Early Childhood Training Course 2008
Playground / Large Muscle (sensory/motor)
Week 4
1. Welcome
A. Collection and discussion of Health/Safety Checklists for Infant[Toddler classroom and for Preschool
classroom.
B. Overview of today/s class; Use class content block prop
2.
Playground, varies from center to center
A. What it includes (State Licensing)
Booklet on playgrounds
5 foot fence encloses open space for playing and pretend play Track for
wheeled toys/ wheeled toys
Playground structuresl various
Room for indoor materials brought outside
Water table / easel
Sand play / sand toys
Shaded area
.Living things / nature (grass, trees, shrubs, flowers, bird feeders) Storage
area for wheel toys/sand toys/ balls
Guest: Kim Watts, playgrounds, Cathy Carter, Early Head Start
B. Location
Locked, fenced in area
Easy accessibility to all US~lg it
C. Set up
Safe equipment, suitable for age group served (meets licensing) Welldefined areas
Safe surfaces, pea gravel, wood mulch, "mat" surface 611
Storage for toys/equipment/wheel toys
Easy to follow traffic pattern
Enough space if swings
Water containers, cups and trash can
D. Playground maintenance
Monitor pea gravel! wood mulch, replace as needed (center managers)
Daily health/safety inspection of playground
Monthly inspection of play equipment
Remove and/or report items needing repair
Keep tree branches trimmed, shrubs trimmed! and grass cut
D. Group Activities
 Parachute play, Red Rover, Boa constrictor, to an activity record or teacher's idea
 Bean bag games, maybe with carpet square to an activity record or teacher's idea
 Motions - moving across the room many different ways
 Exercise videos -watch and do, add materials from classroom - props, music, scarves,
etc. to enhance activities
E. Combinations
 Sometimes gym times is split between 1/2 time for a game or organized activity and V2
time for 'choice"
 Sometimes teachers may put down a tapeline, to play ball on one side and have individual
choice or game on the other side
F. Books
 Some centers have books in gym so when children get tired or want to be quiet they can
look at the books
G. Clean Up
 Encourage children to put:
 Sand toys and balls where they go
 Wheel toys - designated by teachers where to go
 Help them - may suggest one child take buckets, another take shovels
Activity: Visit Bigelow playground. As a class, take a listening walk around the playground. Write down
or draw what you hear. Divide up into groups. Each group will look at something different and then report
back to large group. Form provided.
Groups will look at:
1) Playground structure; 2) Track/wheel toys; 3) Shelter; 4) Nature
Answer the following about your area:
 What does it include?
 How can it be used?
 ~What equipment/materials/toys could you use with it?
 What can we do to promote safety in that area?
 What surprised you about the area?
 What skills can a child learn in this area?
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.3. Large muscle - what it includes
A. Indoor Materials
 mats, variety of balls, hoops{ bowling set{ walker stompers, rocking boat,
parachute, hoops and other large muscle equipment
B. Outdoor Materials
 Playground equipment, variety of balls, trikes{ child size, shovels and rakes, and other
large muscle equipment
C. Classroom Materials
 3 items per room (state licensing)
 Songs with movement
 Movement, self
D. Indoor Gym Location
 Away from traffic
 Preferably not near outside doors
 Square footage determined by number/age of children (state licensing)
E. Indoor Gym Set up
Nice to have a CD player
Storage carts for balls, beanbags{ parachutes, etc. Daily
health safety checklist
Make sure outlets are covered{ balls inflated, remove broken items
F. Indoor Gym Maintenance
 Put materials away after use or when large muscle time is over
 Gym floor clean
 Materials in good order, good shape
4.
What to Do in Gym
A. Organized games:
• Mr. Fox{ Mother May I{ Grey Duck{ Sally Go Round the Sun
B. Obstacle Course
 Set up materials that children would use to follow a path{ crawl through a tunnel{
roll on matt hopscotch, throw a ball{ climb through a hoop
C. Child's Choice
 Teacher tells child what is available{ could include hopscotch{ bowling{ basket ball{
balance beam{ ring toss{ bean bag toss{ mats - rolling
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5.
How children explore the outdoors/ Large Muscle
A. Functional play
 Feel, smell, look, sound, maybe taste
 Ask themselves, "what can I do with this?"
