Unit 18 (1)

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Question 1 Identify the stages of physical development from birth to 7 years. GUIDANCE You can provide a description, a chart or table that identifies the physical development of children. You need to include all aspects of physical development like reflexes, co-ordination, motor skills etc. These should be applied to the following age ranges: - 0-6 months - 6-9 months - 9-12 months - 1-2yrs - 2-3yrs - 3-4yrs - 5-7yrs Your work should produce a detailed account with an minimum of 500 words. Answer 1 The stages of physical development in children from birth to 7 years is present in the below table. Physical development in children is a complex process that involves various aspects like reflexes, coordination, motor skills, and sensory development. Here's a table with a detailed account of these aspects across different age ranges: Age Range 0-6 months 6-9 months 9-12 months 1-2 years 2-3 years 3-4 years 5-7 years Reflex es Moro Reflex: Present at birth, this reflex causes the baby to startle when Grasp Reflex: Babies grasp objects when placed in their hands. This Stepping Reflex: Babies will appear to take steps when held upright. This Many reflexes have disappeare d. Babies start demonstrat ing voluntary movements Reflexes are mostly gone, and toddlers have better control of their Most reflexes have disappeare d, and children have improved control over their Reflexes have fully disappeare d, and children have excellent control over their movement

they hear a sudden noise or experien ce a sudden moveme nt. It disappea rs around 2-4 months. Rooting Reflex: Helps the baby find the breast or bottle. Fades after 4 months. Sucking Reflex: Allows babies to suck when somethin g touches their lips. Remains througho ut infancy. reflex becomes weaker. Tonic Neck Reflex: When the baby's head turns to one side, their arm on that side extends while the opposite arm bends. Begins to disappear . reflex starts fading. Babinski Reflex: Toes fan out when the sole of the foot is stroked. It lessens. . bodies. movement s. s. Motor Skills Limited control over head and neck. Some basic arm and leg moveme Improved head control. Rolling over begins. Ability to sit with support. Sitting without support. Crawling . Standing with assistanc e. Walking independen tly. Fine motor skills like holding a spoon. Running , jumping, climbing . Improve d fine motor skills (e.g., Improved coordinati on and fine motor skills for drawing and writing. Better balance and fine motor skills, such as tying shoelaces.

nts. building with blocks). Sensor y Dev. Limited vision at birth, primarily black and white. Improve d vision and tracking objects by 2-3 months. Better depth perceptio n. Beginnin g to understan d object permanen ce. Recogniz ing familiar faces and objects. Improved depth perceptio n. Developin g color vision. Recognizin g familiar people and objects. Fine- tuning vision, recogniz ing shapes and patterns. Developi ng a sense of touch and spatial awarene ss. Enhanced sensory skills and an understand ing of space and distance. Fully developed sensory skills and an understand ing of their environme nt. From birth to 6 months, infants go through a rapid phase of physical development. They start with limited motor control and reflexes and progress to improved head control, rolling over, and better visual tracking. At this stage, they are primarily dependent on reflexes for movement ( Perez-Escamilla et al., 2017). From 6 to 9 months, infants start demonstrating more voluntary movements, and their reflexes begin to fade. They gain better control of their hands and fingers, which allows them to grasp objects. Their sensory development improves, allowing for better depth perception (Hitoshi et al., 2018). Between 9 and 12 months, babies make significant strides in physical development. They can sit without support, crawl, and even stand with assistance. Their sensory development continues to improve, and they become more aware of their surroundings ( McGillion et al., 2017). The 1-2 year age range is marked by the transition from baby to toddler. Children begin to walk independently, and their fine motor skills improve, enabling them to hold and manipulate objects more effectively. They also start to develop a better understanding of their environment (Tham et al., 2017). From 2 to 3 years, children become more mobile, engaging in activities like running, jumping, and climbing. Their fine motor skills continue to improve, allowing them to stack blocks and explore art and creative activities (Truelove et al., 2017).

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The 3-4 year age range is characterized by further improvement in coordination and fine motor skills. Children start to draw and may even try writing letters. They have a growing understanding of spatial concepts and can use objects in more creative ways ( Allgöwer and Hermsdörfer, 2017). Between 5 and 7 years, children have generally mastered their reflexes, motor skills, and sensory development. Their fine motor skills allow them to perform more intricate tasks, like tying shoelaces or drawing detailed pictures. They also have a fully developed understanding of their environment and can navigate it confidently (Pecuch et al., 2021). In summary, physical development in children progresses from reflex-driven movements to more voluntary and coordinated actions. This development is influenced by a combination of genetics, environmental factors, and individual variations in pace. It's crucial for parents and caregivers to provide a safe and stimulating environment to support and encourage a child's physical development during these critical early years. References Allgöwer, K. and Hermsdörfer, J., 2017. Fine motor skills predict performance in the Jebsen Taylor Hand Function Test after stroke. Clinical Neurophysiology , 128 (10), pp.1858-1871. Hitoshi, K., Motomu, Y., Nami, S. and Yumi, M., 2018. Developmental process of children's movement from a physiotherapeutic point of view: The necessity of physiotherapists of observing baby's and infants' behavior at medical check-ups. AINO JOURNAL , 16 , pp.19-30. McGillion, M., Herbert, J.S., Pine, J., Vihman, M., DePaolis, R., Keren‐Portnoy, T. and Matthews, D., 2017. What paves the way to conventional language? The predictive value of babble, pointing, and socioeconomic status. Child development , 88 (1), pp.156-166. Pecuch, A., Gieysztor, E., Wolańska, E., Telenga, M. and Paprocka-Borowicz, M., 2021. Primitive reflex activity in relation to motor skills in healthy preschool children. Brain sciences , 11 (8), p.967. Perez-Escamilla, R., Segura-Pérez, S. and Lott, M., 2017. Feeding guidelines for infants and young toddlers: a responsive parenting approach. Nutrition Today , 52 (5), pp.223-231. Tham, E.K., Schneider, N. and Broekman, B.F., 2017. Infant sleep and its relation with cognition and growth: a narrative review. Nature and science of sleep , pp.135-149. Truelove, S., Vanderloo, L.M. and Tucker, P., 2017. Defining and measuring active play among young children: a systematic review. Journal of physical activity and health , 14 (2), pp.155-166.

