CDA 102A Physical Development Course Package/Modification/Retirement NEW Approved: December 3, 2010 EFFECTIVE DATE: Spring 2011
COURSE PACKAGE FORM Contact Person (s) Date of proposal to Curriculum Sub-committee: Purpose: Present completed course pack for CDA102A Physical Development Peggy Federici, Ph.D. December, 2010 _X New Change Delete If this is a change, what is being changed? (Check ALL that apply) Update Prefix Title Learning Units Competencies Format Change Course Description Course Number Textbook Credits Prerequisite Effective Semester/Year Fall 20 Spring 2011 x Summer 20 COURSE INFORMATION Prefix & Number: Title: Physical Development CDA102A Catalog Course Description: This course focuses on issues of physical fitness and well-being in young children, which support the child s right to play and learn in an inclusive environment. Best practice activities, which develop large and small motor skills and the five senses will be addressed. Credit Hours: 1 Lecture Hours: 15 Lab Hours: 0 Prerequisite(s) PCS 021 COMPASS Reading Score 74+ Co-requisite(s) Does this course need a separately scheduled lab component? Yes Does this course require additional fees? If so, please explain. Yes x No x No Is there a similar course in the course bank? Yes (Please identify.) _x No Articulation: Is this course or an equivalent No
offered at other two and four-year universities in Arizona? x_yes (Identify the college, subject, prefix, number and title: Cochise ECE 104 I credit Physical Activity Central AZ ECE 228B 1 credit Physical Act. Western AZ ECE 141 1 credit Physical Development Writing Across the Curriculum Rationale: Mohave Community College firmly supports the idea that writing can be used to improve education; students who write in their respective content areas will learn more and retain what they learn better than those who don t. Courses in the core curriculum have been identified as Writing Across the Curriculum courses. Minimum standards for the Writing Across the Curriculum component are: 1. The writing assignments should total 1500 2000 words. For example, a single report which is 1500 words in length OR a series of essay questions and short papers (example: four 375-word assignments) which total 1500 words could meet the requirement. 2. The writing component will represent at least 10% of a student s final grade in the course. Is this course identified as a Writing Across the Curriculum course? Yes x No (See addendum for writing rubrics) Intended Course Outcomes/Goals Educational goals are very general statements of the outcomes students will achieve after completing a course of study. By the end of the semester, students will be able to: 1. Identify a variety of equipment and activities to promote the physical development of children. 2. Observe and evaluate children s levels of physical fitness and provide for appropriate ways develop them further. 3. Provide opportunities to help develop children s senses. 4. Explore large and fine motor activities from a variety of cultures, especially those cultures represented by the children attending. 5. Plan for and support children s changing needs for active play, quiet activity, and rest for all children including children with special needs. 6. Communicate to children and parents the importance of outdoor play and physical activity.
Course Competencies and Objectives Course competencies are statements that clearly express what students will be able to do as a result of the course. Use specific measurable action verbs to express the performance expected. By the end of the semester, students will be able to: Competency 1 Identify a variety of equipment and activities to promote the physical development of children. Objective 1.1 Using physical or online catalogs from educational supply companies, examine the various types of equipment available to centers and design an outside play area, identifying the best equipment for a site you describe and the research to support the choices made. Objective 1.2 Make a small booklet describing 10 activities or games for preschool children, identify the motor skills each game develops, the objective, the materials needed, the procedure and the ages for which the activity is most useful. Competency 2 Observe and evaluate children s levels of physical fitness and provide for appropriate ways to develop them further. Objective 2.1 Use Figure 4.1, Large-Motor Checklist from Appendix A, to assess several children. Interpret the results and make plans for the children needing special help in certain skills. Set up activities using appropriate materials, equipment, and picture books. Report the results with photos, illustrations, or demonstrations and make 2 suggestions for ways to help each child with the next step in large motor development. Objective 2.2 Use Figure 4.2, Small Motor Checklist from Appendix A, to assess several children. Interpret the results and make plans for the children needing special help in certain skills. Set up activities using appropriate materials and picture books. Report the results with photos, illustrations, or demonstrations, make 2 suggestions for ways to help each child with the next step in small motor development. Objective 2.3 Create a graph of the physical development level of the children in your center. Competency 3 Provide opportunities to help develop children s senses. Objective 3.1 Make a resource file with 25 indoor ideas for children to explore using their senses, five for each sense. Objective 3.2 Make a resource file with 25 outdoor ideas for children to explore using their senses, five for each sense. Competency 4 Explore large and fine motor activities from a variety of cultures, especially those cultures represented by the children attending. Objective 4.1 Add 3 activities to the resource file that represent large motor activities from various cultures, which may include dances, music activities and active games. Objective 4.2 Add 3 activities to the resource file that represent small motor activities from various cultures, which may include finger play, craft, or music activities and games. Competency 5 Plan for and support children s changing needs for active play, quiet activity, and rest for all children including children with special needs.