 Leads to experimenting
 Water to sand, in pail-dump out, build towers
B. Constructive Play
 They know about materials available and begin to use to create something new, (i.e. sand;
makes a castle with a moat or tunnel)
. C. Dramatic play
 Pretend play - role playing (firefighter), parametric, garbage hauler, truck driver, bus driver,
etc.
 With or without props
D. Games with Rules
 Organized games (Red Light/Green Light)
 Ball games (catch, basketball)
E. InfantjToddlers and 2's
 Outdoors different environment
 Fresh air
 More open space to stretch/run
 Need natural spaces that encourage sensory, physical and social exploration
6.
Indoor Materials that can be Brought Outside A.
Music and movement
 Cassette players, c.d. players, boom box and music
 Instruments
B. Art


Easel and paint
Sidewalk chalk - Drawing
C. Dramatic play props
 Picnic materials
 Hats
 Nothing so loose or big it could get caught on equipment.
D. Books
 Related to nature, animals
 Portable storage
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E. Tools for Investigation
 Magnifying glasses
 Plastic jars for bugs
 Nets for bugs
 Binoculars
 Science experiments - wind, snow, rain, volcanoes
F. Sensory
 Water table for water play
 Bubbles
 Wash chairs, toys, etc.
1.
Outdoor Play! Gym Large Motor! Promotes Development
A. Social emotional
 Accomplish as skills are learned
 Social skills, sharing
 Creativity - sand/movement
B. Physical
 Gross motor skills - run, leap, hop, climb, pedal, slide
 Find motor - sand play
C. Cognitive
 Study nature - bugs, squirrels, birds, rabbits
 Watching seasonal changes
 Weather
 Problem solving
D. Language
 Vocabulary
 Descriptive words
 Expressing themselves
 Conversations
 Asks, responds to questions
 Environmental print awareness
8.
What Children Learn Outdoors! Large Motor
A. Literacy
 Vocabulary
 Listening - take a listening walk
 Environmental print
 Understanding of books, find books that relate to what they see, do outside
 Phonological awareness - sounds of the neighborhood, comparing sounds, nature sounds
 Print - letters and words
Signs in playground, environmental print
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B. Math
 Problem solving - guiding children to find solutions for problems
 Number concepts - written numbersf what a set of - looks like
 Count aloud when lining up to go in and out
 Counting what you see and do
 Pattern and relationships - note those on flowersf leavesf pineconesf and
caterpillars;
 Geometry and spatial relationships
 Shapes on playground and in natureflocations of items
C. Data collection/ organization/ representation
 Sort/classify items they find
 Record science experiment data
 Make graphs
D. Measurement/graphing
 Rulersf yardsticks
 Record sizes of things they find
E. Science
 Process skills
 "What would happen if questions
 Encourage children to observe
 Physical science
_ff
F. Sand/Water Play
 explore properties and enhancements
 Water wheels, funnels, ramps, balls
G. Life Science
 Bird feeders/birds
 Insects
 Squirrels / rabbits
 Stethoscope to hear their heart when they play
H. Earth/Environment
 Gardening
 Shadows - how they move
Rocks, pinecones compare •
Puddles
.• Collect litter (wear gloves)
• Seasons and changes
I. Social Studies
 Spaces/ geography
 Distances walked
 Drawing playgrounds
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J. People and how they live/work
 Who walks by playground
 Who rides bus
 What type of trucks/cars go by
 What jobs do they do (mail, police, fire, etc.)
 Do you see airplanes or helicopters
K. Arts
 Dance and music
 Moving bodies freely
 Move the animals
 Visual Arts
 Bring art materials outside
 Draw what you see
L. Technology
 Awareness of people and technology
 Tools and machines, trash trucks, walker talkies
 Cameras, construction vehicles
M. Technology tools
 Binoculars
 Microscopes
 Magnifying glasses
 Cameras
9.
Teacher's Role Outside
A. Safety
 Going outside and coming inside, after toileting, clean up
 Check that shoes are tied, outerwear as needed
 Count children, make sure you have everyone
 Teachers take attendance clipboard and emergency contact folder, and first aid kit
 Adult at front and back of line
B. Preventing injuries
 Before going outside, adults and children need to apply sunscreen to face, arms, legs (if
exposed) and area where most injuries occur
 No strings onjackets/sweatshirts
 Adults need to spread out/ be where the children are playing, not 'magnet' together
 Be aware of multi layers of a piece of equipment and where children are
 Encourage/remind children to use equipment correctly in school, ("in school we go up the
ladder and down the slide, we slide on our bottom, we climb down ladders").