Question 2 GUIDANCE Following on from your description or chart and based on observations within your setting, in your own words, describe the development of children's physical skills for the different age ranges. You should ensure that you include: • grasps • fine and gross motor skills • movement and co-ordination. Your answer should be a minimum of 600 words. Answer I've had the pleasure of carefully monitoring and supporting children of different ages as they grow physically as part of my profession. Seeing how kids grow physically is amazing, as they go through several phases that are marked by specific benchmarks for grasping, fine and gross motor abilities, and coordination. Based on my own experiences, allow me to explain these developments: Months 0–6: In this early developmental period, newborns have poor motor control and mostly depend on reflexes. When anything is put in their hands, they automatically grab it, even though this hold is more of an unconscious reaction than a deliberate movement. Little hands have primitive fine motor abilities, such as curling their fingers in reaction to stimuli. Infants have very little gross motor skills because they still struggle to properly regulate their head and neck motions. They often require assistance while seated since they have a tendency to fall. Their gait is mostly reactive; they are not coordinated enough to produce deliberate, focused movements. As they get closer to six months old, they start to exhibit deliberate grasping motions and synchronised movements. 6 to 9 months: At this age, babies may roll over and exhibit better head control. They may now actively investigate their surroundings thanks to their increased control. Their instinctive

grabbing continues, but it begins to take on a more conscious form. They have developed early fine motor abilities since they can now grasp and handle items with a tighter grip. Infants with limited gross motor abilities may be able to sit for short amounts of time both with and without assistance. They may also begin to crawl, though this might be a little shaky at first. The more they explore their surroundings, the more purposeful and synchronised their movements become. 9–12 Months: An infant's physical growth quickens around the one-year milestone. They become better at sitting by themselves and can even stand with furniture to support them. As their crawling abilities improve, they start to take their first steps, using assistance or clutching onto things. With increased dexterity, kids can pick up tiny things and handle them with better control and precision in their grasping activities. They may use their fingers to investigate things more fully as their fine motor abilities continue to develop. They begin to move with purpose, which greatly improves their gross motor abilities. They can now take their first steps and crawl more steadily. During this time, their motor skills coordination, particularly in walking and balance, rapidly improves. 1-2 Years: This phase represents a major change from infant to toddlerhood. The capacity to walk on their own is a significant developmental milestone for toddlers' gross motor skills. They are becoming more confident in their ability to explore their environment as their coordination and balance continue to develop. Additionally, they are more likely to engage in physical activities that enhance their gross motor abilities, such as climbing, sprinting, and leaping. Additionally, fine motor abilities are always evolving. Toddlers are more adept at grasping and manipulating items; examples include stacking blocks and holding a spoon to feed themselves. They can manage items with an increasing sensation of control and their grasping motions are increasingly sophisticated. 2-3 Years: Children are more nimble and mobile at this age. They have excellent gross motor abilities and are capable of doing a variety of athletic activities. They get more control over their running and leaping, and their coordination for climbing increases. They now move with more purpose and often with excitement.

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As their fine motor abilities develop, they may engage in more creative pursuits like colouring, block building, and sketching. Their grasping motions are much more accurate, and they can perform a variety of activities with their hands and fingers. 3–4 Years: Children's physical capabilities continue to develop when they enter the 3–4 year age group. Their motions become even more synchronised, with improved control and balance. They grow more adept at leaping and running, and they can easily get around obstacles. Additionally, children's fine motor abilities are improving, enabling them to write and draw increasingly complex shapes and patterns. When they do tasks that need for a stable hand, their gripping movements become more deft and accurate. 5-7 Years: Children have developed a good degree of motor skills and coordination by the time they are 5-7 years old. They have well-developed gross motor abilities and are able to do challenging physical tasks with ease. They become more proficient at leaping, running, and other exercises, and they can play organised sports at a higher level of skill. Children with highly developed fine motor abilities may write neatly, draw intricate images, and do jobs requiring extreme accuracy. Accurate and steady grasping is essential for tasks like writing, drawing, and crafts. In conclusion, a child's physical growth from birth to age seven is an amazing journey full of notable turning points and accomplishments. Gross motor abilities advance from basic motions to complex and coordinated activities, fine motor skills become more precise, and grasping actions change from reflexive to purposeful. It's crucial to provide kids the chance to experiment with and practise these motor skills as a carer or observer in order to promote their development. Question 3 Explain how promoting physical development will benefit children's holistic learning and development. GUIDANCE In your own words and giving at least 2 examples, describe how physical development links to other areas of learning. Minimum 300 words Answer Encouraging children's physical development is essential to their entire growth and holistic learning. I've had the honour of seeing firsthand the significant effects that physical activity may

