HELP for Preschoolers = Assessment & Curiulum Guide
3.147 Catches a large ball thrown from
5 feet using hands /arms
Strand: 3-7F Age: 30-42n 2.6-3.67
Definition
‘The child will etch a ball at least 10 inches in diameter
when itis thrown from a distance of 5 fet. The child
will catch the ball using both hands and arms The ball
should be tossed gently, using an underhand motion.
When the ball is tossed, it should be aimed in a curve
peaking from above the child's head and following a
owncoard path into the child’s outstretched hands and
farms at chest height.
Assessment Materials
A large ball at least 10 inches in diameter, masking
tape,
Assessment Procedures
Level One:
1. Placea strip of masking tape on the ground or floor
5 feet from the person throwing the ball.
2. Demonstrate how to catch a ball. Note: Have
another person or the child throw the ball to you.
3. The demonstration catch should include: (1) arms
outstretched and bent, @)a forward body motion as
the ball approaches and is caught, (3) outstretched
arms to catch the ball away from the body, (4) the
ball either drawn into the body or immediately
pushed forward
4. Ask the child to stand on the tape and explain that
you are going to throw the all to her.
5. Toss the ball gently, using an underhand motion,
‘When you toss the ball, aim tina curve peaking
from above the child's head and then pursing a
downward path into her outstretched arms at chest
height. As you toss the bal, say, “Catch this ball.”
6. Allow the child two attempts to catch it
7, Observe the child to determine whether she catches
the ball with her arms outstretched and elbows
bent, with her body demonstrating a forward
motion as the ball approaches, and that her arms
catch the ball away from her body and bring the
ball into her body after the catch
8 If the child has difficulty catching the ball, ether by
holding her arms stationary infront of her body,
‘not moving her arms to where the ball is arriving, or
not relaxing her arms as the ball touches them, try
sing a large, lightweight ball and aiming the throw
so that the bal lands in her upper arms
9. Give the child ample time to practice catching the
ball the art of catching a ball with both hands and
extending forward isa simultaneous visual-motor
skill that requires repetition,
10, Repeat the assessment as the child progresses.
Level Two:
11. Observe the child as sh is involved in catching a
‘ball during playtime. Note: Your most effective
Gross Motor / 219
assessment is made by observing the child in a
natural setting
Adaptations
‘Some children ack the ability to integrate visual
stimulus with motor action. A child must convert one
type of information (visual~the ball approaching) to
another type of information, (motor--catch the ball). If
4 child is delayed in converting one type of
information to another, she may have difficulty
responding with a motor action to a visual stimuli
Children may react only to one process and find
visualmotor integration difficult
‘To assist children in developing their catching skills
(1) Usea large, soft, easy-to-atch, textured ball; (2)
Gently throw the ball tothe child 3) Provide verbal
«cues as the ball is approaching the chil, for example
"Get your arms ready” or “Bend your arms” ()
Provide physical assistance as a ball is gently thrown
toher.
Instructional Materials
A bubble blowing liquid and blower. (IF the
‘commercial liquid is not available, you can make it by
mixing 1 eup granulated soap in 1 quart warm water,
‘Add food eoloring and mix well. The bubbles can be
blown by using a plastic straw. Bending a thin wire
coat hanger to makea giant bubble blower, or by
attaching a string to a plastic straw and swoop it in
the air after dipping it in the liquid. To create a giant
Dubble, thread a yard of string through two plastic
drinking straws. Place the string and straws in the
‘bubble mixture. Gather the soap film across the strings
and pull the straws apart to stretch the film open. Pull
up on the straws to form a giant bubble. Then relax the
string and straws and snap the bubble free from the
frame.) Several large balloons.
Instructional Activities
1. Ask the child to stand in an outdoor area that will
bbe accessible to the blown bubbles,
2. Create large bubbles for the child to pop or catch
3. Encourage the child to hold her arms forward with,
elbows bent and to move toward the bubbles as
they float
4. Place her either in a sitting position or on the ground
‘where she does not have to be concerned about
balance,
5. Blow a large bubble and ask her to catch it.
6, Repeat the above steps using a balloon instead of
bubbles,
7. Have the child first stand to catch the balloon and
then to do it froma sitting position
8, Use a large ball and repeat activities above.220 \ Gross Motor
3.148 Stands first on one foot and then
on the other foot
Strand: 3-7A Age: 36-44m 3-3.8y
Definition
The child will stand on one foot holding onto @ support
{for at least one second. He will then stand on the other
‘foot holding onto a support for at least one second. He
will stand on one foot for at least fine seconds, with his
eyes open and his arms outstretched for balance. He will
then sland on the other foo for at least five seconds, with
huis eyes open and his arms outstretched for balance. He
‘will stand on one foot for atleast five seconds with his
eyes open and his arms in any position except hanging
onto a support or outstretched. He will then stand on the
other foot for at last five seconds with his eyes open and
his arms in any position except hanging onto a support
or outstretched.
Assessment Materials
Masking tape; an object for standing support such as a
chair; a stopwatch of watch with a second hand.
Assessment Procedures
1. Place a 3-foot piece of tape on the floor.
2. Ask the child to watch closely as you stand on the
tape and lift one foot off the floor. Stand for at least
five seconds. Place both feet on the tape. Then ask
him to watch as you stand on the tape and lift the
‘other foot off the floor. Stand for at least five
seconds. Explain what you are doing as you
demonstrate, saying, for example, “Ihave both my
feet on the tape. lam going to lift one of my feet off
the tape. Now Ihave both feet on the tape. Next, lam
going to lift my other foot off the tape.”
3. Tell the child to stand on the tape.
4.Say, “When I say Go, I want you to lift one of your
feet off the floor and stand like that until I say
Stop.”
5.Say, "Go."
6, Alter five seconds say, “Stop.”
7. Record his performance.
8.Tell him to stand on the tape.
9. Say, “When I say Go, I want you to lift your other
foot off the floor and stand like that until I say
Stop.”
10. Say, “Go.”
11, After five seconds say, “Stop.”
12. Record his performance.
13. To increase the difficulty of this skill, increase the
‘number of seconds or ask the child to close his eyes.
14. Ifhe has a problem with this stationary balance
task, repeat the procedure, demonstrating and
allowing him to use his outstretched arms for
balance. Its important that he sees you demonstrate
the use of arms for balance. If he continues to
display difficulty, provide some physical support to
assist him in the one-foot stationary balance.
HELP for Preschoolers = Assessment & Curriculum Guide
Adaptations
Some children have delayed gross motor development
as shown by (1) Overflow movernents-f the right
hand performs a movement, the left hand will
“Shadow” the movement; @) Poor coordination~-Body
movements act as parts, not whole) Lack of
directionality-He becomes confused or cannot operate
ina particular direction; (4) Problems with laterality
Concems about body sides and directions aimed tthe
side of the child's body; () Problems related to
balance-One sie of the body (lft or right or front or
back) may not be able to come to. position of
equilibrium This condition could be constant or
periodic; (6) Lack of visual/ motor integration--When
the eyes and the body are expected to act
simultaneously, one element is unable or untrained to
perform the expected response; (7) Weak
Auditory motor integration-When the auitory
channel and the body are expected to act
simultaneously, one s unable or untrained to perform
the expected response; (6) Inadequate rhythmic
mmovement-Uinable tomove to. bet tempo, or rhythm:
(9) A lackof body avvareness and body image-He is
not conscious ofthe body asa whole or its parts, to
include an awareness of Body movements and optical
Tikenesses
To assis this child in developing his gross motor
skills, practice: (1) walking activities and games, 2)
floor tasks and games, (2) apparatus assignments, (2)
imitation of movernent suchas pantomime or
“mirrored” efforts and games, (6) exercises that are
low entry, localized, non-competitive, and have along
base of support
Instructional Materials
[At least six balloons and six strings, 10 to 12 inches
long.
Instructional Activities
1-Inflate and tie a string to each balloon,
2. Tie the balloon around the child's ankle on outside
of is leg If other children are involved, tiea
balloon around their ankles also, making sure the
balloons are positioned on the outside ofthe leg.
3. Explain thatthe children are to pop one another's
balloons by stepping on them. Demonstrate that one
way to prevent balloon from being popped is to
stand on one foot and raise the ballooned foot
4. Tell the children that if their balloon is broken, you
‘will eplace itso they can play the game again.
3.149 Balances on one leg with hands
on hips
Strand: 3-7A Age: 36-44n 3-3.
Definition
The child will balance on one leg for atleast five seconds
with her eyes open and her hands on her hips. She willHELP for Preschoolers = Assessment & Curiculum Guide
then balance on the other leg for atleast five seconds
with eyes open and hands on hips.
Assessment Materials
Masking tape, a stopwatch or watch with a second
and.
Assessment Procedures
1. Place a 3-foot piece of tape on the floor.
2 Ask the child fo watch as you stand onthe tape and
liftone foot off the flor with your hands on your
hips. Stand for at least five seconds Place both fet
on the tape. Then ask her to watch as you stand on
the tape and lift the other foot of the floor with
your hands on your hips. Stand for at leas five
Seconds. Explain what you are doing as you
demonstrate, being sure to point out hands on hips.
3. Say, for example, “Thave both my feet on the tape,
and Ihave my hands on my hips. lam going to lit
one of my foe off the tape, and [still have my hands
con my hips. Now have both fet on the ape. [am
going to lit my other foot ofthe tape keeping my
hands on my hips.”
4. Teller to stand on the tape
5.Say, “When I say Go, Lwant you to put your hands
‘on your hips lift one of your fet off the floor and
stand like that until I say Stop.”
6.Say, "Go."
7. After five seconds say, “Stop.”
8 Record her performance
9. Tell her to stand on the tape.
10. Say, “When Isay Go, |want you to put your hands
‘on your hips it your other foot off the floor and
stand like that until say Stop.”
11. Say, "Go."
12. After five seconds, say, “Stop.”
13. Record her performance.
14 To increase the difficulty ofthis skill increase the
‘number of seconds or ask the child to close her eyes
15. If she has a problem with this stationary balance
task, repeat the procedure, demonstrating and
allowing her to usea leaning prop for pre-
balancing. If she continues to display difficulty,
provide her support for one hand before her places
that hand on her hip and balances on one foot
Adaptotions.
Soe #8.148
Instructional Materials
‘A modified hopscotch grid on a flat surface outside
prepared by using chalk and a rectangle atleast 6 feet
Tong and 4 feet widk
Instructional Activities
1. Divice the rectangle in the following manner: (1)
‘Measure the rectangle into 1-foot sections, and
divide each section by drawing a line horizontally
from one side tothe other; (2) Divide every other
section in ha vertically. Inthe three undivided
rectangles draw a simple picture (ball, tree, cap),
and in the three divided rectangles draw a simple
Gross Motor / 721
figure (wagon, cat, bottle, birthday cake, candle,
apple). Note: If this activity is being conducted
inside, use tape for the modified hopscotch grid, and
tape small pictures ofthe item in the sections, It is
important that the picture does not interfere or
create a safety issue as the child moves within the
grid
2, Point out the pictures in the sections to the child.
Make sure she is familiar with the name of each
object
4. lnvite her to step into the [apple] section. When she
‘gets to the correct section, ask her to put her hands
‘on her hips and balance on one foot
4. Then ask her to step into the [tree] section. When she
‘gets to the correct section, ask her to put her hands
‘on her hips and balance on one foot
5. Continue with the other sections.
6.Give her the opportunity to name the sections for
another child to step into the section she calls,
3.150 Walks forward between two
parallel lines for 15 feet
Strand: 3-7H Age: 36-44m 3-~
Definition
When the child is presented swith two parallel Hines 10
inches apart, he will walk between the lines for 15 feet
He should walk evenly with his arms swinging at his
sides in opposition and his feet lined under his
shoulders. The walking movement should be a
harmonized heel-toe step, and the child should not step
(on the lines.
sy
Assessment Materials
Masking tape, colored masking tape in green and red,
scissors, several three-dimensional items such as
boxes,
Assessment Procedures
Level One:
1 With the masking tape make two parallel ines on
the floor 10 inches apart for 15 feet. Place a green
‘masking tape X atthe beginning ofthe parallel line
path. Placea ed masking tape X at the end ofthe
parallel Line path
2. Ask the child to stand on the green X. Ask him to
takea walk on the path staying between the lines
and stopping when he reaches the red X.
3. Tell the child to start his walk
4 Observe his gait, watching for movements such as
(1) holding arms up and in an out position, 2)
holding arms up and elbows bent, 3) swinging arms
inopposiion tos leg movements, (4 swinging
arms high with elbows bent, (5) stepping his feet in
a duckelike manner, (6) stepping with fet wide
apart, (7) shufling his feet, (8) moving his foot in a
toe-heel step, (8) walkingon tiptoe, @) keeping his
head down as if watching his feet move.HELP for Preschoolers = Assessment & Curriculum Guide
1. Attach the tape strips to the floor, placing the red
tape approximately 10 feet from the green tape.
2. Place one wheeled object on the green tape.
3. Demonstrate the concept of push and pull
4. Give the child an opportunity to show that she
understands the two activities.
5. Ask her to push the abject from the green tape to the
red tape.
6. Observe her as she manipulates the object to the
destination,
7. Replace the object on the green tape.
8. Review the concept of pull, if necessary.
9. Ask the child to pull the object from the green tape to
the red tape.
10, Observe her as she manipulates the object to the
destination,
11 If she has a problem with the assessment tasks,
pplace the object on the green tape and say, “Iam
‘pushing the truck to the red tape.” Repeat this as
‘you push the object to the tape.
12: Replace the object on the green tape
13. Ask the child to push the object from the green tape
to the red tape.
14. Observe her as she manipulates the object to the
destination,
15. Ifshe continues to have problems, physically help
her push or pull the wheeled item from the green
tape to the red tape.
16, Put the object back on the green tape.
17. Ask the child to push the object from the green tape
to the red tape.
18. Observe her as she manipulates the object to the
destination.
Level Two:
19, When the child is playing with a wheeled-object,
observe her push/pull movements, consistent
distance, and coordinated direction. Note: The most
effective assessment is made by observing the child
in a natural setting and then observing her
integrated motor skills.
Adaptations
Pushing and pulling a wheeled object is directly
related to directionality and eye-hand coordination.
