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EDU 115 Large and Fine Motor Curriculum

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by

Mary Beth Chaney

on 30 March 2015

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Transcript of EDU 115 Large and Fine Motor Curriculum

Locomotor Skills

Walking
Learning Through Play in a Planned Environment
Writing Large Motor Curriculum Plans
Strengths
Needs
Weaknesses
Large Motor Curriculum in a Weekly Plan
Incorporate movement songs, poems, games
Large Motor Curriculum in an Integrated Study
Incorporating activity into themes
Large Motor Curriculum
and
Fine Motor Curriculum

Planning Large Motor Curriculum
Teaching the Large Motor Curriculum
Large Motor Curriculum for All Children
EDU 115
What Is Large Motor Curriculum in Early Childhood?
What is Fine Motor Curriculum in Early Childhood?
Teaching the Fine Motor Curriculum
Planning Fine Motor Curriculum
Fine Motor Curriculum for All Needs
for transportation, health, recreations
builds bones and muscles
maintains healthy weight
reduces stress
increased flexibility and stamina
positive self image
sleep better
develops healthy habits
balance development
Running
propelled forward in flight
must have enough leg strength
immature running is flat footed
early stages: no flight, flat footed
maturity: lengthened stride, speed
Jumping
challenging for young children
requires both leg strength and control
starts as a leap around age 2
vertical jump
standing long jump
hopping
Galloping, sliding, skipping
Non-Locomotor Skills
Bending and Stretching
Balancing and Transferring Weight
Rocking, swaying, and swinging
Turning, twisting, and Dodging
Object Control Skills
Rolling and intercepting
Throwing
Catching
Striking
The Outdoor Environment
The active play zone
Visual Boundaries: traffic cones, recycled water bottles filled with sand or water, tires
Equipment
Permanent structures: sandbox, slides, swings
Moveable: trikes, wagons, standing basketball hoops
Substructures: designed to provide a variety of ways to climb and descend
Fixed Equipment: Climbers, slides, swings, merry-go-rounds, see-saws, spring rockers
Indoor Physical Activities
Dedicated Large Motor Room: near the classroom, open
Temporary Large Motor Activity Space: a room, hallway or cafeteria
Activity Stations: around the perimeter of a room
Classroom Movement Center: challenging (space, noise, safety)
A schedule for large motor curriculum

Your role in teaching large motor curriculum
Modeling Attitude

Participating

Encouraging all children
Structured Large Motor Activities
Movement Stations: obstacle course, balance beam, tossing bean bags

Guided Movement: "Show me the way you climb the steps" "Can you think of a way to get from here to there"

Active Games: Duck, duck, goose

Community walks
Assume that they want to participate

Be creative in adapting activities
Fine Motor Skills
Refers to the coordinated activities that involve the fingers, hands, wrists, and forearms
Development of the 27 bones in each hand/wrist
Grasp
1-2 years: Palmer-supinate

2-3 years: Pronated grasp

3+: Static tripod grasp

4-5 years: Dynamic tripod/mature grasp
Eye-Hand Coordination
Finger Dexterity: motion (tap), force (push)
In-Hand Manipulation:
Hand Coordination
Hand Preference
Fine Motor Learning Through Play
in a Planned Environment
The Manipulatives Area
Building and construction toys
Puzzles, Beads, and Fit-Together Toys
Collections: shells, rocks, buttons
Games
The Woodworking Area
A sturdy workbench (including vise) and a platform for shorter children
A sawing table that children can kneel on
C Clamps or a small bar clamp
Teacher’s safety glasses (not goggles)
Two additional pairs of protective safety glasses (not goggles) for children (attach with an adjustable non-elastic glasses strap to make them fit snugly)
Two lightweight hammers
A regular adult hammer
A hack saw and extra blades
A small cross-cut saw Two bit braces for drilling and screws, and drill bits, auger bits, and Phillips bits
A good flat-head screwdriver
Two Phillips screwdrivers
A rasp and file
A 25 tape measure
A speed square (to make lines on wood)
Various screws, nails, and glue
Sandpaper
Pencils
Soft untreated wood such as pine or fir (never particle board because of hazardous chemicals)
Materials throughout the learning environment
Introducing fine motor equipment
Tables, chairs, and easels
Writing Fine Motor Curriculum Plans
Look at:
strengths
needs
interests
the group as a whole
Fine Motor Curriculum in a Weekly Plan
Fine Motor Curriculum in an Integrated Study
Water Moving Machines (fine motor focus)
Objectives: Develop strength in the arches of the hands and increase eye-hand coordination.

Standard: Domain I (Physical) Standard 4
What you need: Water table, water aprons, turkey basters, several lengths of clear plastic tubing, waterwheels.

How to teach: Show basters, tubing, and waterwheels. Ask: “Can you get the water to make
the waterwheel go around?” Encourage children to use the baster with the tubing. Demonstrate/instruct if necessary.

How to assess: Look for children squeezing basters and other objects/materials (dough, scissors), inserting basters and other objects. Document with observations/
photos.
Children with special needs

Children in the Primary Grades
Handwriting

A few activities that can do this include:
• drawing/writing with fingers or a stick in a tray of
salt or sand
• painting at an easel
• tracing shapes with a pencil
• tearing and pasting paper
• stringing beads
• screwing and unscrewing bottle lids
• transferring solids with tongs, tweezers, and
chopsticks
• transferring liquids with a turkey baster and an
eyedropper
Full transcript