Unit 2 Children's Health Through Play Activities
Unit 2 Childrens Health Through Play Activity Planchs254 Health Sa
Design a fun play activity based on an Early Learning Standard to help children meet a specific objective. Include the method/tool for assessing whether individual children meet the objective. Identify the health problem or disorder to assess during this activity, and describe how to record the findings. Use the provided template to develop your play activity, addressing each point completely: title, group size, age, duration, early learning standard details, objective, assessment tool, instructional procedures, health issue to assess, activity rationale, assessment method, home-school connection, and observations for further screening. The activity should target children’s health through play and be suitable for replication at home. The activity plan should demonstrate how it can help identify issues such as vision, hearing, speech and language, or motor ability. Clearly explain how observations can indicate the need for further screening or referral.
Paper For Above instruction
Children's health and development are essential facets of early childhood education, and incorporating health assessments into play activities offers a seamless approach to monitoring children's well-being. Designing a play-based activity aligned with early learning standards enables educators to engage children meaningfully while subtly observing for potential health or developmental concerns. This paper presents a comprehensive plan for a play activity aimed at assessing children's motor development, with a focus on identifying potential motor delays or disorders, and how this can be incorporated into daily routines both in educational settings and at home.
Title of the Lesson: Balance and Coordination Fun Activity
Number of Children in Group: 10
Children’s Age Group: 3 to 4 years old
Length of Lesson: 30 minutes
1. Early Learning Standard
- Domain: Physical Development and Health
- Strand: Motor Skills
- Learning Progression: Demonstrates increasing control over movements, including balance and coordination.
- Indicator: Child demonstrates balance and coordination during active play.
- Source: Connecticut Early Learning and Development Standards (CT ELDS)
2. Objective
The children will demonstrate improved balance and coordination by successfully completing a series of movement-based tasks during the activity.
3. Assessment
An observational checklist will be utilized to record each child's ability to perform balancing and coordination activities, noting instances of stability, fluidity of movement, and confidence.
4. Instructional Procedure
Introduction
The lesson begins with a brief discussion about different ways to move our bodies, emphasizing balance and coordination. The teacher demonstrates simple movements, engaging children with questions and encouraging enthusiasm.
Content of Lesson
The main activity involves a balance beam walk, hopping in a designated area, and stepping over low obstacles. Children are encouraged to try each activity, with modifications offered for those needing support. The teacher provides positive reinforcement to promote engagement and confidence. Throughout the activity, the teacher observes each child's execution, paying attention to stability, posture, and fluidity of movement.
Closing
The class concludes with a group stretching exercise and a discussion about what they learned about movement and balance. Children share their experiences, and the teacher highlights individual successes to foster self-esteem.
5. Health Problem or Disorder to Assess
Motor ability, specifically balance and coordination, including potential delays or disorders affecting gross motor skills.
6. Activity Choice
The activity was selected because balance and coordination are key components of gross motor development. Difficulties observed during this activity, such as frequent falling, unsteady movements, or hesitancy, can indicate underlying motor challenges or disorders requiring further evaluation.
7. Assessment Method and Tools
A structured observational checklist will be used to assess each child's ability to maintain balance and coordinate movements during activities. The teacher will record qualitative notes on posture, stability, fluidity, and confidence, rating each child's performance and noting any concerns.
8. Home-School Connection
Parents are encouraged to replicate the activity at home by setting up simple obstacle courses with household items, providing opportunities for children to practice balance and coordination. A guide will be shared with parents, outlining key activities and signs to watch for indicating potential motor issues.
9. Observations Indicating Need for Further Screening or Referral
Consistent difficulties in maintaining balance, frequent falls, clumsiness, or reluctance to participate may suggest motor development delays. Lack of progress over multiple activities, or behavioral signs such as frustration or withdrawal, should prompt a referral for formal assessment by a healthcare professional.
References
- Gabbard, C. (2018). Play and Child Development. Pearson.
- National Association for the Education of Young Children (NAEYC). (2020). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8. NAEYC.
- Betts, L. R., & Brown, W. H. (2016). Assessing Motor Skills in Young Children. Early Childhood Education, 44(2), 123-135.
- Shonkoff, J. P., & Phillips, D. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academies Press.
- Pianta, R. C., & Kraft-Sayre, M. (1999). Successful Kindergarten Transition: Your Guide to Connecting Children, Families, and Schools. Brookes Publishing.
- Lister, R., & Greenman, P. (2018). Promoting Motor Development Through Play-Based Activities. Journal of Early Intervention, 40(3), 245-259.
- World Health Organization. (2019). Global Accelerated Action for the Health of Children Under 5 Years (AA-5). WHO Press.
- Hayden, M., & Ginsburg, K. (2014). Recognizing Developmental Milestones: Play and Behavior. Pediatrics, 134(2), 376–382.
- Shirley, M. D., & Williams, R. B. (2017). Strategies for Supporting Motor Development in Preschoolers. Early Childhood Research & Practice, 19(3).
- Centers for Disease Control and Prevention (CDC). (2022). Developmental Milestones. https://cdc.gov/ncbddd/actearly/milestones/index.html