Some children become confused! when they operate an
item that could be free-wheeling. The item requires a
child to use her motor skills to guide the vehicle, to
determine its direction, to stay out ofthe way of
obstacles, to use both push/pull movements and to
‘make judgments on stopping and starting. This multi-
faceted motor activity may be frustrating or
overwhelming, and any one part may not be within the
developmental level ofa child. To assist a child, “task-
analyze" the desired outcome. For example, to push or
pull a wheeled object, the sub-tasks are being able to:
(1) understand the concept push and pull, 2) push or
pull the object physically (3) move the object in the
intended direction and adjust for detours, such as
backing up to straighten the wheels in order to move
ahead, (4) guide the object around obstacles and yet
continue to push or pull, (5) determine which motor
Gross Motor / 723
skill should be used, a push or a pull. After you reduce
the desired skill o the sub-tasks, decide on an
instructional strategy for these tasks or consider a
‘modification of the outcome. For example, to
understand the concept of push and pull, ask the child
to push your hand or ask her to pull the ribbon. To
help her make the transfer from a physical push and
pull, place a toy car om a table and ask the child to
push the car to the box; then attach a string toa toy
Wagon and ask her to pull the wagon to the box. When
the child demonstrates that she understands the
‘concept, move on to sub-task number two,
Instructional Materials
THems such as: a chair, a small wagon, a push/pull toy,
a large inflated toy, a wheeled stool ora cardboard
box; also several small stuffed animals, a set of
‘wooden blocks, or a 3-pound bag of potatoes.
Instructional Activities
1. Place several moveable objects (wheeled motion is
preferable but not necessary) on the ground.
2. Let the child push a chair, a wagon, a push/pull toy,
a large inflated toy or a wheeled stool across the
3. Suggest that she put a stuffed animal ora doll in the
wheeled object and take it fora ride.
4. Increase the difficulty to push or pull by placing
heavy objects such as wooden blocks, several
stuffed toys, or a bag of potatoes in the moveable
object.
5. how the child how to pull a box by holding its edge
and walking in front it. Encourage her to switch
hands by switching sides.
6.Cuta hole in the box for her to use asa handle or
‘passa rope through two small holes to give the
child a handle to pull
3.152 Bounces and catches a large ball
Strand: 3-7F Age: 36-44m 3-3.8y
Definition
‘The child will bounce a 10-inch ball at least once and
catch it on the upward movement. She will begin the
bounce-and-catch activity by standing in one spot and
bouncing the ball; as she progresses, she may walk
{forward and bounce the ball
Assessment Materials
Two: to 10-inch rubber balls, masking tape, chalk
Assessment Procedures
Level One:
1. Place a 3-foot strip of tape on the floor.
2 Stand next to the child on the tape, and demonstrate
‘bouncing the Ball once and catching it
2. Give the child a ball and invite her to join you in the
activity
4. Bounce and catch the bal several times, explaining
loud what you are doing204 \. Gross Motor
5. Ask the child to bounce the ball once and catch it
6. Give her two attempts.
7. Observe the child, watching for such actions as: (1)
holding the ball comfortably, (2) pushing the ball
down with an exact motion, using her fingertips, (3)
receiving the ball as it ascends and ether pushes the
ball down with her fingertips or catches the ball,
(4) placing her feet slightly apart and solidly,
establishing a stationary base
8. If the child presents a stance of uncertainty and the
ball is being captured instead of caught, or if she is
pushing the ball down with her whole hand instead.
Other fingertips, you may wish to use the following
strategies: (1) Give her a textured ball; @) Place a
challmark on the floor to guide her as she releases
the ball; (3) Mark a place on the floor where the
child should put her fet; (4) Model bouncing a ball
several times for the child; (5) Standing in font of
her, place your hands on his, and use this postion
to gently pull the ball away from her body. Tell her
{you are going to pull her hands away from the ball
sit will bounce. Release the ball and catch itby
pressing her hands on the ball as it rises.
9. Repeat the assessment by asking the child to stand
ion the tape, bounce and catch the ball onetime.
10. Observe her as she performs the skill.
Level Tw:
11 Observe the child as she bounces a ball during
playtime or a physical exercise period. Note: You
an make the most effective assessment by observing.
the chill in natural seting to determine her physical
skills
Adaptations
See #3.147
To assist a child in developing and improving her
‘bouncing and catching skills: (1) Use a large, soft,
easy-to-catch, textured ball; (2) Place the child’s body
ina comfortable position~feet apart and stationary
with knees bent, hands cupped, and fingers
outstretched; (3) Provide verbal cues as the she
prepares to bounce the ball; (4) Peovide physical
assistance by guiding the child’s hands in the bounce-
and-catch act. Standing behind the child when you
assist may also help.
Instructional Materials
A 10-inch rubber ball. A chythmic poem or chant;
example:
“Bounce the Ball”
Billy Bug, bounce the ball (Give the child the bal)
Bounce, bounce, bounce (Bounce the ball three times)
Bumpy Bat, bounce the ball (Hold the ball)
Bounce, bounce, bounce (Bounce the bal three times)
Buzzy Bee, bounce the ball (Hold the ball)
Bounce, bounce, bounce (Bounce the ball three times)
Billy Bug (Bounce the ball)
Bumpy Bat (Bounce the ball)
Buzzy Bee (Bounce the ball)
Billy Bug, Bumpy Bat, Buzzy Bee,
Bounce, bounce, bounce.
HELP for Preschoolers - Assessment & Curriculum Guide
Instructional Activities
1. Allocate a large enough space for the child to bounce
the ball,
2. Give the child the rubber ball.
3. Ask her to bounce the ball; begin a clapping beat
‘that matches the sound the ball makes a thts the
floor.
4, Begin a counting and clapping beat that matches the
sound the ball makes as it hits the floor.
5. Tel the child to listen and to bounce the ball to the
cassette tape or the chant.
6. Encourage her to make up her own chant as she
‘bounces the ball.
3.153 Walks down stairs using alternate
feet without holding railing
Strand: 3-78 Age: 36-48m 3-4y
Definition
When the child approaches stairs, she will walk down at
least five regular-size steps alternating her feet.
Assessment Materials
Stairway with at least five stairs and a handrail that
the child can reach. Red and green stickers
Assessment Procedures
Level One:
1. Ask the child to walk down the stairs
2 Observe whether sho uses alternating fet as she
dlescends at least five steps and whether she holds
‘onto the handrail
3. If she doesnot use alternating fet as she comes,
down the stairs and does not hold onto the
handrail, show her how to use alternate fet and
use the handrail for balance.
4. After you demonstrate this, ask er to walk down
the stairs
5. Observe whether she uses alternating feet as she
descends a least five stars and whether she holds
onto the handrail
6. Ifthe child does not use alternating fet after the
demonstration, put red sticker on the top of her
right foot/shoe and a green sticker on the top of her
left foot/shoe. Note: Make sure the child is aware
of the colors red and green, Tell her that when you
are say red, she is to puther fot with the red
sticker on the fist step (point tothe step), and when
you say green, shes to put her foot with the green
Sticker on the next step (point to the step). Tell her
that holding onto the handrail is okay.
7. After the color and auditory cueing, ask her to walk
down the stairs.
8. Observe whether she uses alternating feet as she
descends a least five steps and whether she holds
onto the railing
9. If she doesnot use alternating feet after the
demonstration, hold the child's other hand andHELP for Preschoolers = Assessment & Curriculum Guide
point tothe foot to use as she moves down the
stairs. Then gradually eliminate pointing to one of
the child’s feet and then pointing to either foot, and
finally giving any physical support.
10, After the physical cueing, ask the child to walk
down the stairs.
11. Observe whether she uses alternating feet as she
‘descends and whether she holds onto the handrail
Level Two:
12, Observe the child as she walks down stairs and
notice whether she uses alternating feet for atleast
five steps and holds onto the ral. Note: The most
effective assessment is made by observing the child
and her physical skills in a natural setting
Adaptations
Some children may demonstrate slow motor
development by one ofthe following: (1) Overflow
‘movements-If the right fot performs a moverent, the
left foot will “shadow” the movement; (2) Poor
coordination-Body movements act as parts, not
‘whole; (3) Lack of directionality-She becomes
confused or cannot operate in a particular direction;
(4) Problems with laterality--You may have concerns
about body sides and directions aimed atthe side of
the child's body; 6) Problems related to balance-One
side ofthe body (lft or right o front or back) may not
be able to come to a position of equipoise. This
condition could be constant or periodic; (6) Lack of
visual ‘motor integration-When the eye and the body
are expected to at simultaneously, and one element is
‘unable or untrained to perform the expected response;
(7) Weak auditory /motor integration
When you assist a child who exhibits slow motor
development in the area of walking or running,
remember the following sequence: (1) Explain the
‘motor skill you want and let the child respond without
any assistance or cueing; (2) Demonstrate the motor
Skill wanted and then lether respond without any
further assistance or cueing (3) Explain as you
demonstrate the motor skill what is happening and
then permit her to respond without any further
assistance or cueing; () Demonstrate and talk the
child through the motor skill and then ask her to
respond independently without any further assistance
or cueing; (5) Physically assist the child with the motor
skill desired
Instructional Materials
A stairway, pictures of single items familiar to the
child, masking tape indifferent colors, a small prize
for the child
Instructional Activities
1, Bring the child to the stairway.
2, Demonstrate the method of alternating feet with only
‘one foot on each step. Watch and work through the
‘movements withthe child so she gets a feel of the
task.
3. Expect the use of alternating feet.
Gross Motor / 225
4. Place pictures on the stars for the child to look at
and step beside. Note: the pictures should not be in
the child’s direct path - put them to the side of the
stairs the child is not using.
5. Place colored tape on the stairs. Be sure itis
securely fastened with no loose edges.
6. Ask the child to step next to the red tape on step one
and then step next to the green tape on the next step.
7. Set a prize atthe bottom ofthe stairs.
8, Give the child the prize when she reaches the bottom
‘of the stairs based on her performance according to
pre-established criteria,
3.154 Jumps up at least 12 inches
landing on both feet
Strand: 3-7¢ Age: 36-48m 3-4y
Definition
The child will jump from the floor to land on a step or a
block 12 inches higher with his fect together. He will
complete this jump without physical assistance and
without falling.
Assessment Materials
Stairs. If stairs are not available, locate a block that is
10-12 inches high. Floor mat.
Note: Make sure the block and mat are secure and will
not lip when the child lands.
Assessment Procedures
Level One:
1: Lay the mat onthe floor in front ofthe step or in
front of the block.
2. Stand on the floor by the step or block and explain
that you are going to jump up tothe step or block.
3.Demonstrate thejump,
4 Ask the child to stand on the floor facing the mat anc
to jump up tothe riser. Give him at least two
attempts to jump up the step.
5. Observe him, watching for: (2) beginning the jump
with his foot parallel, (2) usinga jumping motion
versus stepping up using alternate feet, () swinging
his arms back, (4) bending his knees and then
straightening his legs before leaving the foor and
landing on both fect.
6.lfhe has difficulty in the jumping up motion, the
following are recommendations to use before
raking another assessment: (1) Model a jump forthe
child and encourage him to imitate each step. For
example, stand with fet parallel, making sure the
child is in the same position, Bend your knees, and
ask the child to bend his knees. Swing your arms
and remind the child todo it with you; @) Provide
verbal cues to asis him in his arm and leg
‘movernents~swing your arms"-and le positions~
"bend your knees, get ready to jump, straighten your
legs, land on both feet, et" (3) Physically guide the
chile’ arms and legs as he jumps up; (8) Give him
Plenty of practice time to jump several times.206 \ Gross Motor
7. Repeat he assesment by implementing the folowing
6. Sth onthe Noor facing the mat and tel he cl
that you ae going ofump up to there.
9, Demonstrate the amp.
10. Ask him to stand onthe lor facing the mat and 9
mpup
11, Alow him atleast two attempt jump up
12 Observe the ld, watching fr the same four teps
inaS above.
Level Twor
1B.Obveve the child ashe amps upon objects during
play periods and other informal physical activites
Adaptations
Some children have a problem with jumping up. The act
of jumping up seems more difficult than jumping down
Itrequires directionality, power, strength in the legs,
balance, coordination, bravery, awareness of body
movement, and flexibility. Often a child begins jumping
up by standing in one spot and doing an alternate step-
up movement with alittle hop, and then gradually
moves to lot of arm swinging and then a cautious
jump. The child isnot only coordinating his motor
skis bt also is attempting to move in an unexplored
area--space, When you work with a child, itis
important to simplify each step in jumping up and to
teach each step asa isolated skill prior to
coordinating the movement. Provide ample time for
practice, and encourage the child to perfect his jumping
abilities
3.155 Stands on tiptoe for 10 seconds
Strand: 3-7. Age: 38-42m 3.
Definition
The child will rise on her tiptoes when requested and
twill balance on her toes for 10 seconds. She may place
her hands and arms in any position. If her els touch
the floor and she rises again on her toes, the timing must
start over.
Assessment Materials
Masking tape, a stopwatch or watch witha second
Assessment Procedures
1. Place a4-foot piece of tape on the floor.
2. Ask the child to watch you as you stand on your
tiptoes onthe tape. Stand on your tiptoes for 10
seconds. Explain what you are doing as you
clemonstrate, saying, for example, “Lam standing on
my tiptoes"
3.Tell the child to stand on her tiptoes.
4 Say, “When I say Go, [want you to stand on your
tiptoes. You may put your arms anywhere you wish,
Stay on your tiptoes until say Stop.”
5. Say, "Go.”
6. After 10 seconds say, “Stop.”
7. Record her performance.
HELP for Preschoolers = Assessment & Curriculum Guide
8, Tell her to stand on her tiptoes on the tape.
9, Say, “When I say Go, Iwant you to stand on your
tiptoes. You may put your arms anywhere you wish.
Stay on your tiptoes until I say Stop.”
10. Say, “Go.”
11, After 10 seconds say, “Stop.”
12, Record her performance.
13, To increase the difficulty of this skill, increase the
‘number of seconds or ask the child to close her eyes.
14. If she has a problem with this stationary balan
task, repeat the procedure, demonstrating and
allowing her to use a leaning prop for pre-
balancing. Ifshe continues to display difficulty,
provide support for one hand and then for the other
hand before she maintains a tiptoe balance.
Adaptations
See 43.148.