Objective 5.1 Write out an ideal daily schedule for a center and evaluate the percentage of time in play, quiet activities, and rest. Research and explain the reason for the proportions you chose. Objective 5.2 Make a plan for a child with special physical needs to become involved in large-motor and small-motor activities by adapting the equipment or timing. Report the results with photos or illustrations. Competency 6 Plan for and support all children s changing needs, including daily active play, quiet activity, and rest. Objective 6.1 Read Chapter 4 in Beaty, Advancing Physical Skills, and write an article stressing the importance of physical activity and suggesting 4 family games for the newsletter. Objective 6.2 Share the results of your written observation and evaluation of a child with his/her parents. Teacher s Guide Course Textbook, Materials and Equipment Textbook(s) Title Skills for Preschool Teachers Author(s) Janice Beaty Publisher Pearson ISBN 13:978-0-13-158378-8 Software/ Equipment Title Effective Practices in Early Childhood Education Author(s) Sue Bredekamp Publisher Pearson ISBN 13:978-0-13-7044756-7 Course Assessments Description of Possible Course Assessments (Essays, multiple choice, etc.) Quizzes, projects, presentations, journals, and portfolio Exams standardized for this course? no Midterm Final Other (Please specify): Are exams required by the department? Yes _x No If Yes, please specify: Where can faculty members locate or access the required standardized exams for this course? Student Outcomes: Identify the general education goals for student learning that is a component of this course. Check all that apply: 1. Communicate effectively. a. Read and comprehend at a college level. x b. Write effectively in a college setting. x Method of Assessment Quizzes over various reading assignments in the text and journal articles.
Various written assignments. 2. Demonstrate effective quantitative reasoning and problem solving skills. 3. Demonstrate effective qualitative reasoning skills. 4. Apply effective methods of inquiry. a. Generate research paper by gathering information from varied sources, analyzing data and organizing information into a coherent structure b. Employ the scientific method. 5. Demonstrate sensitivity to diversity a. Experience the creative products of humanity. b. Describe alternate historical, cultural, global perspectives. Learning Units A learning unit is a set of teaching activities and study materials that focuses on a topic and is used to meet the competencies and objectives intended for that topic. Learning Unit 1: Overview of the Physical Development Needs of Young Children Competency 1 Identify a variety of equipment and activities to promote the physical development of children. 1 Using physical or online catalogs from educational supply companies, examine the various types of equipment available for centers, and design an outside play area, identifying the best equipment for a site you describe and the research to support the choices made. 1. Discuss how to organize submissions including the Portfolio requirements of the course. 2. Have a text scavenger hunt for Beaty Chapter 4, in teams if possible. 3. Interact with a media presentation on the physical development needs of infants, toddlers and preschool children. 4. Discuss necessary elements in equipment and activities that would promote the physical development of infants, toddlers and preschool children. 5. Using physical or online catalogs from educational supply companies, examine the various types of equipment available for centers and design an outside play area, identifying the best equipment for a site you describe and the research to support the choices made. Add a list of equipment to portfolios. Read Beaty, Skills for Preschool Teachers, Chapter 4, Advancing Physical Skills and make a typical physical development chart for infants, toddlers, and preschool children. Learning Unit 2: Designing activities for Young Children s Physical Development Competency:
1. Identify a variety of equipment and activities to promote the physical development of children. Objective 1.2 Make a small booklet describing 10 activities or games for preschool children, identify the motor skills each game develops, the objective, the materials needed, the procedure and the ages for which the activity is most useful. 1. Quiz on material read in Beaty Chapter 4. 2. Share typical physical development charts for infants, toddlers and preschool children, make modifications based on input from peers and instructor and add charts to portfolios. 3. View examples of effective physical development activities for infants, toddlers and preschool children. 4. Discuss necessary elements of these activities and how they best promoted the physical development of infants, toddlers and preschool children. 