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




Most classrooms have safety rules for playground, review daily.
Children sometimes dont judge distance correctly and could hurt themselves
jumping down
Children may not be aware of their surroundings and walk into something.
If you see that, say something
Close supervision is the key.
C. Allergies
 Teachers know who is allergic to something and will follow the child's
 Health Care Plan.
 When child isn't on health plan and has an emergency, teachers will follow
emergency pOlicy/procedure.
D. Adaptations
• Teachers will respond to assure child's safety and participation
E. What to say
 When a child seeks reinforcement "Look at me!", describe what they did:
 You slid down the slide on your bottom; You climbed to the top. How do you feel?
What do you see 7"
 Ask questions about what they are doing and how/where they are going, what will they see,
what did they find, how is it moving.
 Encourage children to explore - may not have opportunity to play outside - Let's check out
 What this is and how to use it - go with them, guide them - "climb, 1 step at a time" to go
down or if you want to come down, use this slide.
F. What to do
 Interact with children
 Be familiar with playground rules so you follow them (some sites have no monster
play, etc.)
 Some sits have no monster play, etc.
 Play ball or a game
 Look for changes of leaves/flowers
 Look for bugs
 Pump gas for bikes, Sand play
 Climb/ Slide, Walk/Run
 Bring classroom items outside (check with teaches first)
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10.
Teacher's Role Inside Gym! Large Muscle
A. Safety
 Going to gym and coming back
 After toileting, line up
 Check shoes tied
 Count children aloud, make sure you have everyone
 Teachers take attendance, clipboard and emergency contact folder, first aid kit
 Teachers front and back of line
 Count children aloud upon return from gym
B. Preventing injuries
 Adults need to spread out, if there's a doorway/entrance one needs to be there,
other in room
 Close supervision is key
 Adults spread out, do not 'magnet' together
 Most classrooms have gym safety rules that are reviewed before they go
 Teachers tell children ahead what gym will be that day
 Encourage children/remind them to use materials correctly
 Demonstrate if item is new to a child
 Children sometimes don't judge distance correctly, may walk into something
 If you see it - say something
C. What to say in Gym/Large Muscle
 When child seeks reinforcement --"Look at me"u describe what they did, i.e. "you walked a
long way on those walker stompers," "you bounced the ball 8 times.'f
 Ask questions about what they are doing and how: Where did you start hopping?
How many feet do you use next?
 Encourage children to explore: can you roll slowly? Fast? With your hand up above
your head?
 Guide them: shoot one basket, then go to the end of the line if you want another turn
 Use words that are descriptive: fast, slow, high, low
D. What To Do
 Interact with child/children, one-on-one or in a group: roll balls, bounce balls, toss beanbags,
bowl
 I will bounce the ball two times and pass it to you
E. Gym Clean Up
 Encourage children to put items away where they go, help them
 Delegate clean up, have some put sand toys, others bikes and balls
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Activity: Set up gym stations
 Ball
 Parachute
 Bean bag
 Demonstrate each activity and have them divide into 3 groups and do one.
Song.' Clean Up
Assignment: Complete Playground Safety Checklist - teacher will sign off on the checklist
Page 10
EARLY CHILDHOOD TRAINING COURSE FALL 2010
WEEK 2 DEVELOPMENTAL PRINCIPLES/THEORIES AND PLAYGROUND PART 1 (LARGE MOTOR)
PREP: sign-in sheet on clipboard on back table, song sheets and note cards on back table, copies of songs,
visit site manager and classrooms next week (arrange visit), copies of assignment 1, cut out are you aware
squares (for next week), copies of Developmental MIlestones sheet
NAME PLATES: Teach how to write a name plate neatly.
SONGS Body Play; Jack in the Box, 5 Little Ducks, Head, Shoulders, Knees and Toes, Johnny Works with
One Hammer
Distribute music bags, design and collect until volunteering starts. Put name on bags with Sharpie
Assignment 1 Introduction: Predict what you will see in the centers and why they are arranged in the
way observed. Have students write predictions in groups. Write predictions to each of the questions in
their notebooks in two columns. Column 1: Predicted answer to the question Column 2: Why? Write a
predicted reason for the classroom arrangement (Save this assignment to be completed the first week of
volunteering.)