Instructional Materials
A large ball (tumble balls 26 or 38 inches in diameter)
‘ora play barrel or a cylinder form.
Instructional Activi
1, Make sure that the selected ball/circle will roll.
2. Place the child in a prone (stomach-down) position
‘over a large ball (hold her carefully)
3. Gently roll the ball so only her toes touch the floor.
Have her bounce or “spring” repeatedly on her toes.
Do not let her heels touch the floor.
4, Remove the ball and ask her to stay on her toes.
Replace the ball and let her bounce, then roll the
ball away and then have her stand on her tiptoes.
5, Provide her with necessary support.
3.156 Jumps from bottom step (12
inches high), feet together
Strand: 3-7C Age: 38-42n 3.2-3.6
Definition
Te chil will jump from a bottom step with his fect
together. He will complete tis jump without physica
assistance and woithout falling
Assessment Materials
Available stairs. Note: If stairs are not available, find
1 12-inch high block, e.g, cement block. Floor mat.
Assessment Procedures
Level One:
{Place the mat on the floor infront of the tar-step or
in front of the block
2. Stand on the step or block and tell the child that you
will ump tothe lor.
3. Demonstrate the jump.
4. Ask the chil to stand on the step facing the mat ane
to ump down. Note:The distance he umps is not
important
5. Allow him atleast two attemps to jump of the step.HELP for Preschoolers ~ Assessment & Curriculum Guide
6. Observe the child, watching for: (1) beginning the
jump with his fect parallel, 2) not stepping down,
using alternate fet, 3) swinging his arms back, (4)
benalng his knees and then straightening hs legs
before leaving the floor and landing on both fet, (5)
2 forward body movement and extension.
7. the child has dficulty wih the jumping motion,
use these techniques before you make another
assessment (1) Model a jump forthe child and
encourage him to imitate each step. Example: Stand
‘with fet parallel, making suse the child isin the
same position. Bend your knees asking him to bend
hhisknees. Remind him to swing his arms the way
you do. Q) Provide verbal cues to assist the child in
his arm movements~’Swing your arms”~and leg
positions~"Bend your knees, get ready to jump,
Straighten your legs, land on both feet.” @)
Physically guide the child's arms and legs as he
jumps down. (4) Allow him ample practice time to
jump several times
8. Repeat the assessment by going through the steps
that follow.
9. Stand on the step or block facing the mat an tell the
child that you will jump down,
10, Dernonstrate the jump.
11. Ask the child to stand on the step or block facing
the mat and to ump down. Note: The distance he
jumps isnot important
12. Allow him at least two attempts to jump down.
Adaptations
Some children have a problem when they are involved
in the horizontal down-jump. This jump requires
directionality, power, strength in the legs, balance,
coordination, courage, awareness of body movement,
and flexibility. Often a child begins a “jump off” by
standing in one spot and doing an alternate step-down
‘movement, witha litle hop; then gradually he moves to
a lot ofarm swinging and then a cautious jump. This
Cautious movement s an attempt to muster enough
courage to become involved in locomotion, suspension
inspace, and movement while in the air. Locomotion,
which requires an understanding of the relationship
between one item and another in space, may be difficult
fora child. When working with a child who is having,
difficulty, simplify each step in jumping and teach each
step as an isolated skill before coordinating the
‘movement. Give the child ample time to practice and
him encouraged to perfect his jumping abilities.
Instructional Materials
Several sturdy boxes or blocks, the same number of
balloons or chalk to mark the floor.
Instructional Activities
1. Line up the boxes (bottom up) or the blocks about 6
feet apart. Place a lightly inflated balloon on the
floor in front of every block at least 14 inches from
the front.
2. Ask the child to walk to each block, stand on it, and,
jump off
Gross Motor / 227
3.Tell him not to jump too far or he may break the
balloon
4.Gradually move the balloon closer to the block.
5. Challenge the child to jump over the Balloon as you
‘move it to the base ofthe steps,
6. fhe indicates apprehension about breaking the
balloon, use a chalk mark instead of the balloon,
7. Time the child and encourage him to beat his own.
time
Note: The balloon should be weak enough and inflated
‘0 ifthe child lands on it, it will pop, and the child
will not slip/stumble,
3.157 Walks 10 feet on 4-inch wide line
Strand: 3-7H Age: 38-44n 3.2-3.8y
Definition
After a demonstration, the child will walk in a straight
line on a 4-inch wide line of tape. The child may hold
her arms and head in any position.
Assessment Materials
A 10-foot strip of -inch-width masking tape attached.
to the floor.
Assessment Procedures
Level One:
1. Demonstrate walking onthe tape.
2. Explain tothe child what you are doing as you
demonstrate
3. Ask her to stand at one end ofthe tape
4. Say, “Twant you to walk on the tape all the way to
the end without stepping off the tape.”
5. Observe her as she walks the 10 fet staying on the
strip of tape. Watch forthe following: (1) Does she
use her hands to balance or are her hands on her
hips? @) Is she walking naturally on the tape by
touching the te of her back fot to the heel of her
front foot? (3) Is she looking at her fet in an effort
to stay on the tape? (4) Does she have to stop to
regain her balance before moving forward?
6. If the child is having difficulty walking on the 4-inch
tape, assist her by modeling the heeLto-toe step and
saying, ‘Step, heel-to-toe, Step, heel-o-te, Step,
hel-to-toe.” Make sure the child i imitating your
steps, and encourage her to say aloud, “Step, hee
tortoe,” with the movements Ifshe needs assistance
inbalancing, ive her physical support. Then
gradually phase out the prompts, reduce the
Physical support, discontinue the heel-to-toe
Todeling ae give the verbal direction step, heel-to-
toe) only when needed.
7. Ask the child to stand at the end ofthe ape
8.Say, “Walk on the tape until you get tothe end.”
9, Observe her as she walks the 10 fet staying on the
tape.
Level Two:
10, Observe the child as she walks heel-to-toe when
she isa play, during an organized play period,
‘when you takea walk with her. You may see her208 \. Gross Motor
"use this foot movernent when she follows a crack in
the sidewalk, walks along the border of a rug,
‘walks on the edge of a shadow, or stays inside a
line on a flat surface.
Adaptations
Children who have problems with hee-o-toe steps
and walking within a specific area often exhibit: (1)
Poor coordination~putting one fot infront of the
other smoothly is necessary or when a child stands on
‘one foot she will easly become off-balance; 2)
Concerns with laterality-requires a child to associate
placing one foot infront of the other with forward
‘motion; (3) Problems with balance--if a child narrows
her base by placing her feet in a row instead of na
parallel stance, her body's balance point is
diminished; (4) Confusion when viswal/ motor
integration i not within the normal viewing range
Disorientation often resulls when a child is unable to
view her foot movements beoruse w sere of visu
imagery is required and it may interfere with her motor
integration
When you assist a child who exhibits stow motor
development in the area of sep, hee-toe-heel, use the
following sequence: (1) Explain tothe child the motor
skill you want her todo and lether respond without
any assistance or cueing; (2) Demonstrate the motor
Skill you want and then permit her to respond without
any further assistance or cueing; (3) Explain as you
demonstrate the motor ski what occurring and then
let her respond without any further assistance or
cueing; (8) Demonstrate and “talk” the child through
the motor skill and then ask her to respond
independently without any further assistance or
cueing; (5 Physically assist the child accomplish the
‘motor sil
Instructional Materials
An umbrella, several artificial flowers or colored
paper flowers made from tissue paper, masking tape,
‘music on cassette tape.
Instructional Activities
1. Decorate the umbrella with brightly colored
artificial or paper flowers. Attach the masking tape
to the floor in a straight line not more than 10 feet in
length.
2..Give the child time to practice walking on the
“tightrope” (tape), using a heel-toe-heel step.
Demonstrate this, if necessary.
3. Hand her the decorated umbrella and tell her to
pretend she isa circus tightrope walker. Tell her the
‘umbrella will help her keep her balance. Tell her to
imagine she is high above the crowd and that
everyone is looking at her.
4. Ask the child to begin her tightrope act as soon as
sshe heats the music
5. Applaud after each of her performances.
6. Encourage her to do other tricks on the tightrope.
HELP for Preschoolers - Assessment & Curiculum Guide
3.158 Walks 20-foot diameter circle
staying on path
Strand: 3-78 Age: 38-44m 3.2-3.8)
Definition
The child wil walk om a line of tae atleast 4 inches
wide in a circle 20 fet in diameter. The child's feet
‘must touch the line, and he must use a hee-toe-heel-toe
step alternating feet without physical assistance.
Assessment Materials
Chalk
Assessment Procedures
Level One:
With chalk, draw two parallel circles 4 inches
apart to make a circular path 20 feet in diameter.
Identify a starting place by marking an X.
2. Explain to the child that he is to walk between the
lines around the circle, using alternate feet in a heel-
toe-heel-toe step. Tell him his walk will start at the
Xand will end on the same X.
3. Observe him as he follows the directions and walks
around the circle. Look for: (1) Staying within the
lines, (2) Using alternate feet in a heel-toe-heel-toe
step, (3) Maintaining balance and moving in the
correct direction, (4) How he uses his hands and.
arms and whether he has to look each time he moves,
(6) The speed in which he moves around the cizcle,
(6) The smoothness of his motor movements
4. Ifthe child has difficulty walking between the lines,
assist him by modeling the heel-to-toe step and.
saying, “Step, heel-to-toe, Step, hee-to-toe, Step,
heel-to-toe.” Make sure he is imitating your steps
and encourage him to say aloud, “Step, heel-to-toe”
with the movements. Ihe needs assistance in
balancing, provide him with physical support. Then
‘gradually phase out the prompts, reduce the
physical support, discontinue the heel-to-toe
modeling, and provide the verbal direction (step,
‘heel-to-oe) only when needed.
5. Ask him to stand at the X and say, “T want you to
‘walk between the lines until you come back to the
be
6. Observe him as he walks around the circle.
Level Two:
7. Observe the child as he walks heel-to-toe at play,
during an organized play period, or when you see
him taking a walk. You may also see him use this,
foot movement when he follows a crack in the
sidewalk, stays within the border of a rug, walks
fon the edge of a shadow, or keeps within a line that
hhas been drawn on a flat surface.
Adaptations
See 13.157
Instructional Materials
Floor-marking material, such as chalk:HELP for Preschoolers = Assessment & Curriculum Guide
Instructional Activities
1. Draw two parallel circles to make a large circular
path on a flat surface.
2. Invite the child to play Follow the Leader; tell him.
he must copy whatever you do,
3, Tell him to stand behind you.
4. Begin by walking like a duck around the circle,
putting one foot on each side of the double line.
5. Continue the duck walk with your hands on your
‘waist, then hands in the air, then arms out to side
and then hands on your head,
6.Stop, turn around, and repeat in the opposite
direction
7. Continue the game by walking around the circle
using alternate feet in a hecl-toe-heel-toe step.
8, Put your hands on your waist, wave with one hand,
place your arms straight out and clap your hands.
9. As long as the child stays interested, modify the
‘manner of walking around the circle. For example,
walk like a rabbit, walk on tiptoe, walk like a
fairy, walk like a cat, etc.
10. Give the child a turn to be the leader, and practice
until staying on path becomes a simple task for him.
3.159 Kicks a stationary ball using a 2-
step start
Strand: 3-7 Age: 38-48m 3.2-4y
Definition
Place a stationary ball (soccer, rubber) on a flat surface at
least 5 feet awoay from the child. The child wil kick the
ball, using a two-step start, any distance or any
direction.
Assessment Materials
10-inch ball (soccer, rubber, plastic or utility),
masking tape.
Assessment Procedures
Level One:
1. Place a 2-foot piece of tape on the ground or floor
‘and set the ball about 3 feet in front of the tape
Note: The placement of the ball should allow the
child to use a two-step start from the tape.
2. Ask the child to watch closely as you demonstrate
standing on the line, taking two steps and kicking
the ball.
3.Itis important not to count out loud as you take the
steps.
4. Flow you kick the ball is important, not where you
kick it
5. Ask the child to stand on the tape, and place the ball
‘at the appropriate distance in front of her.
6. Say, “Kick the ball.”
7. Allow her two tries.
8. Observe her as she kicks the ball, watching for: (1)
the two-step approach, (2) whether she firmly
places one foot near the ball and puts her other leg
Gross Motor / 229
ina straight line behind it, (3) whether her arms are
in opposition to her legs (lft foot planted and right
arm forward in front of body, right foot straight in
a kicking position and left arm behind the body); (4)
that her kicking leg moves forward, kicks the ball,
and the kicking le follows through,
9. Ifthe child demonstrates a problem in the basic kick,
by pushing the ball instead of kicking it, bending her
knees before straightening her leg for the kick, if her
arms are inactive and not in opposition to her leg
movement, ifshe loses balance after the kicking,
motion, or if she appears to be clumsy and out of
synchronization, direct assistance is recommended
The following are some suggestions: I) Increase the
size ofthe ball; (2) Walk her through the movernents
of approaching the kick, kicking the ball, and the
follow through; (3) Tell the child the steps to take,
for example, “Stand, Ready, Step, Step and Hold,
Foot Back, Swing Forward, Kick Ball”; (4) Place
footprints on the floor that are color-coded, left
foot/right foot, and ask the child to follow the path
before she kicks the ball; (5) Physically assist her
by pointing to which leg or foot she should move
and which arm to swing in opposition.
10. After you have provided assistance and allowed
her to practice, repeat the assessment above.
Level Two:
11. Observe the child as she kicks a ball during
playtime or a physical exercise period.
Adaptations
Some children lack the ability o integrate a visual
stimulus with a motor action. A child must convert one
type of information (visual-the stationary ball) to
another type of information (motor-kick the ball). If
thechild’s sensory system (converting one type of
information to another) is delayed, she may exhibit
difficulty responding with a motor action based on a
visual stimul. Often such a child reacts only to one
process and finds visual-motor integration difficult.
‘To assist a child with her kicking skill, the following
is recommended: (1) Use a large, soft, easy-to-kick,
textured ball; 2) Remind her to get ready to kick the
ball; 8) Walk her through the kicking motion; (4)
Provide physical assistance to her as she tries to kick
the stationary ball
Instructional Materials
‘A 10-inch ball (soccer, rubber, plastic), a goal post
(can be set up by putting two chairs back-to-back to
represent the uprights of a miniature goal post the
space between the backs ofthe two chairs should be
about 30 inches). Masking tape.
