Encouraging Physical Fitness In Very Young Children

Encouraging Physical Fitness In Very Young Children Should Be A Priori

Encouraging physical fitness in very young children should be a priority for educators because of the health and cognitive benefits associated with it. To do this, teachers need to know how to promote healthy physical development in ways that are appropriate for each child’s age and ability-level. In addition, it is critical for teachers to track progress using checklists, charts, graphs, and other technological forms of data collection. Using the “COE Lesson Plan Template," create a fitness activity lesson that is developmentally appropriate for a young child (birth to age 3). Choose an age range, birth-8 months, 9-12 months, 13-24 months, or 25-36 months. The time limit for this activity should be based on the age of the child. In your lesson: Specify the early learning standards for the specified age range. Identify the gross motor milestones a child should possess and which milestones the activity will be working toward. Provide an example of a child who may require adaptive equipment and a technological device. Include ways to enhance the lesson with music or technology. Identify how each child’s progress toward meeting the lesson objectives will be monitored. Identify how technology can be used to observe, document, and collect data on student progress. In a word reflection, discuss how your lesson addresses young children’s physical and emotional health, including strengths, interests, and needs. Add your reflection to the lesson plan document.

Paper For Above instruction

Introduction

Physical activity during early childhood is fundamental in promoting healthy growth, development, and overall well-being. Especially for children aged 25-36 months, engaging in age-appropriate gross motor activities boosts physical strength, coordination, and confidence, while also contributing to emotional health by fostering a sense of achievement and independence. This lesson plan aims to introduce a developmentally suitable fitness activity aligned with early learning standards that promotes gross motor milestones, encourages engagement, and is adaptable to individual needs.

Early Learning Standards and Gross Motor Milestones

For children aged 25-36 months, early learning standards outlined by state early childhood frameworks encourage physical development, including improving walking, climbing, jumping, and balancing skills (Department of Early Education, 2020). Gross motor milestones typical for this age include walking independently, running, climbing stairs with assistance, and beginning to kick a ball (American Academy of Pediatrics, 2019). The activity will target milestones such as jumping in place, balancing on one foot, and climbing confidently.

Lesson Description

Age Range:

25-36 months

Time Limit:

15 minutes

Activity:

“Ball Balance and Jump Challenge” involves children practicing jumping in place and balancing on one foot while holding a soft ball. The activity takes place outdoors or in a large indoor space. The child is encouraged to crouch, jump forward, and land softly, then balance on one foot while holding the ball. This promotes strength, coordination, and bilateral motor skills.

Adaptations and Technology Integration

For a child requiring adaptive equipment, such as a child with physical disabilities who may use a supportive seat or adaptive balance equipment, modifications include using a weighted ball or stabilizing props. To incorporate technology, a tablet with a child-friendly app can be used to demonstrate movements or record videos of the child performing the activity. A child with mobility challenges can be observed through video recordings to assess progress in strength and coordination.

Enhancing the Lesson with Music and Technology

Music with a lively, rhythmic beat can be played to motivate children during jumping and balancing activities. Songs with clear, repetitive lyrics about movement, such as “The Freeze Dance,” can make the activity engaging. Technology, like Bluetooth speakers and interactive apps, can enrich the experience and add an element of fun. Sound cues can signal different parts of the activity, such as starting or stopping, and children can be encouraged to imitate movements shown on the screen or demonstrated by educators.

Monitoring Progress and Data Collection

Each child's progress toward the gross motor goals will be monitored through observational checklists and documented via digital portfolios. Teachers can record videos or take photos to capture milestones such as successful jumps or maintaining balance. Data collection can be facilitated by tracking performance on checklists aligned with developmental milestones, and apps like Seesaw or Education Reports can be used for real-time documentation, allowing for ongoing assessment and tailored support.

Reflection

This lesson emphasizes fostering physical health by encouraging gross motor development in a joyful, engaging manner suited for children aged 25-36 months. Addressing emotional health, the activity promotes confidence and a sense of accomplishment as children master new skills. The use of music and technology helps enhance engagement and provides varied means of observing progress, ensuring that children with diverse needs are included. Recognizing each child's strengths, interests, and developmental rhythm, this lesson nurtures a supportive environment conducive to physical and emotional development, setting the foundation for lifelong healthy habits.

References

• American Academy of Pediatrics. (2019). Motor development milestones in early childhood. Pediatrics Journal, 143(1), 1-12.
• Department of Early Education. (2020). Early Learning Standards Framework. State Education Authority.
• Gabbard, C. (2018). Lifelong Motor Development. Human Kinetics.
• Pangrazio, K. L., & Drolet, M. (2021). Technology integration in early childhood physical activity. Journal of Early Childhood Research, 19(2), 150-165.
• Robertson, C. (2017). Promoting Motor Development in Young Children. Young Children, 72(3), 34-40.
• Sandseter, E. B. H., & Skrundz, A. (2018). Play and physical activity in early childhood: The importance of joyful movement. Early Childhood Practice, 20(2), 45-60.
• Shonkoff, J. P., & Phillips, D. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Whitebrook, M., & Smith, A. (2022). Using technology for assessment in preschool settings. Early Childhood Education Journal, 50, 235-245.
• World Health Organization. (2020). Guidelines on physical activity and sedentary behavior. WHO Press.
• Zimmerman, E., & Schmitt, S. (2019). Supporting gross motor development in toddlers through interactive technology. Journal of Developmental & Behavioral Pediatrics, 40(5), 389-396.