obstacle course activity by fostering an inclusive environment where children feel safe, supported, valued, challenge themselves and discover new things. I’ll acknowledge and praised children’s efforts and achievements, in order to develop their self-esteem and confidence. Furthermore, I’ll make sure there is enough space for children to move safely, and free from hazard.
Wellbeing Promotion
How does this activity promote holistic (body/mind – child/community) wellbeing?
Answer: Through obstacle course children are engaged physically and mentally while developing relationship with themselves, peers and the community. Physically fit promotes healthy body and healthy habits by strengthening the muscles, improving co-ordination and improving strength. While in terms of mental health, it navigates obstacle challenge, creativity. Resilience and problem-solving skills. In addition, it is also important that the collaborative aspects lead social interaction, teamwork and effective communication, which enhance the sense of belonging and building the positive relationships. Overall, the obstacle course fosters physical, social and community connection among children, contributing to their overall well-being.
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Content
Activity 2: Hopscotch play
What are the activities that you will offer?
`-What age group are you targeting?
-What resources are involved?
-Is it indoor or outdoor?
-What gross motor skills are you promoting (balance, coordination, etc...)?
-What are your learning goals? 2 for each activity (links to the EYLF and NQS)
Answer: I will offer hopscotch play for age 3-5 years children. Hopscotch play requires few resources. It is typically played on a sidewalk or concrete surface with chalk. Depending on the variation, beanbags or small stones can also be used as markers. The basic activity relies primarily on the simple act of drawing along the designated pattern and hopping along it, hence being accessible and adaptable to different settings with minimal resources in order to make it fun and engaging activity. I will design in outdoor large flat area like pavement or concrete. There are several gross motor skills related to this activity such as:
- Balance: Hopscotch activity helps improving children's stability and equilibrium as they maintain their balance while hopping along on one foot throughout the hopscotch grid.
- Coordination: Children develop and understanding of planning and control by hopping from one square to another, which enhances their coordination between the legs and feet.
- Jumping Skills: As children engage in this activity they practice various types of jumping techniques, such as single foot hops, double foot jumps and improving their jumping abilities as well as leg strength.
- Agility: It helps children to enhance agility as it allows them to navigate the course with speed and dexterity as they move quickly and accurately across it.
Learning goals is given below:
1. Develop gross motor skills: Through hopping, jumping and stepping within the hopscotch grid, children will improve their balance, coordination and agility. They develop their muscle strength and flexibility as they move around the grid. As it aligns with EYLF Learning Outcomes 3 “Children have strong sense of wellbeing” as children will able to experience a sense of physical vitality and well-being as they take part in physical activities such as hopping, jumping and stepping within the hopscotch grid. Their self-esteem and sense of wellbeing increases as their physical abilities improve. Moreover, it aligns with the National Quality Standards (NQS) 1.1.2 from which I can focus on developing gross motor skills while acknowledge and build upon each child’s individual abilities and interest.
2. Promote physical fitness: Playing hopscotch game is an enjoyable way for children to exercise and promote their physical health. This activity helps to improve children's gross motor skills and coordination, as they jump and hop around the hopscotch grid. It aligns with EYLF Learning outcomes 4 “Children are confident and involved learners” as when children are involved in such activity, they will gain confidence in their physical abilities and will be encouraged to explore and engage with the environment in a positive way.
Teaching Strategy/Methodology
• By role modelling/ Demonstrating: I will role modelling the children on how to play hopscotch carefully by jumping, hopping within the grid. Using clear and simple instruction, I will encourage children to observe and copy my movements and follow along with them.
• Guided practice: I will provide children with guided practice session so they can practice playing hopscotch with support and guidance. Also, I will encourage them to develop their skills by offering feedback and encouragement.
• Providing feedback: I will provide genuine feedback and celebrate each and every effort of children. Also, encourage them to share their experience and discuss what they enjoyed or challenging throughout the activity.
Assessment
How will you know that the children have met your goals?
Answer: I will use observation, documentation, and reflection to assess whether children met goals for hopscotch play. During the activity I will observe children’s participation, balance, coordination and engagement level as well as their communication with their peers. Aside from that I will also document their progress and achievements through anecdotal notes, photos and videos capturing their physical development and skill. Additionally, I will also encourage children to evaluate themselves during play while fostering self-awareness and self-assessment. The information gathered and analysed from this process I can identify the child has met or not the educational goals and also identify areas where further support and improvement may be needed (Australian Government Department of Education [AGDE], 2022).
Risk Management
How will you ensure a safe learning environment?