INTRODUCTION TO DEVELOPMENT:
DEVELOPMENTAL MILESTONES:
Intro: Children develop differently at different stages as they grow. They develop socially (interpersonal
relationships), physically (movement to self or with environment), cognitively (learning and interpreting),
and linguistically (language acquisition and social use of language).
ACTIVITY Students read Developmental Milestones handout. Pass out large paper per group.
 Each group is assigned a different age range
 Determine which category of development each characteristic belongs to.
 Include a picture that depicts a child at their given mile stone.
 Each group presents their age range and summaries the development of a child in that age range to
the group.
INTRODUCTION TO PLAYGROUND
Introduction: When we talk about the playground, we will cover:
-The environment
-Safety on the Playground and in the Gym
-Playground / Gym activities
-Large Motor development
-What children learn
ACTIVITY Observe playground and fill in the note-taking sheet. Review answers in class.
SAFTEY
Intro the safety handout:
-The playground is important for development
-An excellent place for child/parent interaction and child-child interaction
-Playground equipment has improved
-Regular safety inspections both formally and informally are important
ACTIVITY Use the handout to identify safety hazards and protective measures to keep children safe
according to each hazard. Fill out note-taking chart on safety.
Continue with points D-G if time.
Clean up
2.
100 Empire Drive, Suite 100 • Saint Paul, MN 55103
Ph: 651.209.6400 /866.574.6516 • Fax: 651.209.6495 • www.mcit.org
Playground Safety is Not "Child's Play"
Date/Source: June 2007 Bulletin (Reviewed August 2008)
Play is essential for a child's development. Playgrounds provide an excellent environment for a child to physically
challenge himsel£'herself as well as engage in social interaction. Children and parents regularly take advantage of public
playgrounds expecting they are safe.
Improvements in playground equipment have increased significantly during the past twenty five years driven largely by
the Consumer Products Safety Commission (CPSC) and the American Society for Testing and Materials (ASTM)
establishment and updating of safety standards for playground equipment.:Even the best designed playground can
present hazards if the equipment is improperly installed, broken, worn or vandalized. Regular safety audits and
maintenance inspections are essential tools to reduce the risk of playground accidents.
Safety Audit vs. Maintenance Inspection
A safety audit is a formal assessment of a playground's design, layout and surface materials conducted by trained
personnel. A maintenance inspection is a regularly scheduled inspection that concentrates on hazards caused by aged or
damaged equipment and is typically conducted by maintenance employees. This difference is important to note because
a well designed playground could pass a safety audit but fail a maintenance inspection. Likewise, a well maintained
playground could fail a safety audit because of inherent design flaws.
Public entities have several resources when considering a safety audit. Often companies that sell playground equipment
will perform a complementary or reduced fee playground safety audit of existing play structures to ensure current
national standards are being met. Inspections are performed by Certified Playground Safety Inspectors (CPSI) who are
trained professionals that have the knowledge, skills and tools necessary to complete playground audits and inspections.
Inspection checklists assist maintenance personnel to identity and track the correction of hazards. Checklists should be
customized for the specific piece of equipment being inspected. The original equipment manufacturer and playground
safety standard organizations, such as the CPSC, are the best source for inspection checklists.
The Dirty Dozen
The National Playground Safety Institute (NPSI) has identified twelve of the leading causes of injuries on playgrounds.
The "Dirty Dozen" include:
1. Improper Protective Surfacing
Acceptable surfaces are hardwood fiber/mulch, sand and pea gravel. Surfaces must be maintained at a depth of
twelve inches, be free of standing water and debris and not be allowed to become compacted. There are also
synthetic or rubber tiles and mats that are appropriate for use under play equipment.
3. Inadequate Fall Zone
A fall zone or use zone is the area under and around the playground equipment where a child might fall.
3. Protrusion & Entanglement Hazards
A protrusion hazard is a component or piece of hardware that might be capable of impaling or cutting a
Minnesota Counties Insurance Trust ResourcesThe information contained in this document is intended for general information
purposes only and does not constitute legal or coverage advice on any specific matter.
Page 1 of2
child or capable of catching strings or items of clothing which might be worn around a child's neck. Ropes
should be anchored securely at both ends and not be capable of forming a loop or a noose.
4. Entrapment in Openings
Children often enter openings feet first and attempt to slide through an opening. If the opening is not large
enough it may allow the body to pass through the opening and entrap the head.
