Was this page helpful?
Was this page helpful?
I found this page helpful because (select all that apply):
I did not find this page helpful because (select all that apply):

Gross Motor: See

Infants and Toddlers

Gross Motor: Video 1

Observation

  • Describe the physical setting for this video segment (e.g., how space is arranged, toys and materials available). Where are the teacher and boy situated? What appears to be the child's goal? How does the teacher help the child practice using his large muscles? What does the child do to support himself in getting out of the box?

Application

  • Which teaching practices does the teacher use to help the boy understand how his body relates to the environment? Check the "Know" and "Do" sections for ideas.
  • How does the teacher support the child in achieving his goal of getting into and out of the box?
  • What does the teacher do to avoid being intrusive (i.e., "fixing" the child's gross motor challenge)?

Reflection

  • What other materials and experiences could the teacher provide as a follow-up to this child's exploration of how his body fits in the box and how to get in and out of it?
  • How does narration of a child's actions support the child and provide information he can use to make progress in using large muscles to move and explore his environment?
  • How might the child communicate that he feels he has mastered this skill and is ready for a fun and playful challenge?

Preschoolers

Gross Motor: Video 2

Observation

  • Describe the physical setting for this video segment (e.g., how space is arranged, toys and materials available). Where are the children and teacher situated in relation to each other? Describe the activity the teacher leads. What do the children do when she says they should put up their "branches?" What are two purposes for this activity? How does the teacher go from one purpose to the next?

Application

  • Which teaching practices did the teacher use to engage children in this movement activity and to talk about the wind they would feel when they go outdoors? Check the "Know" and "Do" sections for ideas.
  • How did the teacher's tone of voice, movements, creativity, and encouraging words engage the children in moving their bodies and learning?

Reflection

  • What other sensory directions might be added to this activity to enhance the experience of moving the body in the imaginary wind?
  • What might the teacher do to encourage children's creativity and individualism while exploring the wind blowing their body and use of large muscles?
  • What could the teacher do to promote use of large muscles and focus, attention, and self-regulation?
  • How might the teacher build on this activity once the children are outdoors? What could she do after everyone returns to the classroom?
  • What other movement activities can support children's effective and efficient use of large muscles for movement and position?

Last Updated: July 30, 2018