have on a variety of aspects of a child's development throughout the years (Becker et al., 2023). Here, I'll talk about my own experiences and provide illustrations of the close connections between physical development and other subject areas. 1. Cognitive Development: Engaging in physical activity is a natural setting for cognitive development. As a carer, I've seen how engaging a child's problem-solving skills can be via activities like block building. Children gain knowledge of balance, symmetry, and spatial connections by stacking blocks. They learn that without a sturdy foundation, a block tower would collapse. This concrete encounter teaches important engineering and physics lessons and lays the groundwork for more sophisticated mathematics and scientific reasoning. The solution of puzzles is another example. Children's fine motor and spatial intelligence are enhanced when they manage puzzle pieces to fit together. They pick up the ability to identify forms and patterns, which is crucial for logical reasoning and critical thinking. Children who engage in physical activities may develop cognitive abilities that translate to academic endeavours, providing them with an advantage in topics like science and maths. 2. Social and Emotional Development: Engaging in physical activities often entails interacting with others, which is a great way to foster social and emotional growth. Consider team sports as an example. I've seen kids gain important life skills like collaboration, teamwork, and communication through participating in football. To accomplish a shared objective, they must work together as a team, exchanging ideas and planning strategies. This develops social skills in addition to physical prowess. Furthermore, engaging in physical activities may have a big influence on a child's confidence and sense of self. As kids overcome obstacles in their physical development or get better at sports like swimming or running, they grow to feel good about themselves. Their self-esteem will rise as a result, which will strengthen their resilience and better prepare them to handle obstacles in school and beyond. 3. Language Acquisition: Many different physical activities support language development. Children must interact with their classmates in a socially competent manner whether they play team sports or engage in group activities. They gain the ability to communicate their ideas, provide guidance, and portray their emotions. Their vocabulary and linguistic abilities are improved via this real-time conversation, which helps them express themselves more clearly. Furthermore, narrative via movement and expression is a part of activities like theatre and dance. Through this creative process, kids are encouraged to investigate language in a different manner.

In addition to learning nonverbal ways to communicate ideas, stories, and emotions, kids also have a greater appreciation for the impact that written and spoken words may have. These abilities enhance not just their language proficiency but also their capacity for successful self- expression and communication in a variety of settings. These examples, in my opinion, demonstrate how closely related physical development is to other facets of learning. By encouraging physical growth, we raise a robust, competent, and well- rounded person who is ready to succeed in intellectual, social, emotional, and artistic endeavours. It is evidence of the comprehensive and interrelated character of child development. Question 4 Explain theoretical perspectives in relation to physical development. GUIDANCE Consider a range of appropriate theories which underpin physical development. Include theoretical perspectives which will support you as you consider traditional and modern influences on our understanding of neurological and brain development. Research and give a clear description of the different theoretical perspectives of physical development including Erikson, Piaget, Vygotsky, and Gardner, outlining their theories. This is a detailed piece of work that should be a minimum of 1200 words. Remember to reference your sources and use your own words to illustrate your understanding of the theories. Answer It goes without saying that one must be familiar with the many theoretical perspectives on children's physical development in order to have an adequate understanding of the complex connections that exist between biology, the environment, and individual experiences. During this in-depth discussion, we will investigate the perspectives of prominent developmental psychologists such as Erik Erikson, Jean Piaget, and Lev Vygotsky, as well as Howard Gardner's idea of multiple intelligences. We will also investigate how our understanding of how the

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nervous system and the brain develop in connection to physical development has been affected by the most recent hypotheses that have been proposed. 1. Erik Erikson's theory of the psychosocial relationship According to Erik Erikson's psychosocial theory, human development may be broken down into a number of different psychosocial stages, each of which is accompanied by its own unique developmental crisis or conflict. The resolution of these crises is required before a child may successfully go to the subsequent stage (Sekowski, 2022). The focus of Erikson's theory is mostly on difficulties pertaining to a person's mental development; however, it does refer to aspects of a person's physical development at certain points. Take, for instance: Trust against Mistrust (During Childhood): During the first year of a child's existence, the child's physical needs, particularly those for protection, comfort, and food, take precedence over all other considerations. The quantity of attention and responsiveness a youngster receives has a direct and immediate impact on the child's physical and mental health. If a child learns to trust the adults who are responsible for their care, there is a greater chance that they will have a solid foundation for their physical growth (Moore et al., 2017). Self-Determination vs. Embarrassment and Doubt in Early Childhood: Young children (ages 1 to 3) will begin to discover their physical capabilities throughout this period. They put their independence to the test by attempting to dress themselves, eat, and engage in a variety of other physically demanding tasks without assistance. Encouragement and support from caretakers are essential in developing a sense of autonomy in their charges; nevertheless, criticism and excessive control may lead to feelings of guilt and doubt (McClure et al., 2017). 2. Jean Piaget's theory on the development of cognitive abilities Jean Piaget's theory of cognitive development places a primary focus on the intellectual and cognitive components of a child's development during their formative years. Even though Piaget's stages of cognitive development are not primarily focused on physical development, there is a close connection between them and the experiences a child has with his or her body (Kilag et al., 2022). Some important stages and how they relate to the development of the body are as follows: Stage II (beginning at birth and continuing until age two): This stage of development focuses on the manner in which infants make use of their senses and motor abilities to investigate their surroundings and make sense of what they find there. Young children quickly acquire the ability