5. Insufficient Equipment Spacing
Equipment should provide room for children to circulate and prevent the possibility of a child falling off of one
structure and striking another structure. Swings and other pieces of moving equipment should be located in an
area away from other structures.
6. Trip Hazards
Exposed concrete footings, abrupt changes in surface elevations, containment borders, tree roots, tree stumps
and rocks are common trip hazards.
7. Lack of Supervision
A play area should be designed so that it is easy for a parent or caregiver to observe children at play.
8. Age-Inappropriate Activities
Areas for pre-school age children should be separate from areas intended for school age children.
9. Lack of Maintenance
A program of systematic, preventive maintenance must be present.
10. Pinch, Crush, Shearing and Sharp Edge Hazards
Components in the play environment should not have sharp edges or points that could cut skin. Moving
components should be checked to make sure that there are no parts or mechanisms that might crush or pinch a
child's finger.
11. Platforms with No Guardrails
Elevated surfaces such as platforms, ramps, and bridgeways should have guardrails that prevent accidental falls.
12. Equipment Not Recommended for Public Playgrounds
Accidents associated with the following types of equipment have resulted in the Consumer Product Safety
Commission recommending that they not be used on public playgrounds:
./' Heavy swings such as animal figure swings and multiple occupancy!
glider type swings .
./' Free swinging ropes that may fray or form a loop .
./' Swinging exercise rings and trapeze bars are considered athletic equipment and not recommended for
public playgrounds.
liabilities
Minnesota's park and recreation immunities reduce a public entity's liability for playground injuries by providing a
defense for a claim; however, they do not prevent a lawsuit from being filed. The defense of a lawsuit can be expensive
and consume a great deal of time and energy of the public entity. A successful defense is most likely when safety audits
and maintenance inspections are performed on a regular basis and are well documented.
Additional Information Sources
MCIT Loss Control Consultants are available to assist members review overall playground safety including onsite visits.
A 35 minute DVD titled Inspecting Playgrounds for Hazards is available for checkout from MCIT. For either of these
services contact Loss Control Manager Kevin Balfanz at 651-209-6446 or kbalfanz@mcit.org
The Consumer Products Safety Commission (CPSC) Handbook for Public Playground Safety presents safety
information for public playground equipment in the form of guidelines-www.cpsc.gov.
The National Playground Safety Institute (NPSI) promotes the latest public playground industry standards and
guidelines as the most desirable standard of care for public-use playgrounds-www.playgroundsafety.org.
Bridge I Intro to Child Development_Playground_Large Motor Unit Materials
Minnesota Counties Insurance Trust Resou~
The information contained in this document is -intended for general information purposes only and does not constitute legal or coverage advice on any specific matter.
Carlynn Miller-Gore and Holly Andrews Intro to Child Development 3/18/2016
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Playground
Location
Environment
 5-foot fence encloses
 Accessibility
open space for playing
and pretend play
Set-up
 Safe equipment
suitable for all ages of
children
Playground
Maintenance
 Monitor gravel/wood
mulch,
 Daily health/safety
inspection
Playground Safety
Safety hazards
Ways to Protect Children
Improper Protective Surfacing
(The surface on the playground: wood, mulch,
cement etc…)
Inadequate Fall Zones
(The area where a child may fall)
Protrusion and Entanglement Hazard
(Objects can scratch, poke or catch strings from
child’s clothing)
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Entrapment in Openings
(Openings for children to pass through such as
tunnels)
Insufficient Equipment Spacing
(The space between each piece of equipment)
Trip Hazards
(Objects could cause a child to trip)
Lack of Supervision
(The design that enables parents and caregivers to
watch children)
Age-Inappropriate Activities
(Age-appropriate designations)
Lack of Maintenance
(Systems for maintenance)
Pinch, Crush, Shearing and Sharp Edge Hazards
(Areas that may pinch, crush or cut - especially
fingers)
Platforms with No Guardrails
(Railings to prevent falling)
Equipment Not Recommended for Public
Playgrounds
(unsafe equipment)
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Playground Safety Article “Playground Safety is not “Child’s Play” Vocabulary Cloze Activity
Name_______________________________________ Date_____________________________
Directions: From the list of words at the bottom of the page, please select the matching word for each sentence.
1. Playgrounds provide an excellent ______________ for a child to physically challenge himself or herself as well as socially interact with
other children.
