Gross Motor Supervision and Interaction

Video: 

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Playing in the gym provides physical, social and safety experiences.

NAEYC

NAEYC: 

Curriculum: Essential Characteristics

2.A.08—Ms. Romig designs large motor time so that materials and equipment used…provide for children’s safety while being appropriately challenging…promote action and interaction… and are organized to support independent use…

The track set up for trikes and wagons provides a specific area for children to play with wheeled toys. Arrows on the floor indicate the direction that children should travel on the track. There are enough toys that more than one child can play at a time. Some trikes are designed for one child only and some are designed for two children. Toys like the wagon and the comet balls provide opportunities for children to interact with each other or play alone. The materials are set up in such a way that children can select what they want to play with without the need for assistance from caregivers.

Curriculum Content Areas for Cognitive Development: Health and Safety

2.K.03—Children in Ms. Romig’s class are provided varied opportunities and materials that increase their awareness of safety rules in their classroom…and community.

Ms. Romig reminds a boy about riding his trike on the designated track. These safety rules apply to the gym but can relate to the outside community as well. The track specifies a safe area to ride the trikes and arrows on the floor indicate the acceptable direction to ride. These rules and predetermined routes lead toward traffic safety concepts for both roadways and recreational trails.

Curriculum Content Areas for Cognitive Development: Health and Safety

2.K.04—Children in Ms. Romig’s class have opportunities to practice safety procedures.

Ms. Romig has a conversation with boys playing with a wagon. She reminds the boy pulling the wagon of his responsibility to make sure the children in the wagon are sitting down so they are safe. This conversation also reminds the boys riding in the wagon of their responsibility to remain seated while riding to ensure their safety.

 

 

 

IELS

IELS: 

7.2—Play and Senses

Children engage in play to learn.

Children in Ms. Romig’s class participate in a variety of…play activities that increase strength, endurance, and flexibility.

Children in Ms. Romig’s class have variety of activities to choose from that develop strength, endurance and flexibility. Children ride trikes, throw and catch balls and pull a wagon with other children riding inside.

7.3—Large Motor Development

Children develop large motor skills.

Children in Ms. Romig’s class show control and balance in locomotor skills, such as walking…and …running. They also show abilities to coordinate movements with balls such as throwing…and …catching.

Several children walk and run during large motor time. A girl plays catch with Ms. Romig using a comet ball.

9.3—Relationships with Caregivers

Children relate positively to caregivers who work with them.

Children in Ms. Romig’s class interact comfortably with…familiar caregivers and accept guidance…and directions from…familiar caregivers.

Ms. Romig reminds a boy that if he wants to ride a trike, he needs to stay on the designated track, and the boy affirms his understanding and proceeds to the track. One boy is about to start pulling two of his friends in a wagon when Ms. Romig notices that one boy is not sitting down. She reminds the boy pulling the wagon (and the boy not sitting) of the safety rules for the wagon. The boy inside the wagon sits down and his friend begins to pull the wagon.

 

IQPPS

IQPPS: 

Curriculum: Essential Characteristics

2.8—Ms. Romig designs large motor time so that materials and equipment used…provide for children’s safety while being appropriately challenging…promote action and interaction… and are organized to support independent use…

The track set up for trikes and wagons provides a specific area for children to play with wheeled toys. Arrows on the floor indicate the direction that children should travel on the track. There are enough toys that more than one child can play at a time. Some trikes are designed for one child only and some are designed for two children. Toys like the wagon and the comet balls provide opportunities for children to interact with each other or play alone. The materials are set up in such a way that children can select what they want to play with without the need for assistance from caregivers.

Curriculum Content Areas for Cognitive Development: Health and Safety

2.35—Children in Ms. Romig’s class are provided varied opportunities and materials that increase their awareness of safety rules in their classroom…and community.

Ms. Romig reminds a boy about riding his trike on the designated track. These safety rules apply to the gym but can relate to the outside community as well. The track specifies a safe area to ride the trikes and arrows on the floor indicate the acceptable direction to ride. These rules and predetermined routes lead toward traffic safety concepts for both roadways and recreational trails.

Curriculum Content Areas for Cognitive Development: Health and Safety

2.36—Children in Ms. Romig’s class have opportunities to practice safety procedures.

Ms. Romig has a conversation with boys playing with a wagon. She reminds the boy pulling the wagon of his responsibility to make sure the children in the wagon are sitting down so they are safe. This conversation also reminds the boys riding in the wagon of their responsibility to remain seated while riding to ensure their safety.

 

 

 

 

HSPS

HSPS: 

1304.21(a)(3)(i)(C) - Ms. Romig encourages self-control by setting clear, consistent limits, and having realistic expectations as she reminds children of various safety rules while playing in the gym and asks the children to remind their friends of the safety rules as well.

Ms. Romig has a conversation with three boys playing with a wagon. She reminds the boy pulling the wagon of his responsibility to make sure the children in the wagon are sitting down so they are safe. This conversation also reminds the boys riding in the wagon of their responsibility to remain seated while riding to ensure their safety.

1304.21(a)(4)(iii) – Ms. Romig promotes interaction and language use among children and between children and adults as she engages in conversations with the children during their gross motor play.

While Ms. Romig plays with the children during their gross motor activities, she also has conversations with the children. She encourages children to play together and talk to each other. Interaction is also promoted in the materials available to the children. Some trikes are designed for two children and toys like the wagon and the comet balls provide opportunities for children to interact with each other.

1304.21(a)(5)(i) - Ms. Romig promotes children’s physical development by providing sufficient time, indoor…space, equipment, materials and adult guidance for active play and movement that supports the development of gross motor skills.

Children in Ms. Romig’s class have variety of activities to choose from that develop strength, endurance and flexibility. Children ride trikes, throw and catch balls and pull a wagon with other children riding inside.

HSCOF

HSCOF: 

Social and Emotional Development

Social Relationships

  • Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults

 

Approaches to Learning

Initiative and Curiosity

  • Develops increased ability to make independent choices

 

Physical Health and Development

Gross Motor

  • Shows increasing levels of proficiency, control and balance in walking, climbing, running, jumping, hopping, skipping, marching and galloping.
  • Demonstrates increasing abilities to coordinate movements in throwing, catching, kicking, bouncing balls, and using the slide and swing.

Health Status and Practices

  • Progresses in physical growth, strength, stamina, and flexibility.
  • Participates actively in games, outdoor play and other forms of exercise that enhance physical fitness.