5. Guided practice writing up activities on a given template for booklet. 1. Make a small booklet describing 10 activities or games for preschool children; identify the motor skills each game develops and the ages for which they are most useful. 2. Study Beaty, Appendix A Learning Unit 3: Large Motor Development Competency 2 Observe and evaluate children s levels of physical fitness and provide for appropriate ways to develop them further. Objective 2.1 Use Figure 4.1, Large-Motor Checklist from Appendix A, to assess several children. Interpret the results and make plans for the children needing special help in certain skills. Set up activities using appropriate materials, equipment, and picture books. Report the results with photos, illustrations, or demonstrations and make 2 suggestions for ways to help each child with the next step in large motor development. 1. Examine Large-Motor Checklist from Appendix A 2. View video of children developing typically and children not developing typically and assess physical development. 3. Report the observations to peers. 4. Consider ways to integrate literacy expansion activities with large and small muscle development. 1. Using the activity template given, set up 4 large motor activities using appropriate materials, equipment and physical responses to picture books, 2 for typically developing children to continue to develop and 2 for those children who need special help.
2. Try out the activities you designed at your center and report using photos, video and/or narrative description. Modify the original activity as needed after trial run. Learning Unit 4: Small Motor Development Competency 2 Observe and evaluate children s levels of physical fitness and provide for appropriate ways to develop them further. Objective 2.2 Use Figure 4.2, Small Motor Checklist from Appendix A, to assess several children. Interpret the results and make plans for the children needing special help in certain skills. Set up activities using appropriate materials and picture books. Report the results with photos, illustration, or demonstrations make 2 suggestions for ways to help each child with the next step in small motor development. Objective 2.3 Create a graph of the physical development level of the children in your center. 1. Examine Figure 4.2, Small-Motor Checklist from Appendix A 2. Describe observations of children doing typical small motor activities and assess physical development, such as songs and finger plays. 3. Report the observations to peers. 4. Interpret the results and make plans for the children needing special help in certain skills. 5. Make a picture book selection that can lead children into small-motor activities, such as bead stringing, hammering, painting, cooking, cutting, or playing musical instruments. 6. Guided practice differentiating and planning appropriate large and small muscle activities. 1. Using the activity template given, make a resource file that includes 10 appropriate large muscle activities for indoor play and 10 for outdoor play, with appropriate materials, equipment and/or physical responses to picture books. At least 2 of each set should be designed for children who need special help. 2. Using the activity templates given, make a resource file that includes 10 appropriate small muscle activities, with appropriate materials, equipment and/or with craft responses to picture books. At least 2 activities should be designed for children who need special help. One of the activities for typically developing children should be a cooking activity showing how using different cooking tools can help children develop small muscles. 3. Assess the physical development of the children at your center. Report the results with photos, illustrations. Create a graph of the physical development level of the children in your center. 4. Bring an activity of cultural relevance to teach us. 5. Read Sue Breadekamp, Effective Practices in Early Childhood Education: Building a Foundation, Chapter 15, Teaching Children to Be Healthy and Fit: Physical Development and Health