to coordinate their motor activities with the sensations they are having with their senses ( Hadders-Algra, 2018). Experimenting with different cause-and-effect links, such as dropping and picking up objects, helps children develop a greater understanding of the physical world. Preoperative Phase (lasting between two and seven years): During this stage, children are able to connect with others and play imaginative games because they have acquired the mental processes and symbolic language necessary for doing so. The children's cognitive development is mirrored in their physical play via activities such as pretend play and constructing with blocks. For instance, having kids construct a tower out of blocks requires them to coordinate their movements and helps them better understand spatial concepts (Ahmad et al., 2016). 3. Lev Vygotsky's sociocultural theory comes in third place. The sociocultural theory of cognitive development that was developed by Lev Vygotsky focuses a significant amount of emphasis on the part that social interactions and cultural background play in the development of a person's cognitive abilities (Mcleod, 2022). Despite the fact that it does not directly address physical development, this theory places a focus on the link that exists between cognitive growth and physical activity: ZPD stands for the Zone of Proximal Development. The ZPD was first conceived of by Vygotsky and explains the gap that exists between a child's skills to do activities on their own and those for which they need assistance. Kids have the opportunity to acquire new skills while being supervised by adults who have more life experience, therefore physical activities are often included in the ZPD. This is one reason why these activities are so important (Xi and Lantolf, 2021). To provide just two examples, learning to play an instrument or ride a bicycle requires the development of cognitive and motor abilities respectively. 4. The theory of multiple intelligences developed by Howard Gardner The concept that there are numerous intelligences put out by Howard Gardner raises questions about the standard understanding of intellect. Gardner proposed that individuals are gifted with many forms of intelligence, one of which is referred to as bodily-kinesthetic intelligence. This sort of intelligence is concerned with how the body moves and how it operates. According to this point of view, the process of cultivating bodily-kinesthetic intelligence is aided by the progression of physical maturity ( Cavas and Cavas, 2020). Intelligence based on kinesthetic and bodily experience: The ability of a person to solve problems or generate commodities by making effective use of their body is one definition of the

intelligence known as "bodily intelligence." It consists of activities such as running, dancing, and practising fine motor skills (Gillborn, 2016). For example, a young child who is very good at gymnastics also has a high level of bodily-kinesthetic intelligence. Gymnastics requires a lot of physical talent. Current influences on the development of neurology and the brain are as follows: Research in current neuroscience and brain development has made it possible to get a deeper understanding of the ways in which physical experiences influence the development of the nervous system as well as cognitive capabilities. Recent advances in neuroimaging technology, including as functional magnetic resonance imaging (fMRI) and electroencephalography (EEG), have shed light on the structural and functional changes in the brain that are brought about by physical exercise (Siegel, 2020). According to the findings of these studies, engaging in physical activities may have an indirect influence on the composition and operation of the brain. The development of fine motor skills is included in these activities, along with physical activity. Aerobic exercise, for example, has been related to greater levels of brain-derived neurotrophic factor (BDNF), a substance that encourages the growth and maintenance of brain cells. As a result, improvements in cognitive functioning, learning, and memory may all be possible. In addition, neuroplasticity highlights the ways in which the brain may alter in response to various inputs from the outside world. Participation in physical activities during crucial times of a child's development, such as early childhood and adolescence, causes the brains of children to reorganise in a way that makes them more open to acquiring new skills and information. This dynamic process illustrates how closely connected cognitive and physical development are by demonstrating how these two aspects interact (Ho and King, 2021). In conclusion, the theories of Erikson, Piaget, Vygotsky, and Gardner, in addition to the most recent information on brain and neurological development, emphasise the intricate interplay between a child's physical development and other parts of their growth, such as cognitive, social, and emotional aspects of development. This in-depth information highlights the holistic component of child development as well as the enormous effect that a kid's experiences in the physical world have on that kid's overall welfare and capacity for learning throughout their lives. References

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Ahmad, S., Ch, A.H., Batool, A., Sittar, K. and Malik, M., 2016. Play and Cognitive Development: Formal Operational Perspective of Piaget's Theory. Journal of Education and Practice , 7 (28), pp.72-79. Cavas, B. and Cavas, P., 2020. Multiple intelligences theory—Howard Gardner. Science Education in Theory and Practice: An Introductory Guide to Learning Theory , pp.405-418. Gillborn, D., 2016. Softly, softly: Genetics, intelligence and the hidden racism of the new geneism. Journal of Education Policy , 31 (4), pp.365-388. Hadders-Algra, M., 2018. Early human motor development: From variation to the ability to vary and adapt. Neuroscience & Biobehavioral Reviews , 90 , pp.411-427. Ho, T.C. and King, L.S., 2021. Mechanisms of neuroplasticity linking early adversity to depression: developmental considerations. Translational psychiatry , 11 (1), p.517. Kilag, O.K.T., Ignacio, R., Lumando, E.B., Alvez, G.U., Abendan, C.F.K., Quiñanola, N.M.P. and Sasan, J.M., 2022. ICT Integration in Primary Classrooms in the Light of Jean Piaget's Cognitive Development Theory. Leyland, A., Rowse, G. and Emerson, L.M., 2019. Experimental effects of mindfulness inductions on self-regulation: Systematic review and meta-analysis. Emotion , 19 (1), p.108. McClure, M., Tarr, P., Thompson, C.M. and Eckhoff, A., 2017. Defining quality in visual art education for young children: Building on the position statement of the Early Childhood Art Educators. Arts Education Policy Review , 118 (3), pp.154-163. Mcleod, S., 2022. Vygotsky’s sociocultural theory of cognitive development. Retrieved from Simply Psychology: https://www. simplypsychology. org/vygotsky. html . Moore, T., Arefadib, N., Deery, A., West, S. and Keyes, M., 2017. The first thousand days: An evidence paper-summary. Sekowski, M., 2022. Attitude toward death from the perspective of Erik Erikson’s theory of psychosocial ego development: An unused potential. OMEGA-Journal of Death and Dying , 84 (3), pp.935-957. Siegel, D.J., 2020. The developing mind: How relationships and the brain interact to shape who we are . Guilford Publications. Xi, J. and Lantolf, J.P., 2021. Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour , 51 (1), pp.25-48. Question 5