2. Even the best designed playgrounds can present ________________ if the equipment is improperly installed, broken, worn or
vandalized.
3. Regular safety audits and ________________ ___________________ are essential tools to reduce the risk of playground accidents.
4. Improper protective _________________ includes concrete and dirt, for example.
5. A fall _____________ is the area under and around the playground equipment where a child might fall.
6. A _____________ hazard is a component or piece of hardware that might be capable of impaling or cutting a child.
7. An _______________hazard is a component or piece of hardware that might be capable of catching strings or items of clothing which
might be worn around a child’s neck.
8. An ____________hazard occurs when a child attempts to enter an opening and becomes entrapped.
9. When playground equipment is placed too close together, _____________equipment ___________ has occurred.
10. Uneven surfaces, including tree roots, tree stumps and changes in surface heights present a _______ hazard for children.
11. Playground equipment should not have parts or mechanisms that could cut, crush, pinch or present a _______ hazard to a child’s finger.
Trip
Insufficient
Hazard
Entrapment Surfacing
Protrusion Environment Maintenance
Inspections
Zone EntanglementSpacing
Shearing
Entrapment
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Introduction to Child Development – Large Motor Questions
ACTIVITY: Work together in a group to answer these questions.
1. How do you think children explore the outdoors?
2. What do children learn from outdoor and gym actives in each of the following areas?
What materials can be brought outside to develop the each of the following areas?
A. Music and Movement
B. Art
C. Dramatic Play:
D. Literacy
F. Science:
G. Sensory Skills:
H. Math
I. Earth/Environment
J. Social Studies
K. Technology
3. How do outdoor play and gym large motor games promote development in the following areas? (An example is provided
for each area. You and your group list more ideas.)
A. Social emotional: sharing
B. Physical: gross motor skills through running.
C. Cognitive : study nature outside like bugs and plants.
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D. Language: Ask and respond to questions
4. What is the teacher’s role outside?
5. What are some sentences and phrases to say to children to encourage their development outside?
6. What is the teacher’s role inside the gym?
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EARLY CHILDHOOD TRAINING COURSE FALL 2010
WEEK 3 PLAYGROUND PART 2 (LARGE MOTOR)
PREP: sign-in sheet on clipboard on back table, song sheet and construction paper on back table, visit site manager and classrooms
next week (arrange visit), copies of assignment 1 and assignment 2 (playground), copies of large motor, note sheet and group question
activity, copies of volunteer time cards, copies of consent sheet for video.
ANNOUNCEMENTS: Filming next week, sign-up for materials team or tables and chairs team
OVERVIEW OF THE CLASS USE CLASS BLOCK PROPS
NAME PLATES: pass out
VOLUNTEERING: Head Start staff (placements and badges)
-volunteer time card (collected at the end of each month Oct. 29th), homework assignments to complete at center (1&2), review of
classroom community poster for review of volunteer expectations,
1:45 CONSENT FORM and POSITION SIGN-UP: filming from the Hubbs Center next week.
SONGS : Stop, Drop and Roll
2:00 PLAYGROUND
Introduction: When we talk about the playground, we will cover:
-The environment
-Safety on the Playground and in the Gym
-Playground / Gym activities
-Large Motor development
-What children learn
ACTIVITY Fill in the note-taking sheet. Review answers in class.
3:00 SAFTEY
Intro the safety handout:
-The playground is important for development
-An excellent place for child/parent interaction and child-child interaction
-Playground equipment has improved
-Regular safety inspections both formally and informally are important
ACTIVITY Use the handout to identify safety hazards and protective measures to keep children safe according to each hazard. Fill out
note-taking chart on safety.
ACTIVITY: Visit the playground. Take a listening walk around the playground. Divide into groups. Each group looks at something
different and records observations on their sheet. Playground sheet (if not time, take home)
ACTIVITY: Look over Large Motor Activity Sheet. Try the Tortoise game and discuss together what is happening with development in
subject areas and areas of child development. Complete question sheet in groups
Clean up
Carlynn Miller-Gore and Holly Andrews Intro to Child Development 3/18/2016
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Games for Developing Large Motor Skills
MATERIALS
Indoor: mats, variety of balls, hoops, bowling set, walkers stompers, rocking boat, parachute, hoops and other large muscle equipment, storage
carts, daily health safety checklist. (Make sure outlets are covered, balls inflated and remove broken items)
Outdoor: Playground equipment, variety of balls, tricycles, child-size shovels and rakes, and other large muscle equipment.