Instructional Activities
1, Place the miniature goal posts 6 feet in front ofthe
ball. Attach a short strip of tape to the ground for a
starting line where the child will stand. Place the
ball atleast two steps in front of the starting line.
2. Ask the child to stand on the starting line.280 \ Gross Motor
3, Tell her to kick the ball and to try to make it 0)
through the poss.
4, She may use her right or left foot.
5. Give her one point ifshe kicks the ball through the
posts.
6. Allow her to continue in an effort to improve her
total points.
3.160 Rides tri
maneuver arou!
and start
Strand: 3-7G Age: 38-52m 3.2-4.4y
Definition
“The child wil get om a tricycle and peddle forward
dpthout touching his fet tothe ground, and negotiate @
turn without burping ito any obstacles.
Assessment Materials
‘Atricyele in the right size for the child (The size
itera is: (1) When the child sits on the tricycle seat,
his feet will touch the pedals and will stay on the
pedals forthe Full circle; (2) The child's arms reach the
Pandlebars when he is sitting straight up; (3) He can
see over the front ofthe tricycle) Cardboard boxes,
ones large bas, and other items to be used as
‘obstacles. Large hoop, foot traps.
Assessment Procedures
{aren
Teer aren with sufficient space forthe child
st cyl forward fourm and torideit
back
1. en sn tricycle in epi that wil allow the
Cha tocyel forward and tant
a. Atk ine ld rode the gle
anc sem asheides the cyl; watch or he
ery te pressure put onthe pedal
ta Sora meio, @) guiding and ttn
See eC smooth continuous pedaling)
Slowing evn the pedal motion
een te path ofthe rcycl and tel the
“Std to void iting any of them
cease unsure onthe teye help im
Ie FP im ositon tec. Ask imo pst his
by aking Ms ad his hanson the handlebars
re hamalwtyallowing his fet ride along,
inde pert nt te
racine Gradually remove your steer
ssc anal eh aosume he
png Dever e pocpued tose dey
Frocone aun Wien pune hel
seeming enough ramus moet cyl,
goes sas
prepare to keep pushing nese. Allow the
hina prac nde i eeurgsent
Level Two
ee with pedals to
ind obstacles, turn, stop
HELP for Preschoolers - Assessment & Curiculum Guide
8, You can make the most effective assessment By
fobserving the child when he rides a tricycle during,
free time or during a structured play period:
Adaptations
Some children find riding a tricycle a dificult task to
Team, A cycle with pedals requires the child to put
foot pressure on the pedal when it begins the
dowbwvard clockwise motion. Ife places the foot
pressure before the dowavrard motion, he will top the
Pevchine and the coordinated motion, Often he will put
Fhe foot under the peda to pull itup, creating a stall or
2 pull othe left oF right. To lear to put an equal
sRount of pressure on the pedals requires practice and
Thatural sense of timing. Besides being dificult,
Teaming to ride a tricycles frustrating to many
hildren because riding a tricycle is the First step to
spobilty, and mobility means independence-being
rownap. In wanting to be successful some children
Fiome anxious frustrated and angry when learning
to ride isn’t an immediate success. tis important to
provide the child with the following assistance: (1)
take sure the tricycle is adjusted tothe correct size
for him: (2) Place the child onthe tricycle, push the
trachine, press his thighs to indicate timing and
tnovement and guide the handlebars. Reduce the
apport when he indicates assurance, timing and
saerement; 3) Limit the amount of eye time when the
“Tuli iat learning; doing this may avoid feelings of
‘adequacy; () Have another child model riding a
trcyele and point out the various movements as he
docs them; () Allow the child to put his hands onthe
pedals to fel the tp ofthe circular arc, when the push
Pressure is needed; (6) Reinforce and praise him for
Prery step of achievement and also for trying: (7)
‘Rrrange for practice times when the child ill ot be
Geserved by others; 6) Place a large plastic hoop over
the handlebars at the neck ofthe tricycle. Seat the child
a the trieyce, Place his fet on the pedals. Stand in
front ofthe tricycle and face him. Pl he tricycle with
the hoop. Note: Be careful to avoid the child tipping
ver as you pull him. Tell the child to pedal as you
pul. Aligw him to take over the moverent ofthe
Tricycle by pedaling as he i able. Slacken ot
‘Withdraw the use ofthe hoop as appropriate
earning t ride tricycle is an important milestone in
the child's physical achievement soit should be
resented when he fs developmentally ready to avoid
failure
Instructional Materials
Tcl that fis tech. Oj owe abst
such as cardboard boxes, cones, large balls Wa
with second hand. eee
Instructional Activities
1. Locate an area to set up atricych
set up a tricycle track—an
enough for ding a tye forward, ring it
soured and maneuvering it hough seve
tacles. Place the obstacles on the return
after the turnaround area ae:HELP for Preschoolers ~ Assessment & Curriculum Guide
2. Explain the tricycle track to the child, showing him,
different places where he can turn around. Discuss
‘what the tricycle track is and what can happen on
it
3. Show him the obstacles and explain that he is to ride
the tricycle around them, beside them, or anyway he
‘wants, but that he must avoid touching the
obstacles.
4, Tell him to start when he hears the word “Go!”
5. To add to the challenge ofthe tricycle track, time the
child as he pedals to the turnaround, turns around,
and dodges the obstacles back to the starting point.
6. Encourage him to beat his own time.
7.Involve other children in racing against the clock on
the tricycle track. For a racing atmosphere, hang
‘numbers on the tricycles, put racing helmets on the
“drivers,” decorate the tricycles, and present small
awards to the winners.
3.161 Jumps forward 2-foot distance,
feet together
Strand: 3-7C Age: 40-48m 3.4-4y
Definition
The child will jump forward at least 2 feet and will land
with her feet together. She may take as: many consecutive
{jumps as she wants. She will complete this jump
without physical assistance and without falling.
Assessment Materials
Masking tape in two colors, small floor mat (Mat ean
bbe made from a piece of foam covered with a washable
material).
Assessment Procedures
Level One:
1. Attach two 2-foot strips of tape to the floor 2 feet
‘apart. Use green for the starting line tape and red
for the ending tape.
2. Seta mat in front of the tape, but do not letit go over
2 feet tothe red tape.
3.Stand on the green tape facing the mat and tell the
child that you will jump to the red tape.
4. Demonstrate the jump.
5. Ask the child to stand on the red tape facing the mat
‘and to jump tothe green tape.
6, Allow her at least two attempts to jump to the tape.
7. Observe the child, watching for: (1) beginning the
jump with feet parallel, 2) swinging her arms back,
then forward and upward, (3) bending her knees
and then straightening her legs before leaving the
floor and landing with her feet ahead of her body,
(a forward body movement and extension
8. If the child has difficulty with the jumping motion, do
the steps that follow before making another
assessment: (1) Model a jump for the child and
‘encourage her to imitate each step. For example,
stand with feet parallel, making sure the child isin
the same position. Bend your knees, asking her to
Gross Motor / 231
bend her knees. Ask her to swing her arms back the
way you are doing, (2) Provide verbal cues to assist
the child in her arm movements-~"Swinging your
arms, move them forward, put them above your
head”~and leg positions~"Bend your knees, get
ready to jump, straighten your legs, land on both
feet.” (3) Physically guide the child’s arms and legs
as she jumps. (4) Allow her ample practice time.
9. Repeat the assessment above with the child jump
from the green tothe red tape.
Level Two:
10, Observe the child as she jumps distances during
play periods and other informal physical activities.
Note: You can make the most effective assessment by
observing the child in a natural setting to consider
her physical skill of jumping.
Adaptations
Some children have a problem when they ae involved
in the horizontal jump. The problem could be related to
tody movement orto acquiring distance. A horizontal
distancejump requires timed powver, strength inthe
legs, balance, coordination, Bravery, awareness of
body movement, direction and flexibility. Locomotion,
which requires an understanding of the relationship
between ene item and another in space may be cifcult
forthese children. The locomotion act of jumping
requiesa child move through space to investigate the
properties surrounding them and the relationships
Eetween these objects. To physically move a body in
space means thatthe child is coordinating her motor
shils and aso tha she is attempting to moveinan
Inexplored area (space). When you work with these
children itis important that you simplify each step in
jumping and teach each one as an isolate skill before
Sou coordinate the movement, Provide ample time for
practice and the encourage the child to perfect her
Jumping sbiliies
Instructional Materials
standard-size pillow case, string or narrow rope,
chalk.
Instructional Activities
1. Mark a 3-by 3-foot square with chalk on the floor.
Note: the floor should be carpeted /so.
2. Hand the child a pillow case (sack).
3. Ask her to put both feet in the ease
4. Tie the sack closed.
5. Ask her to take a jump with the case ted around her
legs. Note: Supervise carefully and support her if
she isnot steady with the case around her legs.
6. Ask her to jump in front ofthe square without
touching its center.
7. Ask her to jump behind the square
8. Ask her to jump from one side ofthe square to the
other sie.
9, Ask her to jump around the square.
10, Give the child several practice turns.132 \. Gross Motor
1. Vary this activity by letting the child have a relay’
race with another child, jumping forward with
ssacks and then jumping backwards.
12. Once they have learned how to jump with their feet
together and to remain standing, have them try to
jump without the pillow cases, to see how far they
can go.
3.162 Step-hops for five feet
Strand: 3-7 Age: 40-50m 3.4-4.2y
Definition
After a demonstration the child will step-hop for 5 fet.
He will step-hop-stand on one foot, maintaining balance
without assistance for atleast three seconds. Then he
will step-hop-stand on the other foot for at least three
seconds.
Assessment Materials
Masking tape in different colors.
Assessment Procedures
Level One:
1: Place two 1-fot tape strips in different colors on
the floor 10 feet apart, the starting stip green and
the ending strip re
2. Ask the child to watch as you demonstrate several
step-hop steps Explain what you are doing as you
model the step-hop moverent
3, Repeat this demonstration several times.
4 Ask the child tostand onthe green line and step-hop
to the red ine
5. Observe him, checking fora smooth forward step, a
bbent opposition knee, and a hop with the stationary
foot. Als, his elbow should be bent, swinging
slighty at his side.
6. Ife s successful, sk him to repeat the step-hop step
from the green line tothe red line
however tell him that when you say “Stop,” he is to
stop all movement until he hears the word “Go.”
Note: Say "Stop" when the child ison one foot, and
say "Go" immediatly afte he has demonstrated
balancing ability
7. Observe him, watching in particular to see ithe is
able to balance on one foot
8. Ife has cifculty withthe step-hop movement, the
following are recommended: (1) Provce suppor for
him (Standing between two tables and holding onto
the edge or holding onto two people); (2) Ask the
child to hop in place several times while he holds
conto some support (3) Have him step-hop while he
holds antoa moving objet (grocery cat
wheelchair, portable pushcor) (2) Pace paterned
footprints on the floor that represent the step-hop
pattem; (6) Introduce him to. musical
accompaniment that enhances a sep-hop-tep
(Bunny Hop, Glow Worm, Little Brown Jug, Salto
Mortale, Ramenes tes Moutons); (6) Physically
place the child's legs fet, and arms in the correct
Postion and guide the limi during the movements
HELP for Preschoolers - Assessment & Curriculum Guide
9. After the additional assistance, repeat the
assessment as described above.
Level Two:
10. Observe the child as he performs a step-hop
‘movement or various modifications of the step during
playtime or other physical and musical activities.
A step-hop willbe difficult for some children because
itrequires them to move while afoot is off the floor.
‘These children may tend to lose their balance when
they are expected to equalize body stance. The step-
hop requires a child to move in rhythm and
coordination, which is demanding of locomotion skills
and coordination. Such a child is often slow in
responding toa set motor patter; he knows what he
should do, but he cannot relate the patterns to his
motor system. He may begin the specific task of hopping,
by using the upper partof his body and trying to
balance on only one foot. Asa child increases his
awareness of balance, he has a tendency to swing his
arms; this is positive because it ends itself to learning
to balance.
To assist a child to learn the step-hop action: (1) Use a
rhythmic beat to accompany the step (a loud drumbeat),
hop (a tap on the drum), and repeat; 2) Lead him
through the steps, verbalizing what you expect; (3)
Allow him to hang onto something as he begins to
balance on one foot; (4) Draw footprints on the floor
to establish the pattem; (5) Eliminate unnecessary
steps and simplify the procexture.
Instructional Materials
‘A poem, finger play, cantor rhyme that involves the
‘child in a step-hop activity; eg., the movement chant
that follows:
“Steppity Step and Hoppity Hop”
(Tobe said in a chanting style)
Step, step step. (Child steps three times)
Hop, hop, hop. (Child hops three times on either foot)
Step-hop, step-hop, step-hop. (Child steps and hops
the times)
Step, step, step. (Child steps three times)
Hop, hop, hop. (Child hops three times on either foot.)
‘Step-hop, step-hop, step-hop. (Child steps and hops
three times)
Step, step step. (Child steps three times)
Hop, hop, hop. (Child hops three times on either foot)
Step-hop-hold,step-hop-hold, step-hop-hold. (Child
steps, hops, and holds on one foot for a short time)
‘Repeat as needed or as long asthe child is motivated.
Instructional Activities
1. Identify a large area for movement and dancing.
2. Ask the child to watch carefully as you do a
Steppity Step and Hoppity Hop dance.
3. Do the movernents in the chant while you say the
selection,
4. Encourage the child to oin you in the chant
movementHELP for Preschoolers - Assessment & Curriculum Guide
5. Assist him in the three steps~stepping, hopping,
holding.
6. Invite him to move and say the chant at the same time.
7.Give him ample practice time.
8, He may begin to improvise the flow and direction,
plus he may add different creative movements.
9. To modify this activity, add a musical beat to the
‘chant or play a recording to accompany the rhythm,
of the words.
3.163 Kicks a large ball when the ball
has been rolled into direct path
Strand: 3-7 Age: 44-53m 3.8-4.5y
Definition
‘The child will kick a ball when the ball has been rolled
directly to kim. He will kick the ball while it is still
moving.
Assessment Materials
‘A 10-inch ball (soccer, rubber, plastic or utility),
‘masking tape.
Assessment Procedures
1. Place a 12-inch strip of tape on the floor, and set the
ball about 5 feet in front ofthe tape.