Analyse how theoretical perspectives in relation to physical development inform current frameworks. GUIDANCE This means that you need to look at the HOW, these theories inform the Early Years Foundation stage framework and WHY. Your answer should be no less than 600 words. Answer Current frameworks, like the Early Years Foundation Stage (EYFS) in the UK, are greatly influenced by theoretical views on physical development since they provide a strong theoretical basis for comprehending how children physically develop and mature. The design and execution of educational frameworks and curriculum are influenced by these theories' insights into the relationships between physical development and other disciplines. This is an examination of how various theoretical stances influence the EYFS framework and explains their significance: 1. Erik Erikson's Psychosocial Theory: The EYFS framework is informed by Erikson's theory, which emphasises the value of autonomy and trust in early development. Erikson's theory also underlines the significance of a safe and supportive environment. The framework acknowledges how important it is to provide kids a feeling of autonomy and trust when it comes to their physical activities. Thus, it is the responsibility of practitioners to guarantee that kids experience safety, support, and encouragement as they discover their physical potential. The EYFS framework incorporates activities that foster trust, autonomy, and self-efficacy, all of which are informed by this worldview (Gupta and Mukherjee, 2023). 2. Jean Piaget's Theory of Cognitive Development: Piaget's theory is fundamental to comprehending the relationship between children's physical and cognitive development. This viewpoint is reflected in the EYFS framework, which highlights the value of experiential learning via the senses that encourages both physical and cognitive growth. The framework encourages educators to provide kids the chance to participate in hands-on learning experiences with materials, objects, and the environment—activities that stimulate their motor skills and physical senses ( Bormanaki and Khoshhal, 2017). This method is consistent with Piaget's theory

that kids develop their cognitive awareness by actively interacting with their physical environment. 3. Lev Vygotsky's Sociocultural Theory: This theory emphasises how social interactions affect both physical and cognitive development. This viewpoint is supported by the EYFS framework, which highlights the value of interactive and collaborative learning opportunities. It acknowledges the benefits of cooperative play and supervised physical exercise, which support kids' social and cognitive development. The framework provides a zone of proximal development where children may enhance their physical abilities with the assistance of competent peers or adults, and it encourages practitioners to support interactions that foster physical growth ( Amalia and Khoiriyati, 2018). 4. The Theory of Multiple Intelligences by Howard Gardner: This theory expands the definition of intelligence to include bodily-kinesthetic intelligence, sometimes known as physical intelligence. This viewpoint is supported by the EYFS framework, which promotes a variety of learning opportunities that acknowledge and develop many intelligences. Sports, dancing, and creative expression are among the activities included in the framework that support bodily- kinesthetic intelligence and physical growth. This method is in line with Gardner's belief that kids have a variety of skills and aptitudes and that schools should value and acknowledge students' physical prowess (Cavas and Cavas, 2020). Modern Influences on Brain and Neurological Development: The EYFS framework places a strong emphasis on experiences and physical activities related to the development of the brain and nervous system. The framework is informed by these discoveries, which highlight the importance of engaging in activities that promote both cognitive and physical development at the same time. The physical experiences of movement, play, and exercise are acknowledged by the EYFS framework as contributing to brain development and improved cognitive capacities (Rose and Gilbert, 2017). Therefore, in order to guarantee that kids get a well-rounded education, the framework encourages a holistic approach to learning that integrates cognitive and physical development. In conclusion, the Early Years Foundation Stage (EYFS) framework is informed by theoretical viewpoints that provide a solid theoretical foundation for comprehending child development. These viewpoints include those of Erikson, Piaget, Vygotsky, Gardner, and contemporary impacts on brain development. These viewpoints emphasise the need of a nurturing, engaging,

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and all-encompassing learning environment as well as the connection between cognitive and physical development. To ensure that children get a well-rounded and developmentally appropriate early education, the EYFS framework incorporates these ideas into its curriculum design. This allows the curriculum to acknowledge the relevance of physical development and its effect on other areas of learning. References Amalia, E.R. and Khoiriyati, S., 2018. Effective learning activities to improve early childhood cognitive development. Al-Athfal: Jurnal Pendidikan Anak , 4 (1), pp.103-111. Bormanaki, H.B. and Khoshhal, Y., 2017. The Role of Equilibration in Piaget's Theory of Cognitive Development and Its Implication for Receptive Skills: A Theoretical Study. Journal of Language Teaching & Research , 8 (5). Gupta, S.K. and Mukherjee, A., 2023. Positive ageing in institutional homes: towards a de- stigmatization process. Working with Older People . Rose, J. and Gilbert, L., 2017. Learning, development and curriculum. British Educational Research Association Early Childhood Special Interest Group and TACTYC: Association for Professional Development in Early Years , p.61. Question 6 Plan opportunities for physical development GUIDANCE Plan a variety of opportunities that promote physical development. You should plan at least 1 activity for each age range, i.e.: • 0-1 year 11 months • 2-2 years 11 months • 3-5 years. Your plans should be detailed, signed by your mentor and you should ensure that over the 3 plans you are covering all aspects of physical skills. Each plan should be a minimum of 250 words. Your plans should be uploaded to the supporting evidence section.