Group Activities: Parachute play, River Rover, Boa Constrictor
Motions: Moving around the room in many different ways.
Exercise Video: Watch and do, ad materials from the classroom- Props, music, scarves, etc. to enhance activities.
Gym Choice Time: Sometimes the gym time is divided into two parts. ½ of the time can be for a game or organized activity and ½ the time
can be for ‘choice’ time. Some centers have books in the gym so when children get tired or want to be quiet, they can look at the books.
BEAN BAG GAMES
Heads or Tails: Toss two-color bean bag in the air and
have child guess which color will land facing up.
Bean Bag Crawl: Put bean bag on child's back and see how far he/she can crawl before it falls off.
Bean Bag Walk: Child balances bean bag on head as he/she walks, sits in a chair, sits on the floor, walks backward, etc.
BEAN BAG FUN
Toss bean bags into a hoop or series of hoops on the ground, assigning point values for each hoop. Or have them toss the bean bags through
hoops like a lion jumping through a hoop.
Use the bean bags for body part identification, asking them to walk around with the bean bags on shoulders, elbows, etc. or just have them
touch the bean bags to their limbs.
Carlynn Miller-Gore and Holly Andrews Intro to Child Development 3/18/2016
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Bridge I Intro to Child Development_Playground_Large Motor Unit Materials
Have the kids shake the bean bags, then toss them up in the air and catch them. Have them see how many times they can clap while the
beanbag is up in the air before catching it or have them spin in a circle before catching it.
Have them play catch, taking a step back every time they catch it and a step forward when they miss.
BIG BLOCKS
Liven up your blocks center with these attractive, lightweight building blocks. Collect a supply of concentrated detergent boxes. Tape over the
opening of each box with packaging tape. Cover each box with colored Cont-Tact® paper. Youngsters will demonstrate new heights of
creativity when they're building with these larger-than-life blocks!
THE TORTOISE
Ages: 2 - 5
Goal: Team work and coordination
To create a giant tortoise several children get on their hands and knees while you cover them with a shell made from a blanket or large sheet of
cardboard. Suggest that the tortoise take a little walk. Do not be surprised if it loses it's shell the first few tries. The children will need to
practice and use team work to move as one and keep their "home" on their backs. Once they start operating as a team set up a simple obstacle
path, put a chair in path that they have to turn to avoid, blocks that must be climbed over.
TOSS IN THE CAN
Assemble a sock ball, a bean bag or a yarn ball and an empty trash can or tub. Place the can or tub close to the child. Show the child how to
toss the ball or bean bag into the trash can or tub.
Encourage the child to use one hand, but accept either under- or overhand tosses. The object is to aim for the target with the ball or bean bag.
When the child has gained confidence in tossing the ball a short distance, the trash can or tub can be moved farther away from the child. This
will offer more of a challenge to the child and will increase his skill and confidence.
OBSTACLE COURSE: Set up materials that children would use to follow a path, crawl through a tunnel, roll on mat, hopscotch, throw a
ball, climb through a hoop.
CLEAN UP: Whether on the playground or in the gym, always encourage children to clean up the activities.
-Put sand toys and balls where they go.
-Wheel toys- designated by teachers where to go.
-Help them-You may suggest one child takes buckets, another takes shovels.
Carlynn Miller-Gore and Holly Andrews Intro to Child Development 3/18/2016
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Bridge I Intro to Child Development_Playground_Large Motor Unit Materials
Carlynn Miller-Gore and Holly Andrews Intro to Child Development 3/18/2016
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Bridge I Intro to Child Development_Playground_Large Motor Unit Materials
Learning Goals
Student Evaluation
Name: ________________________
Unit:
Playground/Large Motor
Class:
Intro to Child Development
Completion Date:
Circle the word that shows how you feel about your skill in each learning goal.
Goals
1. Scan for key information
2. Make a plan to read to kids
3. Choose age-appropriate
books to read to children
4. Evaluate reading with kids
Before Unit
Difficult So-so Easy
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Difficult So-so Easy
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Difficult So-so Easy
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After Unit
Difficult So-so Easy
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Difficult So-so Easy
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Difficult So-so Easy
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Difficult So-so Easy
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