2. Ask the child to watch closely as you demonstrate,
3. Stand on the tape and ask another person to roll the
ball to you.
4. As the ball approaches, kick the ball by placing one
foot stationary and moving the other foot back with
1 swing forward to meet the rolling ball. How the
rolling ball is kicked is important, not where it goes.
5, Ask the child to stand on the tape, and roll the ball
from the appropriate distance in front of the child
as you say, “Kick the bal.”
6. Allow him two attempts.
7. Observe him as he kicks the rolling bal, looking for:
(1) the step-swing approach, (2) placement of one
foot firmly near the ball and the other leg in a
straight line behind him, (3) arms in opposition to
the legs (left foot planted and right arm forward in
front of body, right foot straight in kicking position
and left arm behind the body), (4) kicking leg moving,
forward to kick the moving ball, and the kicking leg
follow-through.
8. If the child demonstrates a problem by missing the
rolling ball, by pushing the ball rather than kicking
it, By bending his knees before straightening his leg
for the kick, by keeping his arms inactive and not in
‘opposition to his leg movement, by losing balance
after the kicking motion, or if he appears to be
clumsy and out of synchronization, direct
assistance s recommended. The following are some
suggestions: (1) Roll the ball very slowly and closer
to the child; 2) Walk him through the movements of
approaching the kick, kicking the ball and the
follow through; (3) Tell him the steps to take,
‘making sure that the directions are timed with the
Gross Motor / 733
approaching ball, for example, “Stand, Ready, Step,
Step and Hold, Foot Back, Swing Forward, Kick
Ball”;(4) Place footprints on the floor that are
color-coded for the left and right feet, and ask the
child to follow the pattern before he kicks the ball;
(6) Physically assist him by pointing to the leg and
foot to move and help swing his arm in opposition.
9, After you have provided assistance and allowed.
time for practice, repeat the assessment above.
Adaptations
See #3135
The activity of kicking a rolling ball adds another
dimension to the visual-motor integration process the
dimension of timing, The child has to usejucigment to
begin his intial movements, to prepare to make contact,
and finally to connec with the ball
Toassista child in developing and improving his
kicking skills: (1) Roll the ball very slowly and givea
verbal cue when he needs to prepare to kick the ball,
{@ Roll the bal very slowly and give a verbal cue
*Ready’~as well asa visual cue~wvave a seart-when
he needs to prepare to kick the bal (3) Use a textured
or foam bal that wil roll slowly and maintain a true
path 4) Provide physical assistance asa ball s gently
thrown tohim.
Instructional Materials
At least four kickballs (soccer, rubber, utility),
masking tape.
Instructional Activities
1, Attach 6 feet of tape to the floor to mark the
‘boundary line.
2. Invite the child to stand behind the boundary line.
3. Explain that you will rol a ball to him and that he
is to kick it after it crosses the boundary line.
4. Roll ball toward the boundary line and encourage
hhim to kick it back.
5. After he has successfully kicked the ball, increase
the challenge by rolling one ball, and after a pause
rolling another ball.
6. Continue rolling the balls, asking the child to kick
the balls after they cross the boundary line.
7. To modify the kickball activity, increase the number
‘of balls or the speed at which you roll them.
3.164 Runs and changes direction
without stopping
Strand: 3-7B Age: 44-55m 3.8-4.7)
D ion
When she is running, the child will change directions
without coming to a complete stop, and she will dadge
obstacles and corners,
Assessment Materials
Masking tape, green marker.4 \. Gross Motor
Assessment Procedures
Level One:
1. Note: Do this activity in a large room or outdoors.
2. Tape two strips of 2-foot-long masking tape to the
floor at least 20 feet apart.
3. With a green marking pen, color each strip green
(down the center).
4. Stand on one of the taped strips and explain to the
child that you plan to run to other taped strip, and
then without stopping, you will run back,
5. Demonstrate this running without stopping
‘movernent.
6. Tell the child that you want her to stand on the
‘green tape, then run to the other green tape and back
‘without stopping.
7.Say, “Run to the other green tape and back.”
8, Observe her as she performs the running task. Look
for a smooth running style, arms swinging in
‘opposition, long strides, running with a heel-toe
step, and bending the front leg at nearly a right
angle. Also, look for a continuous running pattern
at the turn and return,
9. Ifthe child has difficulty with the motion of running,
the following are recommendations for correction:
(1) Ask her to practice running at a slow speed,
actually a fast walk, and assist her with moving her
arms with each step; (2) Put a piece of tape on the
floor and ask her to step on the tape with a running
step; (Note: To encourage longer strides, place the
tape strips farther apart; to encourage a more
controlled stride, place the tape strips closer
together.) (3) Give her an object to hold in her hands
to increase her awareness of opposition arm swing.
10. Ifthe child has difficulty with the continuous run,
tell her to walk around a planned area and when
she hears you say the word run, she is to run until
she hears the word walk. Note: At first, use short
intervals of walk and run; then as the child becomes
comfortable with the changing pattern, reduce the
walking sequences and increase the running ones.
11. Stand on one of the green tapes and explain to the
child that you are going to run to other green tape,
and then without stopping you are going to run
back.
12. Demonstrate the running without stopping
‘movement.
13. Tell the child to stand on the green tape, then run to,
the other green tape and back without stopping.
14. Say, “Run to the other green tape and back."
15. Observe her as she performs the running task.
Level Two:
16, Watch the child as she is running during playtime
or other physical activities. Observe whether she
runs and changes direction without stopping or
pausing.
Adaptations
‘The child with gross motor delays may need to be
taught how to maintain balance without running Hat-
footed, how to lower and swing atm in opposition to
the lead Foot, how to manipulate the hee-te step
HELP for Preschoolers - Assessment & Curriculum Guide
‘process, and how to maintain the rhythmic stride
‘movement and posture necessary for a coordinated
run. Ifa child has difficulty learning motor patterns,
natural movements may seem difficult, She knows what
she should do, but she cannot relate the patterns to her
‘own motor system,
She will need concentration and extra practice.
Simplify the activities and eliminate decision-making
on the child’s part
Instructional Materials
Items to set up an obstacle course, such as bones, cones,
barrels, saw-horses. Also, a drum or other noise-
‘making instrament.
Instructional Activities
1. Set up an obstacle course using the items, making
sure that the course contains comers and curves.
2. Ask the child to stand in an area away from the
“obstacle course.
3. Tell her that she is to run to you when she hears the
drum. Tell her that when the drum stops, she is to
stop running.
4. Show the child the entrance to the obstacle course,
and ask her to run through the course, stopping only
‘when she doesn’t hear the drum,
5. You can modify this activity and increase its
difficulty by asking the child to: (1) hold her arms
straight out from her body like airplane wings as
she runs through the course, 2) run through the
course in time to the drum (to run quickly if the drum.
beat is fast and to run slowly if the beat is slow),
{@) run through the course on her tiptoes,
3.165 Runs a 20-foot distance, breaking
stride/rhythm
Strand: 3-78 Age: 44-55n 38-4.7y
Definition
The child will run 10 feet in one direction, stop, and
then turn around and run 10 feet bac.
Assessment Materials
“Masking tape green and red. Cut two strips of masking
tape, one red and one green, each 2 feet long
Assessment Procedures
Level One
See #3164, steps 1.
10. If the child has difficulty with the stop and return
rin tell him to walk and when he hears you say
“stop,” hes to stop until he hears you say the word
“walk” Note: At first, use short intervals of walk
and stop; as he becomes comfortable with the
changing patter, reduce the walking and stopping
sequences.
11, Stand on the green tape and explain to the child
‘hat you plan to run tothe red tape, stop and run
back'to the green tape
12, Demonstrate the ranning and stopping movement.HELP for Preschoolers = Assessment & Curiulum Guide
1. Explain that you want him to stand on the green
tape, run to the red tape, stop and run back to the
green tape.
14, Say, "Run to the red tape, stop and run back.”
15. Observe him as he performs the running task
Adaptations
See #3.164,
Instructional Materials
‘Tape in several colors that can be attached to the
floor, large sheets of green, yellow, and red
construction paper.
Instructional Activities
1, Atfach the two strips of different colors of tape in
lines on the floor 5 feet apart.
2. Ask the child to stand on the first line.
3, Hold up a large green piece of paper and say, "Green
light," while you stand on the second line.
4, Tell the child to run from one line to the next.
5, Take his hand and run the course with him if he has
difficulty. Start over with him on the first line and
repeat the process, holding up the green paper and
saying, “Green light, run!” until the child can run.
independently from line one to line two.
6, Add a third line of tape in another color 5 feet from
the second line.
7. Start the child on the second line.
8. Hold up the large yellow piece of paper and say,
"Yellow light.”
9. Instruct him to walk to the third line.
10, Repeat the process from the beginning atthe first
line with a green light and then at the second line
with the yellow light
11. Add a fourth and a fifth line 5 feet apart from each,
‘other.
12, Alternate the green and yellow lights, ending with
holding up the red paper and saying, “Red light” for
Stop.
13, Work with the child until he is able to move
through the 20 feet without stopping until he
reaches the las line of tape.
3.166 Performs a complete forward roll
(somersault)
Strand: 3-7G A
Definition
The child will do a forward somersault without
assistance and without falling to either side. She will
place her hands, palms daz, on the floor. Her hands
will be placed on either side of her knees. She will ower
hier chin to her chest and put the back of her neck and her
shoulders on the floor. She will give her body a forward
push, roll over and land sitting up on the floor. She may
Also do a forward roll by beginning in a squat position,
placing Ker arms in front of her body in start position
‘and her right foot in front of her left foot. She should
2 45-60m 3.9-5)
Gross Motor / 735
then lean forward, tucking her head between her fet,
roll and land sitting up. Note: the forward roll should be
done on a mat ora sof, carpeted surface.
Assessment Materials
Mat large enough for the child to roll forward on,
Assessment Procedures
Level One:
1. Ask the child to sit on the mat,
2.Tell her to watch while you or another child do a
forward somersault. As the somersault is
demonstrated, explain what is happening.
3. Ask the child to doa forward somersauit on the mat.
4. she needs beginning assistance, do the following:
Place your hands on the child’s back and give her a
slight push to begin the somersault
5. Give her an opportunity to practice the movement.
6, Observe her as she turns a somersault, watching for
the following: (1) Hands palms down by her knees
(not appropriate for a squat forward roll), (2) chin
against her chest, (3) ack of neck and shoulders
placed on the mat, (4) slight forward thrust
‘movement and landing siting up. (Note: ther front
‘momentum is strong enough. the child may land
standing up), (5) total front action without falling
toeither side.
7. IF the child has difficulty in doing the forward
somersault assessment, the following is
recommended: (1) Ask her to sit on the mat and place
hher chin against her chest and simply act like a
rocking chair; 2) Ask her to sit on the mat, place her
chin against her chest, hold her legs close to her
chest with her arms (her appearance like a rolled-
up bal), and rock back and forth; 3) When the
child i i the ball position, gently push the rocking
motion, and when she has the physical momentum.
and feels comfortable, gently push her forward for
the complete roll If she falls to either side, begin the
ball position once again. Increase your physical
support by placing one hand on one side of her
curled body and your other hand on the other side,
‘using enough pressure for her to feel protected. With
your hands in place, begin the rocking motion and
finally the forward roll; (4) Since one of the most
‘important aspects of doing a somersaultis courage,
assure the child that you are there to support her
land the mat will act asa pillow in case she falls; (5)
‘Allow ample time for her to practice before you
repeat the assessment.
8. When she has received additional assistance and is
confident, repeat the assessment as follows,
9. Ask her to ston the mat.
10. Tell her to watch while you or another child does
‘a forward somersault. As the somersaults,
‘demonstrated, explain what is happening.
11. Ask the child to doa forward somersault on the
‘mat
12. Hf she needs any beginning assistance, the following,
is recommended. Place your hands on the child's
back and give her a slight push to begin the
somersault.236 \ Gross Motor
13, Observe for position, completion of the somersault,
‘and doing the roll without assistance and without
falling to either side.
Level Two:
14. Observe the child when she is doing somersaults
during playtime or other physical activities. Note:
You can make the most effective assessment by
‘observing the child in a natural setting and
determining her physical skills.
Adaptations
“Most children have problems when they first try
somersaults, and they often fil. Doing a somersault
requires controlling body weight ast moves around
an axis. Body balance is usually associated with
either a vertical ora horizontal position. A child may
fel hesitant to put hr body in the position necessary
todo a forward roll, since this position requires a
tucked-in head and the loss of visual contact with the
floor. The position also requires the child to time a
forward push. To help develop somersault skills and
reduce apprehension: (1) Ask the child o sit on the
floor and rock back and forth; (2) As she is sitting on
the floor, ask her to put her hands on the floor in front
‘of her and to put her head on the floor, and then 9
rock back and forth; (3) Encourage her to continue her
rocking motion until she rolls forward or falls toone
side; (8) Repeat suggestions 1 through 3, verbalizing
‘what is happening with each step; (5) Repeat
suggestions 1 through 3, providing physical assistance
if needed. Some children achieve a forward somersault
froma squat position instead of from a sitting/rolled
position. To attempt a forward roll from a squat
Position, ask the child to put her arms infront of her
body in a start position and her right foot infront of
her ieft foot. She should then lean forward, tucking her
head between her feet, rll and land siting up. Note
Remember that suppor, practice, and reinforcement are
the keys to motor skill development, and particularly
when dealing with an activity such as a somersault.
Instructional Materials
Exercise mat.
Instructional Activities
1, Place the mat onthe floor.
2. Ask the child to take off her shoes.
3, Demonstrate a forward somersault or ask someone
todoit.
4 Ask the child questions about the somersault, such
‘as, “Did you see how I stayed curled up when I did
‘my somersault?” “Did you see how she stayed
curled up when she did hee somerseult?” “Where
‘were my hands before | went over?” or “What do
you think my chin was touching?”
5. Repeat the demonstration again, explaining each
action.
6.Tell the child to stand at one end of mat.
7.Tell her to squat, and assist her if necessary.
8.Tell her to put her hands on the mat outside her legs
with her fingers pointing forward.
HELP for Preschoolers - Assessment & Curriculum Guide
9, Tell her to tuck her chin into her chest and to roll
‘until her feet touch the mat.
