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Background For Teachers:
These activities are designed to teach students to use their bodies in daily activities, by promoting a regular routine of using large and small motor skills, personal space, and boundary awareness.
Students need to be familiar with the large motor skills such as jump, skip, hop, run, and walk. Many times we think students automatically understand these terms. Language barriers can be decreased by providing all children with an opportunity to differentiate the actions for each term. Gender differences and maturity also play a part in motor readiness. Opportunities for student and teacher awareness can be experienced through group discussions, stories and physical activities.
It is important to establish a routine whole group setting with rules and expectations all ready in place. The room set up should lend itself to large group movements. These prior preparations will enhance the activities for this learning objective.
Intended Learning Outcomes:
4. Develop physical skills and personal hygiene.
Invitation to Learn
The advance learner could find different numbers, add or subtract them, and twirl around the sums or the differences.
Jerry West, Kristen Denton, & Elvie Germino-Hausken (2000) America’s kindergartners, Reading Rockets, 1.3,4,5,7
This is a longitudinal study of the kindergarten class of 1998-1999, in terms of their family backgrounds and their cognitive, social and physical development.
Jeanette V0-Vu (2000/) Critical issue: Promoting children’s readiness to learn North Central; Regional Educational Laboratory 220.127.116.11.6.
This study promotes the idea that students come to school with different cultural, educational, and environmental experiences to draw from. Readiness is also determined by adequate nutrition and physical activity.
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