You may be able to use plans you have completed for previous units. If so please ensure that you upload these again to the supporting evidence section. Answer 0-1 Year 11 Months Activity: Sensory Play with Textured Objects Aim: To encourage sensory exploration and fine motor skills. Materials Needed: Soft, textured objects (e.g., fabric, rubber, plush toys), baby-safe mirrors, and a soft, padded play mat. Description: Create a safe and comfortable play area on a soft, padded mat. Place various textured objects around the baby, such as soft fabric toys, rubber teethers, and plush animals. Add a baby- safe mirror for visual stimulation. Allow the baby to touch, grasp, and explore the textured objects. Engage with the baby by describing the textures and encouraging them to reach for and manipulate the objects. Ensure close supervision to maintain safety. Benefits: This activity promotes sensory exploration and fine motor skill development. Babies can touch and manipulate objects, improving their tactile perception and fine motor control. For babies 0-1 year 11 months old, sensory play with textured materials is a beneficial pastime. Since babies are actively investigating their surroundings at this age, engaging in this activity promotes the development of fine motor skills and sensory awareness. Here's how to organise and carry out this task: Safe Play space: Make sure to set up a cushioned, soft play space on a mat for kids to play on. This will provide the infant a safe area to explore and engage with various textures. Texturized Items: Put a variety of textured, soft items within the baby's grasp. These items might be plush animals, rubber teething toys, or soft fabric toys. The infant should be able to handle and touch these items without any problems. Baby-Safe Mirror: Make sure the play area has a baby-safe mirror. The infant may investigate their image in this mirror, which stimulates their vision. Supervision and Interaction: Talk to the infant while the activity is going on. Encourage them to reach out and grab the things, describe the textures of the objects, and recount their activities. Additionally, this connection promotes language development. Safety first: To protect the baby's safety, always keep a constant eye on them. Verify that the items you have chosen are safe for young children to swallow and do not provide a choking danger.

Benefits: Using textured materials in sensory play helps babies develop their fine motor skills and their sense of curiosity. Babies may explore, touch, and hold items, which helps them develop better fine motor skills and tactile sensitivity. Language development is also aided by the engagement and communication that occur during this activity. 2-2 Years 11 Months Activity: Balancing Act Aim: To develop balance and gross motor skills. Materials Needed: A wooden or foam balance beam (or a masking tape line on the floor), soft foam cushions or pillows, and a timer. Description: Set up a simple balancing course in a safe indoor space. Create a straight line on the floor using masking tape or use a foam balance beam if available. Instruct the child to walk along the line or beam while balancing. Place soft foam cushions or pillows on the sides for safety. Time the child as they complete the course and encourage them to beat their own record. Benefits: This activity enhances balance and gross motor skills. Children develop spatial awareness, coordination, and the ability to control their movements. The purpose of the "Balancing Act" exercise is to help kids between the ages of two and three years and eleven months improve their gross motor skills and balance. Here's how to prepare for and carry out this task: Equilibrium Course: Make a basic course for balance in a secure inside area. If one is available, use a soft foam balancing beam; otherwise, draw a straight line on the floor using masking tape. Safety precautions: To provide safety in the event of a fall, place pillows or soft foam cushions on the sides of the balance course. The first concern should always be safety. Guidelines: Give the young person instructions on how to balance while walking down the line or balance beam. To help them become more balanced, encourage them to move slowly and deliberately. Calculate the child's time as they finish the course. Motivate them to push themselves by making an effort to surpass their own record. Benefits: For kids between the ages of 2 and 3 years 11 months, the "Balancing Act" exercise has several advantages. It improves gross motor skills and balance. Children learn to regulate their motions, coordinate their movements, and gain spatial awareness as they walk down the line or balancing beam. Children may develop their motor skills in a fun and challenging manner with this exercise. 3-5 Years