Answer: To ensure safe learning environment during hopscotch play I will implement several measures. According to National Quality Standard (NQS) 2:” Children health and safety” I will inspect the hopscotch play area free from hazard. I will make sure that all children’s will be clearly informed about safety guidelines and the rules as well as emphasising the importance of taking turns, respect personal space and avoid risky behaviours while playing the game. Children will receive guidance and assistance from enough educators who will closely supervise the activity. Additionally, keeping children hydrated and taking breaks will also be emphasized to prevent slips and falls. Whenever an accident occurs or injury occurs, parents will be notified by first aid procedures in timely manner. This will enable children to play hopscotch with confidence and enjoyment in a safe and supportive environment.
Inclusion strategy
Consider different abilities - how you will ensure opportunities for everyone to participate and succeed? Include strategies to cater for different learning needs and abilities.
Answer: It is vital to ensure that all children, regardless of their abilities, have the opportunity to participate and succeed in hopscotch play. In order to accomplish this, variety of strategies will be followed. Firstly, the hopscotch grids will be flexible so that different abilities can be accommodated. For example, more squares may be drawn with a wider walkway to provide greater space for children with mobility challenges while children with sensory impairments may benefit from tactile markers or auditory cues in order to support them. Also, I will provide individual support and guidance to each and every child, modifying instruction to meet their specific needs. However, it may be necessary to provide extra assistance to children who need it, break down complex task into smaller steps, or to provide alternative participation opportunities, such as using wheelchair or sitting on the sidelines while still participating. To ensure that each child feels valued, included and empowered to enjoy activity, I will collaborate with parents, professionals and other specialist. A welcoming and supportive environment can be created by embracing diversity and implementing inclusive practices.
Wellbeing Promotion
How does this activity promote holistic (body/mind – child/community) wellbeing?
Answer: Children engage both body and mind through hopscotch play, which fosters a sense of community and holistic wellbeing. In terms of physical fitness, the activity promotes co-ordination, balance among children. Children improve their physical health and gross motor skills by hopping, jumping and manoeuvring within the hopscotch grid. It also helps to reducing stress and promoting happiness to the children. However, children develop problem solving, spatial awareness and so on by navigating the grid and strategies during the play. Children can also incorporate storytelling or imaginative play into their play to enhance their creativity and imagination. Moreover, by fostering cooperation, communication and participation among peers fosters social connections and community wellbeing.
Content
Activity 3: Music and Movement
What are the activities that you will offer?
`-What age group are you targeting?
-What resources are involved?
-Is it indoor or outdoor?
-What gross motor skills are you promoting (balance, coordination, etc...)?
-What are your learning goals? 2 for each activity (links to the EYLF and NQS)
Answer: I will offer music and movement activities for age 3-5 years children. Children will participate in guided movements exercise, such as stretching, marching while listening to different types of music. Variety of musical instruments such as as speakers, musical players (RAMSAR Music) Drums will be utilized in the activity. This can be done either indoor or outdoor with sufficient space. Through this activity I promote gross motor skills such as balance, spatial awareness, and coordination. In addition to fostering children's appreciation for music and movement, it also develops creativity and self-expression as well as fostering their physical development through the exploration and teaching of movement through the curriculum. Through this activity following gross motor skills were developed such as:
- Balance: Through stretching and guided movements children learn how to maintain balance while moving to music.
- Muscle strength: Strengthening different muscle groups, such as the core, legs, and arms can be achieved through active movements such as stretching and marching. This improves physical strength and fitness.
- Flexibility: Children can move freely and with a wide range of motion because stretching exercise are incorporated in to the activities. It reduces risk of injury during physical activity.
- Coordination: Marching and dancing activity helps children to improve their coordination skills. It helps them to coordinate their movements with external stimuli, such as music. Also, improve their gross motor skills, as well as their ability to focus.
- Spatial awareness: Children develop spatial awareness by moving in a various direction and patterns. The ability to navigate safely and effectively in an environment depends on spatial awareness.
Learning goals is given below:
1. Promote Active Engagement: Encouraging children to engage in music and movements activities is one of the most effective ways to promote a holistic approach to physical development by encouraging children's to actively engage in their body and minds. As a result, children learn to cooperate, take turns, and follow instruction, which aligns with EYLF learning outcomes 4: "Children are confident and involved learners". As physical abilities and experiences are enhanced through active participation. Additionally, it also aligns with NQS Quality Area 1: "Educational Program and Practice" as children are actively facilitated in exploring and developing their physical skills and abilities through the design and facilitation pf physical activities.
2. Developing postural control: It is vital for children to develop strong postural control while engaged in a variety of movements. This is crucial for physical stability and alignment. Maintaining good posture during these activities supports children in developing strong postural control. Having good postural control contributes to children's physical development and confidence in movement as it aligns with WYFL Learning Outcome 3: "Children have a strong sense of wellbeing". As well as it aligns with NQS Quality area 2: "Children Health and safety" which promotes proper posture and
Teaching Strategy/Methodology
- Demonstrate: I will provide children with a model to follow and engage their interest by demonstrating each movement or activity clearly, energetically and safely.