Learning Unit 5: Engaging the Senses Inside Competency 3 Provide opportunities to help develop children s senses. Objective 3.1 Make a resource file with 25 indoor ideas for children to explore using their senses, five for each sense. 1. Quiz on material read 2. Present cooking activities to peers from resource file activities. 3. Observe how the small motor cooking activities can also be used to help children develop their senses. 4. Discuss free and inexpensive sources for tools and materials for these activities. 5. View and discuss examples of sensory play areas. 6. The Smorgasbord of Indoor Activities, each student shares their indoor small motor activities from the resource file. 7. Suggestion jigsaw to further develop activities. 8. Class agrees on each student s best 2 activities by consensus and notes where each will go in the resource file. 1. Revise and copy the 2 activities to share chosen by peers for peers. 3. Read Sue Bredekamp, Effective Practices in Early Childhood Education: Building a Foundation, Chapter 11, Assessing Children s Learning and Development. Learning Unit 6 Engaging the Senses Outside Competency 3: Provide opportunities to help develop children s senses. Objective 3.2 Make a resource file with 25 outdoor ideas for children to explore using their senses, five for each sense. 1. View and discuss examples of outdoor sensory play areas. 2. Consider ways to integrate literacy expansion activities with outside sensory activities. Make a picture book selection that can lead to outside sensory activities. Participants read from selected books to
the class, pointing out its strong points, and then demonstrating how each one can lead children into specific small motor activities. 3. Differentiate sensorial needs for infants, toddlers, 3 s, 4 s and 5 s. 4. In pairs, explain the importance of outdoor play that incorporates visual, olfactory, auditory, tactile and taste stimuli. 1. Make a resource file with 25 outdoor ideas for children to explore using their senses, five for each sense. 2. Try out the activities you designed at your center and report using photos, video and/or narrative description. Modify the original activity as needed after trial run. Learning Unit 7. Including Every Culture Competency 4 - Explore large and fine motor activities from a variety of cultures, especially those cultures represented by the children attending. Objective 5.1 Add 3 activities to the resource file that represent large motor activities from various cultures, which may include dances, music activities and active games. 1. View and discuss PowerPoint of Head Start children learning to incorporate Hualapai traditions. 2. Discuss the difference between cultural tourism, tolerance, respect, appreciation, and understanding. 3. Discuss what is prejudice? Popcorn read White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh. 4. Explore invisible prejudices and ways to unpack our invisible Knapsack by Crossing the Line, a participatory group self-reflection experience. 5. Participants share cultural icons, representations and stories. 6. Using the activity template given, prepare large motor activities for the resource file that
incorporate the cultural arts, motifs, or skills of various cultures, in teams, if possible. 1. Add 3 different activities to the resource file that represent large motor activities from various cultures, which may include dances, music activities and active games. 2. Review Sue Bredekamp, Effective Practices in Early Childhood Education: Building a Foundation, Chapter 15, Teach Children to Be Healthy and Fit: Physical Development and Health. Learning Unit 8: Including Every Culture Competency 4 - Explore large and fine motor activities from a variety of cultures, especially those cultures represented by the children. Objective 5.2 Add 3 activities to the resource file that represent small motor activities from various cultures, which may include finger play, craft, or music activities and games. 1. Review Bank s work on Multicultural Education 2. View and discuss websites/media sharing children learning to incorporate various cultural traditions 3. Participants will continue to share cultural icons, representations and stories. 4. Share activities with the class in a Smorgasbord of Multicultural Activities, each student shares their indoor small motor activities from the resource file. 5. Do a jigsaw with each activity to get helpful feedback for possible additions and revisions. 6. Class agrees on each student s best 3 activities by consensus and notes where each will go in the resource file. 7. Using the activity template given, prepare a set of small motor activities for the resource file that incorporate the cultural arts, motifs, or skills of various cultures, in teams, if possible. 1. Add 3 different activities to the resource file that represent small motor activities from various cultures, which may include finger play, craft, or music activities and games. 2. Revise and copy the 3 activities to share chosen by peers for peers. 3. Prepare an accommodation for 2 activities in resource file for a child with an identified physical handicap and prepared to demonstrate the activity and bring copies for peers. 4. Bring your written observation and evaluation of a child who is typically developing and one who has some needs that you have identified. 5. Reread Chapter 4, Beaty; write an article stressing the importance of physical activity and suggesting 4 family games for the newsletter.