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Activity: Outdoor Obstacle Course Aim: To promote agility, coordination, and physical fitness. Materials Needed: Cones, hoops, tunnels, ropes, and an open outdoor area. Description: Create an outdoor obstacle course using cones, hula hoops, tunnels, ropes, and other safe materials. Lay out the course in a park or open area, ensuring it's free from hazards. Instruct children to navigate through the course by jumping over hurdles, crawling through tunnels, and balancing on ropes. Time them as they complete the course, and encourage friendly competition. Benefits: This activity promotes physical fitness, agility, and coordination. Children develop their gross motor skills, spatial awareness, and problem-solving abilities while having fun outdoors. For kids between the ages of three and five, the "Outdoor Obstacle Course" is an exciting approach to encourage coordination, agility, and physical fitness. Here's how to prepare for and carry out this task: Make a course of obstacles: A park or playground might be a good place to build up an obstacle course. Construct obstacles and challenges using cones, hula hoops, tunnels, ropes, and other secure items. Course Structure: Make sure the course is marked with a variety of difficulties and is free of dangers. Activities like crawling through tunnels, balancing on ropes, and leaping over hurdles should all be part of the course. When and How to Compete: As the kids make their way through the course, keep track of them. Make it a friendly competition by setting a time and skill limit for them to finish the course in. Benefits: Suitable for kids ages three to five, the "Outdoor Obstacle Course" is a fun and physically demanding sport. It enhances coordination, agility, and physical fitness. Children enjoy themselves outside while honing their gross motor skills, spatial awareness, and problem- solving ability as they make their way through the obstacle course. Important social skills like cooperation and friendly rivalry are also fostered by this exercise. Question 7 Carry out opportunities to promote physical development in your setting. GUIDANCE Using the plans you have completed in question 6 you know need to implement these opportunities in your setting. Produce a session sheet for each opportunity you have planned ( at least 3 session sheets will need to be uploaded).

Ensure you have covered all age groups and that your session sheets are detailed and signed by your mentor. Each session sheets should be a minimum of 250 words. Answer Activity Plan No: 1 Name: Sensory Plan with Textured Objects PIN: PD-001 Date and Time of Plan: 17-10-2-023 3 p.m. Child identifier (e.g. “Child A”): Child’s age: 8 months Resources: Soft, textured objects (e.g., fabric, rubber, plush toys) Baby-safe mirror Soft, padded play mat Describe how you will provide an enabling environment: I will set up a safe and comfortable play area with a soft, padded play mat, ensuring there are no small objects that could pose choking risks. All objects will be baby-safe and age-appropriate. Aim This activity aims to promote sensory exploration and fine motor skills. It aligns with the physical development aspect of the Early Years Foundation Stage (EYFS) framework. Your role/role of others My role will be to create a nurturing and engaging environment. I will encourage Child A to touch, grasp, and explore the textured objects, offering support when needed. Close supervision will be maintained to ensure safety. Differentiation The activity can be adapted for children with different needs by modifying the environment to meet their specific requirements.

For children with mobility challenges, we can adjust the position of objects or provide additional support. Description of play activity/opportunity Child A will be placed on the soft, padded play mat surrounded by soft, textured objects and a baby-safe mirror for visual stimulation. I will encourage Child A to touch, grasp, and explore these objects, describing the sensory experiences and providing support as needed. Reflection- Reflect on own role in relation to the provision for supporting personal, social and emotional development in own setting I have learned that planning for sensory play with textured objects requires attention to safety and age-appropriateness. It's essential to provide a nurturing and engaging environment that supports sensory exploration and fine motor skill development. My role is to create this enabling environment and offer guidance and support as needed. Learner name: Learner signature: Assessor / Tutor / Supervisor name: Assessor / Tutor / Supervisor signature: Assessor / Tutor / Supervisor feedback: Activity Plan No: 2 Name: Balancing Act PIN: PD-002 Date and Time of Plan: 18-10-2023 1 p.m. Child identifier (e.g. “Child A”): Child’s age: 2 Years 9 Months Resources: Wooden or foam balance beam Soft foam cushions or pillows Timer Describe how you will provide an enabling environment: Set up a safe indoor space with soft foam cushions or pillows on the Aim This activity aims to develop balance and gross motor skills, aligning with the physical development aspect of the EYFS framework.

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sides of the balancing course for safety. Your role/role of others My role is to instruct Child B to walk along the balance beam while maintaining balance. I will time Child B as they complete the course and encourage them to challenge themselves. I will ensure safety and provide support as needed. Differentiation The activity can be adapted for children with different needs by modifying the environment or the course. For children with mobility challenges, we can adjust the course to be less challenging. Description of play activity/opportunity Child B will be guided to walk along the balance beam, taking slow and deliberate steps to improve their balance. Soft foam cushions will be placed on the sides for safety. The child's progress will be timed, and they will be encouraged to challenge themselves. Reflection- Reflect on own role in relation to the provision for supporting personal, social and emotional development in own setting I have learned that creating a safe and challenging environment for balance development is crucial. It's essential to strike a balance between promoting physical skills and ensuring safety. My role is to offer guidance and encouragement while keeping safety as a top priority. Learner name: Learner signature: Assessor / Tutor / Supervisor name: Assessor / Tutor / Supervisor signature: Assessor / Tutor / Supervisor feedback: Activity Plan No: 3 Name: Outdoor Obstacle Course PIN: PD-003 Date and Time of Plan: 19-10-2023 5 p.m.

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Child identifier (e.g. “Child A”): Child’s age: 4 Years 3 Months Resources: Cones, hoops, tunnels, ropes Open outdoor area Describe how you will provide an enabling environment: Ensure the outdoor area is free from hazards and obstacles that could cause accidents. Aim This activity aims to promote agility, coordination, and physical fitness, aligning with the physical development aspect of the EYFS framework. Your role/role of others I will set up the obstacle course with cones, hoops, tunnels, and ropes. I will time Child C as they navigate through the course and encourage friendly competition. I will ensure safety and provide guidance. Differentiation The activity can be adapted for children with different needs by modifying the obstacles or offering additional support. For children with mobility challenges, we can create a less challenging course. Description of play activity/opportunity Child C will navigate through the outdoor obstacle course, jumping over hurdles, crawling through tunnels, and balancing on ropes. Their progress will be timed, and they will be encouraged to challenge themselves and engage in friendly competition. Reflection- Reflect on own role in relation to the provision for supporting personal, social and emotional development in own setting I have learned that outdoor activities are a great way to promote physical fitness and social interaction. It's crucial to maintain a balance between physical challenge and safety. My role is to create a stimulating yet secure environment for physical development. Learner name: Learner signature: Assessor / Tutor / Supervisor name: Assessor / Tutor / Supervisor signature: Assessor / Tutor / Supervisor feedback:

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Question 8 Reflect on your role in promoting physical development in your setting. GUIDANCE Following on the previous activities, provide a detailed holistic reflection over all the sessions in addition to the completed reflection on each individual session. For this criteria you need to ask yourself and answer the following questions for this point in your course: 1) Are you a good role model for the children and how can you demonstrate that? 2) Are you aware of the children's stages of development and how do you plan for their needs? 3) Do you provide a wide variety of resources and activities and what can you give as examples? 4) Why is it important that you promote physical development? This is a detailed piece of work and as such should be a minimum of 1000 words. Answer Reflecting on my role in promoting physical development in my setting, I find that there are several key aspects to consider. Physical development is a crucial component of a child's overall growth and learning, and it's essential that educators play a significant role in fostering this development. Here, I will address the questions and provide a holistic reflection on my experiences in promoting physical development in my setting. 1) Am I a good role model for the children, and how can I demonstrate that? Promoting physical development in the kids in my environment requires me to be a good role model. Youngsters pick up skills by watching and copying adults, and this also holds true for actions and behaviours that include movement. I can show that I am a good role model as an educator in the following ways: Setting a Good Example: I engage in physical activities with the kids all the time, whether it's via structured playtime, games outside, or just letting them experiment with different senses. I demonstrate to them the importance and fun of exercise by becoming involved.

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Promoting Healthy Habits: I support the development of healthy habits including a balanced diet, enough sleep, and frequent exercise. I make sure kids have access to wholesome meals and snacks, and I have discussions with them about the value of taking good care of their bodies. Safety and cleanliness: When engaging in physical activity, I stress the need of safety and cleanliness. Kids pick up skills from the way we use tools, keep things tidy, and abide by safety regulations. This involves demonstrating how to properly wash your hands and use safety gear while participating in activities. 2) Am I aware of the children's stages of development and how do I plan for their needs? Planning for a child's physical development requirements requires a basic understanding of their developmental phases. I consider the following factors: Age-Related Activities: I make sure that the events I organise are appropriate for the kids' ages and developmental stages. For instance, I design activities for babies that promote fine motor skills and sensory exploration. I design more difficult physical tasks for older kids to help them develop their gross motor abilities. Observation and Evaluation: I keep a close eye on the kids' physical growth and evaluate it often. This aids in determining their advantages, potential growth areas, and any unique requirements. This helps me plan and enables me to customise activities to meet each person's needs. Adaptation: I can modify tasks to suit the requirements of kids at various developmental stages. For some children to meet the same developmental objectives, a different strategy or more assistance may be needed. I provide this support as required. 3) Do I provide a wide variety of resources and activities, and what can I give as examples? Diverse offerings and pursuits are essential for fostering physical growth. The following are a few instances of the materials and exercises I provide: Sensory Play: I provide sandboxes, water play, and tactile item activities for babies and toddlers. These exercises promote fine motor abilities, sensory awareness, and tactile exploration. Outdoor Play: I make sure kids have access to playgrounds outside that feature kid-friendly play structures like slides, swings, and climbing frames. Playing outside improves coordination, gross motor abilities, and physical fitness. planned activities: For older kids, I plan scavenger hunts, relay races, and obstacle courses. These are examples of planned physical activities. These exercises improve physical agility, collaboration, and teamwork.

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Arts & Crafts: Crafts may also encourage the growth of the body. Hand-eye coordination and fine motor abilities are enhanced via cutting, colouring, and painting. 4) Why is it important that I promote physical development? Encouraging physical development is crucial for a number of reasons: Holistic Development: One of the most important aspects of a child's development is their physical growth. It is linked to the social, emotional, and cognitive aspects of growth. By encouraging physical development, we aid in the child's entire development. Health & Well-Being: Promoting exercise and healthful behaviours at an early age may provide the groundwork for longterm health. Strength and physical fitness are essential for a child's health. Self-Esteem and Confidence: A child's self-esteem and confidence are increased as they learn new abilities and reach physical milestones. It aids in their good self-image development. Cognitive Benefits: Engaging in physical activity stimulates the brain, which enhances spatial awareness, problem-solving skills, and cognitive capacities. It aids with language development as well. Social Interaction: A lot of sports have a naturally social component. Collaborating with peers via games and sports promotes social skills such as collaboration, coordination, and team spirit. In summary, I play a variety of roles in my context to support physical growth. I try to set a positive example for the kids by designing activities that suit their developmental stages, offering a variety of materials and activities, and realising the significance of physical development for the kids' overall development. By doing this, I want to promote their physical growth and provide a fun, safe, and stimulating atmosphere for them to study and play. As an educator, I've grown to understand how vital it is to support kids' physical development in the classroom. A child's physical development is a complex part of their growth that links to many other areas of development and enhances their general well-being. The main lessons I've learned from encouraging physical development and the importance of this role in early childhood education are summed up in this essay.

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Unit 18 (1)

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