10, Assist her when necessary and allow time for her
to practice,
3.167 Maintains momentum on swing
Strand: 3-7G Age: 46-54m 3.10-8.6y
Definition
When placed om a regular swing in a sitting position,
the child will swing by himself. He may be started by
someone giving a backward or forward push. He should
maintain momentunt on the swing by doing a pumping
motion, which consists of knees bent, fet under the seat,
elbows bent and body forward in a pushed-back position
at the rear of the swinging arc; and knees straight, feet
pointed forward, arms straight and body in a pulled-out
position at the front of the swinging arc. The child
should keep the swing in motion for atleast 30 seconds.
Assessment Materials
An outdoor swing.
Assessment Procedures
Note: Attempt this task only if the child show's interest,
has experience sitting on a swing, and is stable
sitting on and making the swing move.
Level One:
1. Tell the child that you are going to sitin the swing,
and swing.
2. Ask him to watch as you do the motions that keep
the swing in momentum, Note: The motions consist of
knees bent, feet under the seat, elbows bent and
body forward in a pushed-back position at the rear
‘of the swinging arc; and then knees straight, feet
pointed forward, arms straight and body in a
pulled-out position at the front ofthe swinging are.
3. Deseribe the motions as you perform the actions.
4 Invite the child to sit in the swing and swing, Note: If
needed, start him by giving a backward or forward
push
5. Allow him to take some practice time.
6. Observe him as he swings. Use your judgment and
knowledge ofthe child to determine the number of
seconds or minutes that is appropriate for him to
maintain swinging, Thirty seconds is a base
recommendation.
7. fhe has difficulty swinging: (1) Place him in the
swing, making sure he is holding on, stable and
secure (supervise closely); (2) Begin pushing the
swing gently and in a narrow arc. Let the child
know he is swinging: 3) During the gentle swinging,
physically manipulate the child’s legs at the
different arc positions; (4) Physically manipulate
his arms atthe different arc positions during the
gentle swinging: (5) Finally, during the gentle swing,
physically manipulate his body at the different are
positions; (6) Coordinate the use of his arms and
legs, using physical assistance if needed. Note If the
arms and legs are timed in the push and pull areHELP for Preschoolers - Assessment & Curiculum Guide
positions, the body will it into the systematic
‘movement; (7) Gradually remove the physical
assistance and apply it only when needed; (8)
Verbal support is often helpful a suggested verbal
chant follows,
8, Push the child forward in the swing and say,
“Swing, swing, pull out.”
9. As the swing goes back say, “Swing, swing, swing,
swing, push back.” Continue chanting, “Swing,
swing, swing, swing, pull out; Swing, swing, swing,
swing push back. Note: “Pull out” should be said at
the top of the arc and “push back” at the back of the
arc. The swings in between should equal the arc
trace from top to back. Let the child practice, giving,
support when needed, pushes to start, and verbal
reinforcement
10. Observe the child as he swings, watching for
Continuous momentum and body movements.
Level Two:
LLL Observe the child as he swings at playtime, on a
visit to the park or at other outdoor play activities.
Adaptations
Some children have a dificult time maintaining their
momentum on a swing, This soften related to
coordination and timing of the required push pull
‘motor skills. The knees are the key body movement;
generally, when they are timed to bend a the back of
the arc and straighten out atthe sweep and top ofthe
a, the rest ofthe body will harmonize. Iti important
that you provide physical prompting and verbal
struction to help the child with timing. Also make
‘sure thatthe swing is the right height and thatthe
child's fet touch the ground. A child will gain
confidence from a small swinging arc to begin with and
‘your verbal encouragement. Note: He will need a
Starting push to be able to assume the swinging action,
Supervise carefully.
Instructional Materials
‘A swing, large playground ball.
Instructional Activities
Note: Attempt this task only ifthe child shows interest,
has experience sitting on a swing, and is stable
sitting on and making the swing move. Supervise
carefully.
1. Position the child correctly on the swing, his
buttocks comfortably back in the seat and his hands
holding the swing chains or rope.
2.Stand behind the child and push several times until a
strong swinging momentum is achieved.
3, Walk around, swinging the child and stand in front
ofhim.
4, Hold a large playground ball.
5. Tell the child to push against the ball with his feet
as he swings forward,
6. Repeat until he masters swinging with the aid of the
ball
7. Repeat the swinging action without the use of the
ball
Gross Motor / 737
3.168 Walks 10 feet carrying object
blocking view of floor
Strand: 3-78 Age: 48-54m 4-4.6)
The child will walk at least 10 feet carrying a large ball
or empty box in her arms/against her chest, preventing
der from seeing her fet.
Assessment Materials
A stop-and-go sign made by drawing a large red circle
‘on one side ofa stick (ruler or dowel) and a large
‘green circle on the other side. Staple the circles
together around the edges, leaving an opening to be
taped to the stick. Also, a ball or a box large enough to
block the view of the floor when the child holds it
within her arm and chest. Masking tape
Assessment Procedures
Level One:
1. Determine an approximate 10-00t floor length and
mmarka beginning point and an ending point with
masking tape.
2.Show the child the stop sign, and explain that when
she ses the red side she sto stop and when she sees
green she i tox.
3. Using the sign, lt the child practice the top and go
moverent
4. Ascher tostand on the beginning mark, hand her a
ball or an empty box that restricts her downward
View, and tell her to watch the sign
5. Tum the sign to green; donot turn to the red side
until the child reaches the ending marker
6. Observe whether the child walked comfortably and
with confidence when she was unable to see the
floor. Look fr such items as: (1) looking around or
cover the obstacle in an effrt to see the floor, 2)
‘moving the obstacle forward to observe the floor,
{@ hesitant stepping, oF foot-groping before taking a
step, (4) using a side-shuffle step witha slight
forward motion instead of a front forward step, (6)
standing on tiptoe and moving forward in tiny
staccato-like steps
7. the child has a problem with stepping forward
‘when she is unable to see the floor, the following is
recommended! (1) Give her the ball othe box, place
your hands on her hands, and use a gentle forward
“nudge” to cue her to takea step. Release your
hands gradually, when she displays a sense of
confidence; 2) Allow her to takea step forward
‘without the object, then a step forward with the
object; continue this alternating procedure; (3) Give
her an abject that allows some view of te floor and
then inrease the size ofthe object ttle by little to
build confidence and visual imagery
8 Show the child the stop sign, and explain that when
she sees red she is to stop and when she sees green
she is to go.238 \ Gross Motor
9, Using the sign, allow her to practice the stop-and-go
‘movement.
10. Ask her to stand on the beginning mark; then hand
‘her a ball or a box that restricts her downward
view, and tell her to watch the sign.
11, Turn the sign to green; do not turn to the red side
‘until she has reached the ending marker.
12, Observe whether the child walked comfortably
‘and with confidence when she was unable to see the
floor.
Level Two:
41, Observe the child carrying an object that obstructs
Inet view of the floor during a play or physical
activity, Note: The most effective assessment is by
observing the child in a natural setting and
determining her physical skills
Adaptations
‘Some children have difficulty learning non-visual
rotor patterns. Their non-visual motor development
Ths lagged so they have difficulty with natural
smovernent. In evaluating these children observe
‘whether they can imitate verbal motor patterns and
fhow they learn to manipulate in a non-visual setting
Reacting to a non-visual pattern may be difficult for
them. This soften related to a childs inability to
learn motor patterns; the chill knows what se should
wpa but she cannot relate tothe motor pattems because
She doesn't see to her own motor activities. To assist
this child (1) Ask her to perform known movement,
uch as tapping afoot oF swinging an arm. Ask her to
jose her eyes and perform thesame movements; 2) Ask
the child to close her eyes and physically guide her arm
ina swinging motion; verbalize the action asit is being
performed; (3) Present a concise visual pattern,
Prcluding a detailed verbal description of the motor
Sill you want her todo; (4) Request the child to
‘Sbserve the area of motion visually and to deseribe her
setions "Twill put one fot in font of the other one
nd take a step,” or "Twill pick up my back foot and
nove itahead of my other foot”) Then ask er to close
her eyes and describe the movement without direetly
viewing it
Instructional Materials
Several pattems of feet cut out from sandpaper. The
feet should be smaller than adult-size feet but slightly
larger than the child's feet. A box, ball, cube or related
object lange enough to block the view of the floor
Instructional Activities
1. Lay the sandpaper feet on the floor with masking,
tape in any desired pattern. Ask the child to remove
her shoes and socks.
2. Ask the cit follow the feet pater
2G eran ct at wok brite
4. Ask hero follow the feet pattems without lookin
down as she carries the object. *
HELP for Preschoolers ~ Assessment & Curiulom Guide
5. You can modify this activity by changing the feet
pattem orby attaching the sandpaper feet toa large
Sheet of paper to be used again.
3.169 Gallops forward
Strand: 3-78 Age: 48-60m 4-5y
‘The child will gallop for at least 10 fet. A gallop is @
‘movement in chick the same foot is always the lead foot,
lind the tailing foot comes up to meet but never passes
the lead foot. The lead foot strides forward, and the body
toeight is on the lead foot. When the trailing foot meets
the heel of the lead foot, the weight is shifted to the
trailing foot, enabling the lead foot to repeat the action.
Assessment Materials
‘Tape strips in red and green.
Assessment Procedures
4. Place two 3-foot masking tape lines on the floor 10
feet apart, one in red and one green.
2, Ask the child to watch as you demonstrate and
‘explain a gallop while you stand on the green piece
Of tape and gallop to the red piece of tape.
4 Tell the child to stand on the green piece of tape and.
togallop to the red piece of tape when he hears the
word go.
4. Say, "Go."
5 Observe him ashe gallops; watch for along, smooth
‘allop, with his knees bent and his arms swinging
Eelow his waist in opposition to the galloping legs
6. If the child has a problem with the gallop action,
such as (1) demonstrating a flat-footed, awkward
Step in which he leads with one foot and brings the
iter foot forward ina short, jerky movement, (2)
Tanding on his heels in an unstable awkward
‘motion, @) attempting a gallop step with fet too far
{part (4) holding his arms in a bent stationary
Position above the waist, or (3) holding his arms
Eraight and using exaggerate swinging action,
esisthim by modeling the gallop from a walking
Step. Demonstrate the walk step stop and back foot
up stop motion, Tell the child to imitate you by
taking a step and stopping, then bringing his back
foot up to meet his front foot. Repeat the walk step,
stop and back foot up stop motion several times.
Demonstrate the walk step, stop and back foot up
stop motion, and add a hopping action; encourage
the child to model the step with the hop added.
Continue the walking step with a forward step,
‘with the same foot leading each step only increase
the hopping speed until it becomes a gallop. Ask the
child to watch closely as you demonstrate and
‘explain the gallop while you stand on the green
piece of tape and gallop tothe red piece of tape.
7. Tel the child to stand on the green piece of tape and
to gallop tothe red piece of tape when he hears the
word go.
8. Say, “Go.”HELP for Preschoolers ~ Assessment & Curriculum Guide
9, Observe him as he gallops; watch for a long smooth
gallop, with his knees bent and his arms swinging.
below his waist in opposition to the galloping legs.
Adaptations
A child having difculty with galloping need to be
taught how to maintain balance without spreading his
feet too far apart, how to swing his arms as part of a
timed gallop. how to manipulate the lad fot forward
and rearfoot moving to meet the lea fot process and
how to present the thythmic movement and posture
necessary fora smooth gallop.
Instructional Materials
Several cardboard boxes or cones.
Instructional Activities
1, Set up an obstacle course by lining up cardboard
boxes or cones, leaving approximately 1 foot
between each one.
2. Explain the obstacle course to the child and ask him
to walk through it.
3. After he has walked through the obstacle course,
‘ask him to gallop through it, being careful not to
knock down any boxes or cones.
4. Give him a few practice turns.
5, Time him as he gallops around the boxes or cones.
6. Time him as he gallops through the course five times.
Note: Ifthe child knocks down one a box or cone, he
must start over
17. Tell the child his times,
8. Rearrange the boxes or cones to create a different
9. Vary the exercise by giving the child a stick horse
and time his "horse race.”
3.170 Stands up after lying on back
without losing balance
Strand: 3-74 Age: 48-66m 4-5.6y
Definition
‘The child will rise from a horizontal (prone) position to
4 vertical position, by sitting up, placing his feet flat on
the flor, pushing the torso up with his hands and
balancing to an upright stance.
Assessment Materials
‘A carpeted area or a mat is desirable but not
recessary
Assessment Procedures
1. Ask the child to lie dovwn on his back in the
designated area.
2, Explain that when you say “Go,” you want him to
stand up. Tell him he may get up any way he wishes.
Encourage him not to lose his balance.
3.Say, "Go."
44. Time him as he rises toa standing position.
Gross Motor / 739
5, Note ifhe accomplished the upright position in five
seconds while maintaining his balance.
6.lf he exhibits difficulty doing this assessment, assist
‘him by working with the sub-skills that lead to
standing up without losing his balance. For
‘example, (1) Ask the child to lie down on his back;
@) Say “Sit up” and provide physical assistance if
it is needed; (3) Say, “Put your feet on the floor,”
and provide physical assistance if itis needed; (4)
Say, "Use your hands to help yourself get up,” and
provide physical assistance if itis needed; (5) Say
“Stand up,” and provide stabilizing assistance if it
isneeded
7. Ask the child to lie down on his back in the
designated area.
8, Explain that when you say “Go,” you want him to
stand up. Tell him he may get up any way he wishes.
Encourage him by verbalizing each step.
9. Say, “Go.”
10, Note: The five-second timing should not be applied
at this point.
11, Repeat until the motor patterns are integrated and
‘he can accomplish the task in five to 10 seconds,
Adaptations
Motor patterns provide the groundwork for motor
development. Balance is one ofthe First
{generalizations of motor patterns. Balance isan
internal process; itis the awareness that the body can
maintain a position by adjusting weight in space or
laterality in space. Because laterality isan internal
process between leftand right, some children have not
{decided directionality. Direcionality becomes the
basis fora child's concept of his postion in space.
Until motor and perceptual information become
synonymous, the child will react to two separate
elements: motor and perceptual, and he will display
Confusion, clumsiness and the inability to balance. To
assist a child who is experiencing motor pattern
inconsistency and laterality confusion, the following
are recommended (1) Imitate movement~The child
imitates the actions of another; (2) Use obstacles
courses-He moves around and /or over objects in
varied directions; (3) Moving to musi or chanting
“Forward -one, two (loud) three, four (softy): 4)
Acting out directions~"Tall asthe sky,” “Stand like a
stork," “Sway like the wind”; (5) Games~"Follow the
Leader,” “Chain Tag”; (6) Physical equipment use~
balance beams, balance boards, stilts.