- Differentiation: I will modify or extend activities as necessary to ensure all children can participate and success, according to their abilities and interest.
- Positive reinforcement: I will foster a positive, supportive learning environment by praising and encouraging children’s efforts during the activities.
- Reflection and feedback: I will discuss the experience, feeling and thought of the children after the activities to foster self-awareness and communication skills.
Assessment
How will you know that the children have met your goals?
Answer: In order to assess children’s progress in music and movement activities, I will use different observation and assessment strategies. Firstly, I will closely observe how children engage in activities and how enthusiastic they are during the activity. Also I will note their willingness to try new movements, their focus, and their enthusiasm for participating in the activity. Also I will assess what they are doing physically, looking for evidence of improved balance, coordination, spatial awareness, and other gross motor skills they have been set. I will observe how children express their creativity through movement, demonstrate proper posture, and demonstrate body control. I will document children’s progress through anecdotal notes, checklist, and photographs. I will be able to determine whether the learning objectives for the music and movements activities have been successfully met by monitoring and assessing children’s participation and progress continuously through their participation in the activities.
Risk Management
How will you ensure a safe learning environment?
Answer: I will implement several risk management strategies during the activity to ensure safe learning environment. Ensure safety checklist should be conducted in the play area regularly, hazards should be removed, and supervision should always be provided. To ensure children’s understanding and follow safety protocols, I will set clear rules for appropriate behaviour and movement. Moreover, I will be trained in first aid and CPR in order to respond quickly to any accidents and injuries. A collaborative approach to safety will also be maintained through regular communication with parents and other educators.
How will you support children to take risks and push themselves?
Answer: By creating a supportive and encouraging environment, I will encourage children to take risks and challenge themselves. As I offer positive reinforcement and praise children’s effort, I will encourage them to try new things, movements and activities at their own pace. Through the development of growth mindset and promoting perseverance and resilience, I will motivate children to take calculated risk, overcome obstacle, and expand their physical abilities.
Inclusion strategy
Consider different abilities - how you will ensure opportunities for everyone to participate and succeed? Include strategies to cater for different learning needs and abilities.
Answer: I will implement variety of strategies to ensure inclusive participation and success for children of all abilities. Firstly, I will tailor activities and adapt them to accommodate varying physical abilities, so that all children feel comfortable, and confident engaging in the activity. To support understanding, visual cues, and verbal cues will be use, while sensory materials will be provided and alternative communication methods will be used to accommodate the needs of diverse learners. A sense of belonging and inclusivity can be fostered by pairing children with peer collaboration. All children will be assessed regularly to ensure they can participate actively and achieve success in activities.
Wellbeing Promotion
How does this activity promote holistic (body/mind – child/community) wellbeing?
Answer: Through this activity body, mind, child, community are connected for holistic wellbeing. To improve gross motor skills, coordination, and strength, this activity fosters physical health. Rhythmically stimulates the function of brain, enhancing creativity, regulating emotional states and promotes mental health. Additionally, group activities foster sense of belonging, social connection and cooperation within the community which develops overall wellbeing. Moreover, this activity enhances the wellbeing of individuals and the community by nurturing children’s holistic development and encouraging positive relationships.
Reference List:
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming. The Early Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf
Australian Children's Education and Care Quality Authority (ACECOA) 2020, Guide to the National Quality Framework (January 2020 updates), National Quality Standard. https://www.acecqa.gov.au/ngf/national-quality-standard
Australian Children's Education and Care Quality Authority (2020). Risk assessment and management. https://www.acecqa.gov.au/sites/default/files/2020-04/QA2_Risk_Assessment_Resource.pdf
Department of Education and Training, Victoria (2016). Assessment for Learning and Development. https://www.youtube.com/watch?v=WgDMEJZnaQ
NSW Legislation. (2021). Education and Care Services National Regulations (2011 Sl 653). Education and Care Services National Regulations (2011 Sl 653) - NSW Legislation
NSW Minister of Health. (2017). Munch and move for Centre based early childhood education and Care Service. MunchMoveECSFlyer.pdf (nsw.gov.au)
NSW Ministry of Health (2015). Munch & Move Resource Manual - Birth to Five Years. https://www.healthykids.nsw.gov.au/downloads/file/campaignsprograms/MMManualPart3-Move.pdf
Petit Early Learning Journey (2020). Promoting an Inclusive Practice in Childcare. https://www.petitjourney.com.au/inclusive-practice-in-childcare/
Queensland Curriculum and Assessment Authority (2020). Intentional teaching practices. https://www.qcaa.qld.edu.au/kindergarten/qkl/practice/intentional-teaching-practices
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