Learning Unit 9: Balanced Daily Schedule of Activities Competency 5 - Plan for and support children s changing needs for active play, quiet activity, and rest for all children including children with special needs. Objective 5.1 Write out an ideal daily schedule for a center and evaluate the percentage of time in play, quiet activities, and rest. Research and explain the reason for the proportions you chose. 1. Quiz on material read. 2. Explore the advantages and disadvantages for each of the following: large group, small group, individual play, teacher-directed play and child-directed play. 3. Examine research and discuss the large motor balance for infants and young toddlers of time and place to sit, roll, creep, crawl, stand, walk, push, throw, climb, calm, rest. 4. Examine research and discuss the small motor balance for infants and young toddlers of time and place to shake and bang objects, grasp, and let go with fist to pinchers, roll a ball, manipulate small toys, calm, rest. 5. Examine research and discuss the large motor balance for older toddlers and preschoolers of time and place to walk, run, climb, jump, transfer materials, push, pull, hoop, throw, catch, dance, gallop, balance, rock, ride, pedal, skip, calm, rest. 6. Examine research and discuss the small motor balance for older toddlers and preschoolers of time and place to button, clasp, string, lace, trace, draw, manipulate scissors and other tools, tie knot, tie a bow, calm, rest. 1. Write out an ideal daily schedule for a center and evaluate the percentage of time in play, quiet activities, and rest. Research and explain the reason for the proportions you chose. Learning Unit 10: Equity: Meeting Every Child s Need for Physical Activity Competency 5 - Plan for and support children s changing needs for active play, quiet activity, and rest for all children including children with special needs. Objective 5.2 Make a plan for a child with special physical needs to become involved in largemotor and small-motor activities by adapting the equipment or timing. Report the results with photos or illustrations. 1. Discuss person-first language, overprotection, force and fear, and the balance of self-concept, physical and social development. 2. Demonstrate an accommodation for an activity in the resource file for a child with an identified physical handicap. For example, demonstrate how to would use a wheelchair with a child playing several large-motor activities, such as: throwing, catching, hitting a ball, moving in a straight or curved line, turning, raising up, moving to music; doing arm and leg movements; and other invented activities. Other needs might include experiencing vision-loss, hearing loss, limitations on
limb use, finger-hand strength, coordination. 3. Do a jigsaw with each activity to get helpful feedback for possible additions and revisions. 4. Class agrees on each student s best activity by consensus and notes where each will go in the resource file. 5. Share with peers the 2 activities for the resource file for respectful ways to include a child with an identified physical handicap. 1. Make a plan for a child with special physical needs to become involved in large-motor and small motor activities by adapting the equipment or timing. 2. Try out the plan you designed at your center and report using photos, video, and/or narrative description. Modify the original activity as needed after trial run. Learning Unit 11: Cooperating with Parents to Engage Young Children in Physical Activity Competency 6 Communicate to children and parents the importance of outdoor play and physical activity. Objective 6.1 Read Chapter 4 in Beaty, Advancing Physical Skills, and write an article stressing the importance of physical activity and suggesting 4 family games for the newsletter. 1. Consider the dangers of not engaging young children in physical activities, media presentation. 2. Review key points from Beaty, Advancing Physical Skills. 3. Jigsaw for commentary and revision. 4. Share 4 suggestions for family games in the newsletter articles. 5. Brainstorm ways to positively engage parents in physical activities with their children. Phonemic Awareness 1. Revise article stressing the importance of physical activity and suggesting. 2. Read Sue Bredekamp, Effective Practices in Early Childhood Education: Building a Foundation, Chapter 7, Building Effective Partnerships with Families. Learning Unit 12: Co-evaluating with Parents Competency 6 Communicate to children and parents the importance of outdoor play and physical activity. Objective 6.2 Share the results of your written observation and evaluation of a child with his/her
parents. 1. Discuss needs of parents in a conference. 2. Review results of physical development observations with colleagues and differentiate how to use parent-friendly language and approach about the same evaluation. 3. Role play talking with parents about typical development and then about referrals to appropriate services, possible physical difficulties or delays, and follow-up. 4. Cooperatively generate ideas for a small booklet of at-home activities, which strengthen specific skills. 1. Make the small booklet of at-home activities, which strengthen specific skills and include 3 small motor finger play activities for parents to do with their children that also stimulate phonemic awareness and add to the resource file.