Instructional Materials
A large sheet of paper, at last 4 foot wide and 1 foot
longer than the child i tal; a marker.
Instructional Activities
1. Place the sheet of paper flat on the floor.
2. Ask the child to lie on the paper face up.
3. Use the marker and draw around him,
4. Ask him to stand up: whenever he places a part of
his body on the paper in an attempt to get up, draw
around that body part with a marker, Example: The240 \ Gross Motor
child puts his feet down, draw around his feet. fhe
places his hands on the paper for balance, draw
around his hands.
5, Ask him to lie on the paper within the body model.
Tell him to stand up and challenge him to use the
same hands and feet positions that are indicated on
the paper.
6. To modify this activity, ask him to lie down on the
paper by placing his hands and feet in the patterns
con the paper.
7. Cutout the body image and if you wish, let the child
draw and color in body parts, clothing, har, etc.
3.171 Walks 4 feet on 4-inch wide beam
without stepping off
‘Strand: 3-7H Age: 52-64m 4.4-5.4y
Definition
After your demonstration, the child will walk at least 4
feet on a 4-inch wide balance beam without stepping off
‘or holding onto another person or object. The balance
beam should be placed securely on the floor.
Assessment Materials
‘A inch wide floor balance beam. The beam should be
at least 4 feet long. Note: Ifa 4inch wide balance beam
is not available, a 2inch by 4inch piece of lumber
will also work. The beam should be secure/stable
(does not rock or twist), and should not be more than 6
inches off the floor.
Assessment Procedures
Level One:
1. Demonstrate walking on the balance beam, and
‘explain what you are doing during the
demonstration.
2 Ask the child to stand at the end ofthe beam,
3-Say, “I want you to walk on the balance beam as far
a5 you can go. Stay on the beam, and do not touch
anything or anyone.”
4. Observe the child as she walks the beam, staying on
the board. Check for the following: (1) Does she use
her hands to balance, or are her hands on her hips?
{Q) Isshe walking naturally on the board by
touching the toe of her back foot to the heel of her
front foot? @) Is she looking at her feet in an effort
not to step off (4) Does she stop to regain her
balance before moving forward?
5: If the child has difficulty walking onthe balance
‘beam, help her by modeling a walking step and
saying, Step, hold, step, hold, step. Step, hold,
step.” Make sure she imitates your steps and
encourage her to say, "Step, hold, step,” with the
movers
6.Give her a dowel, such as a short broomstick, minus
the broom. Show her how to hold the stick (across
the front of her body, with an equal length on the
left and right side of the body)
HELP for Preschoolers = Assessment & Curriculum Guide
7. If she needs additional assistance in balancing, give
her physical support or allow her to take one step
‘on the beam and another step on the floor.
Gradually phase out the prompts, reduce the
physical support, and provide verbal direction
(step, hold, step, hold, step) only when needed.
8 Ask the child to stand at the end of the board.
9. Say, “T want you to walk on the beam as far as you
‘ean go without touching the floor.”
10. Observe her as she walks the balance board,
‘staying on the beam.
Level Two:
11. Observe the child as she walks heel-to-toe at play,
‘during an organized play period, or when taking a
‘walk. She may use this foot movement when is
walking on a balance beam.
Adaptations
See #3.157.
Instructional Materials
About 10 right and left footprints made of tag board,
large enough to accommodate the child's feet. Paint the
right footprints red and the left footprints blue, using,
nontoxic paint. Red and blue stickers, ape, and a
balance beam (no more than 6 inches off the floor).
Instructional Activities
1. Invite the child to play a game called Match
Footprints
2. Tape the colored footprints in normal walking,
positions on the balance beam.
3.Place a red sticker on the child’s right foot and a
blue sticker on the childs left foot
4, Explain that you are going to place a red sticker on
her right foot and a blue sticker on her left foot.
5. how the child the footprints on the balance beam,
6. Ask the child to walk on the floor next tothe
balance beam matching her stride with the
footprints on the balance beam.
7. As the child is walking beside the balance beam, say
“Left, right, let right, left, right”. Encourage the
child to join you inthe “left-right” chant.
8. Invite the child to mount the balance beam and match,
her feet to the footprints on the beam.
9. As the child walks on the balance beam, say “Left,
right left ight lft, right”. Encourage the child to
join you in the “left-right” chant
10. To modify this activity, place some of the footprints
on the balance beam and some on the floor and ask
the child to match the footprints. Creating different
designs and patterns is not only challenging but fun
for allHELP for Preschoolers = Assessment & Curriculum Guide
3.172 Throws a ball ten feet overhand
Strand: 3-7F Age: 53-65m 4.5-5.5y
Definition
When the child i provided with a ball that is easily
held and manipulated with one hand, he will throw the
ball overhand, not aiming at any specific target.
Assessment Materials
A ball that is easily handled by the child. Masking
tape.
Assessment Procedures
Level One:
1: Place a strip of tape about 14 inches long on the
floor.
2. Invite the child to stand with you behind the tape
3. Ask him to watch as you throw the ball across the
tape.
4 Demonstrate throwing the ball by: (2) Placing the
‘al in the throwing arm and pulling the arm back;
(Q) Stepping forward with the foot that is opposite
ofthe throwing arm; (3) Throwing the ball by
roving the arm above the shoulder and following
through
5. Repeat the demonstration and explain what you are
doing, Say, for example, “The ball isin my hand,
and my arm sbehind me.”
6.Give the child the ball and ask him to stand on the
line and throw it.
7. Give him two additional attempts to throw the ball
8, Observe him, watching for such actions as: (1)
Placing the ballin the throwing arm and pulling the
arm back; 2) Stepping forward with the foot that is
opposite ofthe throwing arm; (8) Throwing the ball
bby moving the arm above the shoulder and
following through. Note: It ay often seem natural
to the child to step forward on the same side as his
throwing acm.
9. [Fhe has difficulty with the overhand throw,
consider the following: (1) Give him a beanbag to
throw; 2) Place a footprint onthe floor and ask the
child to throw the ball or beanbag by stepping
forward on the footprint while he throws; 3)
Physically assist him by moving his throwing arm,
body and extended foot.
10. After you have assisted him and allowed time for
‘him to practice, repeat the assessment above
Level Two
11. Observe the child as he catches a ball during
playtime.
Adaptations
‘Some children experience difficulty coordinating theit
bodies when they attempt an overhand throw. The
overhand throw requires strength in the arm and hand.
It also requires left and right orientation, balance,
torso flexibility, and awareness of directionality.
‘Throwing a ball adds another dimension, timing, The
Gross Motor / 241
child has to use timing and judgment to begin his initial
‘movements, prepare to throw, and finally, release the
ball. This judgment is based on speed, direction, and
location.
‘To assist a child in developing and improving his
throwing skills: (1) Give him verbal cues for throwing;
{Q) Use different objects; Beanbags, for example, are
excellent because of the weight; (3) Guide the child
through the throwing process.
Instructional Materials
“Ahhanging noisemaker such asa bell or wind chimes, a
ball, and a string to hang the noisemaker from.
Note: A hanging noisemaker can be made by attaching,
different size cans or spoons from a stick using
different lengths of string.
‘Masking tape.
Instructional Acti
1. Suspend the noisemaker on a rope in midair. Puta
piece of tape on the floor or ground to indicate
‘where the child will stand.
2, Tell the child to stand on the tape and explain that
he isto try to hit the hanging bell or chimes with a
ball. Touch the bell or chimes to let him hear the
noise, and hand him the ball.
3.Give him several tres to hit the target. Give him a
point or a small reward (animal cookie, raisin, bite-
size cracker) each time he hits the mark.
4. If more than one child is playing, divide the group
‘nto teams and give each player one turn. The team
that earns the most points wins
3.173 Hangs from bor using overhand
Definition
The child will hang from an overhead bar using an
‘overkand grip for at least five seconds, An overhand
‘grip is ome in which the child's knuckles are on top of
the bar and her fingers are under the bar. Her feet
should be off the ground, and her mount could be
assisted,
Assessment Materials
‘An overhead bar: usually located at a playground,
park or gym. Mat to place under the bar.
Assessment Procedures
Level One:
1, Demonstrate an overhand grip on a hanging bar for
the child. Make sure that your arms are straight,
feet are off the ground, and hands are directly above
‘your shoulders. Note that your knuckles are on top
of the bar and fingers are below. Note: Ifthe
equipment is not high enough for this adult
‘demonstration, ask another child to model.
2.Point out the position of your hands, feet and arms
tothe child.242 \ Gross Motor
3. Ask her to hang from the bar with her hands over
the top of it. Note: She may need assistance to mount
the bar.
4. Give her ample time to practice
5. Observe her as she maintains a hanging position,
looking for the following: (I) Her knuckles should
bbe on top ofthe bar, thumb around the bar, and
fingers below; (2) Hands perpendicular tothe
child’s shoulders; 3) Arms straight; (4) Body
Straight It is important forthe child to maintain the
hanging position for at least five seconds; however,
timing should be based on the developmental level of
the child, her physical skils, and other entry
‘behaviors. The point ofthe activity is for her to
hang for a period of time, not just jump up, grasp
the bar and let loose
6.Ifshe has a difficulty hanging onto the bar with an
cverhand grip, the following is recommenced: (1)
Provide assistance for her to reach the bar (2) Mats
should be placed under the climbing apparatus; (3)
Focus should be placed on the grip on the bar the
thumb should go around the bar, and the back of the
trands should face the child. If this grip makes her
apprehensive, have her try a mixed grip with the
bback of one hand facing the child and the fingers of
the other hand facing the child. Ths grip often acts
as stabilizing base; (4) Encourage the child to just
hang and not to attempt swinging or climbing; 3)
Assure her that you will assist her to get off the bar;
(6) lfshe has a fear of heights, she may need verbal
and physical reassurance. Be sure she sees your
hands close to her body as she performs the
coverhand grip hang.
7. Allow her ample time to practice the hang, and
‘observe her response as outlined in the assessment
above.
Level Two:
8. Observe the child’ bar grip, mount, hanging posture
‘and dismount as she plays on climbing frames and
horizontal ladders. Note: The most effective
assessment is made by observing the child ina
natural setting to determine her physical skills
Adaptations
Some children have a problem with the nor-locomotive
skill of hanging because it requires strength inthe arms
and continuous grasping skills. Ifa child's muscles
have not developed sufficiently, they will not contract
‘when strength is neeced. As children mature, more load
will be placed on their muscles (to carry more, lft
heavier objects, etc.) and their strength increases. Ifa
child whose strength isnot fully developed tries to
hang from an overhead bar, both the maintenance of
body weight and the amount of hanging time will be
affected. To assista child and provide her with a
successful experience, encourage any amount of hang
time. Place a secure platform under the bar and ask her
to stand it. Have her place her hands on the bar and
litt her feet off the platform when she feels ready. To
help her witha tight continuous grasp, place your
hands over hers with a gentle firmness. Provide
assurance fo her ifshe seems unsure of her position
HELP for Preschoolers = Assessment & Curriculum Guide
‘when her body is free of ground support; both verbal
and physical assistance is vital. Do not force a
physical situation on any child who is not
developmentally ready or who exhibits apprehension,
Instructional Materials
‘An overhead bar. Mat to place under the bar.
Instructional Acti
1. Ask the child to stand near the overhead bar
2. Demonstrate an overhand grip on the bar. Note: If
the equipments too low for adult demonstration,
arrange for another child to model this skill.
3. Assist the child in reaching the overhead bar.
4, Help fther fingers over the bar ina grasping
position,
5. Tell her to hang while holding the bar.
6 Place your hands over hers and hold in postion.
7. As she becomes successful and comfortable inthe
hanging position, modify this activity by beginning
to count once she has reached the grasping:hanging
stage.
8. Record the last number before she dismounts,
Encourage er to beat her own number in future
hanging attempts,
3.174 Hops forward ten feet on either
foot without assistance
Strand: 3-7C Age: 54-68m 4.6-5.8y
Definition
The child will stand on her right or left leg and
‘maintain her balance without support or help. She will
hop forward ten fect on either leg, the other foot
suspended without assistance. The child does not have
to hop in a straight tine.
Assessment Materials
‘Masking tape in two colors,
Assessment Procedures
Level One:
|. Place two 1-foot tape strips on the floor 7 feet apart.
Use green tape forthe start and red tape to indicate
the finish line.
‘Ask the child to watch as you demonstrate standing
‘on one foot and hopping forward. Describe what
‘you are doing as you model the hopping movement. I
isnot important that you hop to the red tape.
Repeat the modeling several times.
4. Ask the child to stand on the green line, to stand on
‘one foot and then to hop forward,
Explain to her that itis not important for her to
reach the red line.
6. Observe her, watching for: (1) a stable balance
when on one foot, (2) that the knee of the leg that is
suspended be ata right angle, (3) a smooth forward
‘hop, (4) a bent elbow, swinging slightly at her side.HELP for Preschoolers ~ Assessment & Curriculum Guide
7. If she is successful, ask her to repeat the hopping,
moving from the green line tothe redline.
8, Observe her, checking in particular to be sure she is
able to balance while she hops.
9. If she has difficulty with the hopping movement, the
following steps are recommended: (1) Provide the
child with support, such as having her stand
between two tables and hold onto the edge, or
having her hold onto two people). Tell her to stand
‘on one foot first. Ask her to hop in place several
times while holding onto the support. After she is
comfortable standing on one foot and hopping in
place, encourage her to hop while she holds onto the
support; (3) Have her hop while she holds onto a
‘moving object such as a grocery cart, wheelchair,
stroller; (8) Ask her to hold onto a broomstick that
‘you hold in front of her and to hop forward. Then
replace the broomstick by lightly holding her hand;
(6) Physically place the child’s legs, feet, and arms
in the correct position and guide her limbs during
the hopping movements
10. After this additional assistance, repeat the
assessment as described above.
Level Two:
LL Observe the child as she performs a hopping
‘movement during playtime or other regular physical
activities. Note: One of the most effective
‘assessments can be made by observing the child in a
natural setting.
Adaptations
Hopping can be difficult for some children because it
requires them to take afoot off the floor. These
children have a tendency to lose thei balance when
they are expected to equalize body stance. Hopping
also requires that a child move in coordination, which
is demanding of locomotion skill She may begin the
specific task of hopping by using the upper part of her
body and trying to balance on one foot. As she
increases her awareness of balance, she may have a
tendency to swing her arms many times; this excessive
arm movement is positive because it ais in learning to
balance
To assist the child in learning to hop, using either foot
(1) Demonstrate hopping movements, adcressing one
skill ata time. Note: Referring back toa feet-together
“hop-jump is often helpful before you start working
con the step-hop step skill. Referring back toa step-hop
step is often helpful in regaining balance and support
before you move to the hopping skil Say, for example,
"Step-hop, hop, step-hop, hop. Step-hop, hop, hop, step-
hop, hop, hop”; (2) Lead the child through the steps,
verbalizing what you want her to do; 3) Allow her to
hang on to something as she begins to balance on one
foot and hop.
Instructional Materials
A large sheet of white paper (10 feet long by’3 feet
wide}, masking tape, a pan with one half inch of
‘washable nontoxic blue paint init, a pan of soapy
water, a towel
Gross Motor / 243
Note: The blue paint should be thin so the child will
not havea slippery solution on her foot.
Instructional Activities
Note: Do this activity only ifthe child is comfortable
having blue paint on her foot. Tell her it will wash
off easily
1. Tape the large sheet of paper tothe floor. Set the
blue paint pan at one end ofthe paper, place the
soapy water pan and towel at the other end of the
paper.
2. Tell the child to take off her shoes and socks.
3. Ask her to put her hopping foot in the blue paint
‘pan; help her put her foot gently in the pan and then.
ask her to hop on the paper.
4. Tell her to hop so that she leaves several blue
footprints on the paper.
5. Encourage her to hop all around the paper to make a
fun design,
6. When she hops to the other end of the paper, help her
‘wash her foot in the soapy water and dry it with
the towel.
7. Modify this activity by changing paint colors,
suggesting she use a step-hop, hop, step-hop, hop
pattern or use her hands to print palm-prints, hop
backwards and use a combination of different foot
movements such as walking on tiptoes, cross-steps,
‘or hopping,
3.175 Walks down stairs carrying an
object
Strand: 3-7B Age: 60-65m 5-5.5y
Definition
‘The child will walk down the stairs carrying an object
in one hand and using his other hand for support. He
will walk up the stairs carrying an object in ome hand
and using the other hand for support. He will then walk
up and dot the stairs carrying an object by using one
(or f00 hands and no support
Assessment Materials
|A stairway with at least five stairs and a handrail
that is reachable by the child. A few objects to carry
two categories: (1) Objects that can be carried easily
‘with one hand, for example, a small, soft, stuffed toy;
an lightweight item with a handle; a small article of
‘clothing, such as a cap; (2) Objects that require both
hands to carry, for example, a large ball, a toy with
hhandles on both sides, a shoe box, a bow! with dry
cereal or popcorn init.
Assessment Procedures
Level One:
1. Ask the child to walk up and down the stairs
‘carrying an object that requires only one hand.
2. Observe whether he uses one hand for support
while carrying the object.244 \. Gross Motor
3. Ask him to walk up and down the stairs carrying an
object that requires both hands.
4. Observe whether he is able to manipulate the stairs
carrying an object that requires both hands.
5.1fhe is unable to hold an object and walk up and
down the stairs, point out some other ways for him
tocarry the object, such as changing hands to assist
in carrying it holding the object ina different way,
changing weight distribution, avoiding over-
watching the object he is carrying with two hands,
and hesitating to regain balance, confidence, or
moment,
6. After the child has had an opportunity to practice,
repeat the assessment (1) Askhhim to walk up and.
clown the stars carrying an object that requires
only one hand; @) Observe whether he uses one
hand for support while he carries an object; (3) Ask
him to walk up and dowa the stars carrying an
object that requires both hands; (4) Observe
whether he is able to manipulate the stairs carrying
an object that requires both hands
Level Two:
7. Observe the child as he walks up and down stairs
carrying an objet with one hand, and note whether
he is successful and at ease, Observe him as he
walks up and down stairs carrying an objec that
requires both hands.
8. Note: The most effective assessment is made by
‘observing the child ina natural setting to determine
his physical skills,
Adaptations
Walking up and down stars carrying an object
requires unique integrated motor skills, These inchude:
(grasping, (2) balancing. (3) directionality, (4)
visual/motor interaction, (5) tactile discrimination.
Some children have difficulty with this activity: their
‘coordination of vision, motion and grasping may be
fragmented andl not sequenced. They have difficulty
conceptualizing cause and effect reasoning: walking
up and down stairs carrying an object has the element
of grasping and hanging on to the object tothe point of
destination, or of not grasping the object so that it does
not reach the point of destination.
To assist a child: (1) Explain the motor skill you want
him to do and let him respond without any assistance
‘or cueing; 2) Demonstrate the motor skill you want
and then permit him to respond without any further
assistance or cueing: (3) Explain as you demonstrate
the motor skill what is happening and then let him
respond without any further assistance or cueing; (8)
Demonstrate and talk the child through the motor skill
and then ask him to respond independently without
any further assistance or cueing (5) Assist the child
physically with the motor skill you want. Note:
Because some children are not as proficient as others
inmotor development and integrated movements,
carefully evaluate the importance ofeach task you
assign, and also plan some activities that are not as
demanding.
HELP for Preschoolers = Assessment & Curriculum Guide
Instructional Materials
Available stairway with at least five steps,
Construction paper in two different colors (one color
to represent lft and the other color to represent right),
masking tape, stickers or ribbons in the same colors as
the construction paper, a soft object, such asa small
pillow of staffed animal
Instructional Activities
1. Cut out footprints from the construction paper, one
color for left and the other for right; with masking
tape attach them securely to each step - tothe side,
cut of the direct path the child uses to go up and
down the stars
2. Ask the child to stand at one end of the stairs.
3, Puta sticker or ribbon that matches the color ofthe
left footprint on the child’ left shoe and put a
sticker or ribbon that matches the color of the right
footprint on the child's right shoe.
4. Give the child the soft object to hold
5. Tell him to put his right foot on the step that matches
the right foot olor, and repeat this with his lft
foot
6, Remind him thatthe sticker on his fot should be the
same color as the footprint on the step.
7. Tell him to keep walking without dropping the soft
objec.
8. Increase the difficulty and the motivation of this
activity by removing the color-coding and giving the
child an object that requires more attention.
3.176 Runs through obstacle course
avoiding objects
Strand: 3-78 Age: 60-68m 5-5.8y
Definition
The child will run a 20-foot course between two lines, 5
feet apart. Obstacles are placed at varied intervals (large
box, cone, chair, foam: blocks, etc.) The child is will stay
between the too lines and avoid making any contact with
any obstacle
Assessment Materials
Five to eight obstacles, such as cones, large boxes,
inner tubes, masking tape
Assessment Procedures
1. Place two strips of tape 20 feet long and atleast 5
feet apart onthe floor or outdoor surface, Scatter
the obstacles between the two pieces of tape,
beginning with a clear running pattern. Identify the
starting and the ending lines. Note: Conduct his
assessment in a large room or outdoors
2. Discuss the obstacle course with the child, showing
her where to start and stop. Explain that she must
avoid the obstacles.
3. Demonstrate the tsk by walking through the course
and not making any contact with the obstacles,HELP for Preschoolers = Assessment & Curriculum Guide
4, Ask the child to stand on the starting line, and when
‘you say Go, to run to the endl of the course and to
Avoid touching the obstacles.
5. Say, “Go.”
6, Observe the child as she runs through the course,
‘watching for: (1) general running movements, (2)
mobility skills that enable her to avoid the
obstacles, (3) effort exhibited, (4) consistency in
motion.
7.If she has difficulty with the motion of running, the
following are recommendations for corrections: (1)
‘Ask her to practice running at a slow speed,
actually a fast walk, and assist her in moving her
farms with each step; (2) Place a piece of tape on the
floor and ask her to step on the tape with a running
step. Note: To encourage longer strides place the
tape strips farther apart, and to encourage a more
controlled stride place the strips closer together; (3)
Give her something to hold in her hands to increase
her awareness of opposition arm swing.
8. lf the child has a problem with touching the
‘obstacles, take one or two away and rearrange
them so they are easier to avoid. Ask the child to
swalk through the course without touching the
obstacles. Then gradually add obstacles and.
arrange them in easy-to-difficult patterns,
9, Replace the obstacles between the tape as described
in the above assessment.
10, Discuss the obstacle course with the child,
showing her where to start and stop. Remind her
that she must avoid the obstacles.
11, Demonstrate the path by walking through itand
‘not making any contact with the obstacles.
412, Ask the child to stand on the starting area, and
‘when you say Go, to run to the end of the course
‘without touching the obstacles.
13. Say, “Go.”
14, Observe the child as she runs through the course.
Adaptations
Some children may need tobe taught running sil that
involve avoidance, such as how to maintain balance
without running flat-footed, how to se their arms in
opposition tothe lead foot, how to manipulate the
heel-toe step process, and how to present the rhythmic
stride movernent and posture necessary fora
coordinated run, These children may have a deficiency
in ther ability to learn motor patterns; the child
knows what she should do, but she eannot relate the
motor patterns she seus to her own motor system.
Natural movement is iffcult, She may feel
embarrassed that her motor development has lagged or
is inferior to what she ses others do
When you work with a child who has a problem
relating motor pattems to her motor system, remember
that twill take longer for her, as she will need both
physical demonstrations and verbal explanations from
you, and making progress will demand absolute
concentration and additional practice on her part. I
may also be necessary for you to simplify the activity
land eliminate any decision-making.
Gross Motor / 245
Instructional Materials
Cutout planets, moons, stars, and space stations from.
heavy chart paper. Note:The child may enjoy helping
to make these space-oriented items. Some large
cardboard boxes, stapler or glue, stopwatch.
Instructional Activities
1. Attach the space objects to the large cardboard
‘boxes by stapling or gluing them to the sides of the
boxes. Position the boxes decorated with space
‘objects around the area. Conduct this activity in a
large room or outdoors.
2, Tell the child to pretend she isa rocket ship, and
that she must erouch down very low for the Blast
Off.
3. Explain that when she hears the countdown and
“Blast-Off,” she is to jump up and run around each.
cof the space boxes and then run back to the starting,
point.
4. Tell her that if she touches one of the space boxes,
she must go back and start again.
5, Give her two practice runs.
6. Use a stopwatch to time the child as she makes her
“ space-run” and encourage her to beat her own,
time,
7, Give her one point for each planet, moon, or star
that she does not touch when she runs around it.
3.177 Skips forward
Strand: 3-7C Age: 60-72m 5-6y
Definition
‘After the child has seen a demonstration, she will skip
forward, using alternate feet, leading with the left or
right foot a leas four times. Example: Skip let-skip
Aight, Skip let-skip right, Skip left-skip right, Skip lft
Ship right. Distance isnot importa
Assessment Materials
‘Masking tape in two different colors.
Assessment Procedures
Level One:
1, Place two I-foot strips of tape on the floor 25 feet
apart. Use green for the starting tape and red for the
ending tape,
2, Standing on the green tape, explain to the child that
you will skip to the red tape.
3, Skip to the tape, describing the skipping movement as
‘you do it.
4, Ask the child to stand on the green tape and to skip
forward when you say go.
5, Give her several attempts to skip forward. Note: Itis
not important ifshe does not reach the red line;
rather, the form of skipping she demonstrates is
‘what is important in this activity.
6, Observe the child as she skips forward, watching,
for: (1) body erect and flowing, 2) moves her feet in
‘a step-hop pattem, (3) moving her weight from one246 \. Gross Motor
side of her body to the other, (4) swinging arms in
‘opposition to foot movement, (6) direction,
determined by body weight transfer.
7. 1f the child has difficulty in skipping forward,
review the step-hop rhythmic patterns and
encourage her to say “step-hop” as she attempts the
skipping motions. Skipping with her may also help;
explain how to move her arms and when to change
feet as you skip with her. Then replace the verbal
direction with a drumlike beat (clap or tap) that
reflects the step-hop foot patterns. Skipping is a
difficult motor skill for many children, so skipping
skills need to be splintered and reduced to their
minute parts. Provide ample practice time and try to
limit distractions for the child, as skipping requires
rot only coordination but also concentration.
8, After she has received additional direction and
practice time, aclminister the assessment as outlined
above.
Level Two:
9. Observe the child as she skips during playtime or
other physical activities.
Adaptations
Skipping is probably the most difficult ofthe
locomotion skills
‘Some children find skipping complicated because the
child must use both sides of her body in across
pattern The left arm must swing forward asthe right
leg swings up, and the right arm must swing forward
a8 the lft leg swings up. This left to right orientation
is often a delayed developmental action and involves
laterality and directionality. Because skipping,
involves a variety of actions a child may be unable to
learn to skip by imitation from simple observation. She
may use a galloping pattern until she is ready ox has
intemalized the skipping process. Ifthe child is having
difficulty: (1) Review the skill of standing on one foot;
ifneeded, support the child while she puts her foot into
an elevated position. (Note: Itis often helpful for her to
view herself in a mirror); (2) Review the ski of
hopping, if necessary, hold the child's hands and move
backward, as you encourage the child to hop forward;
(@) Review the skill of step-hop, and if needed, chant
the movements as you stand by her side and step-hop
‘with her; (4) Ask her to listen tothe beat made by the
feet ofa person who is skipping so she ean establish
the skipping rhythm, The skipping rhythm goes, “hop—
a—hop~a~-hop.” (Note: Hard-soled shoes and a hard
floor are necessary for her to hear the skipping
rhythm); (5) Ask her to focus on the leg movements a
you demonstrate for her; ask her next to focus on the
‘arm movements as you demonstrate again. Then ask her
tojoin you in using her legs ina skipping action. Next
ask her to join you in using her arms ina skipping
action. Finally, ask her to use her arms and legs and to
skip with you. (Note: Encourage her to transfer her
weight evenly by over-exaggerating a rocking motion.)
Itis important to provide sufficient space andl practice
time tothe child so she can fe! the natural chythmic
pattern.
HELP for Preschoolers - Assessment & Curriculum Guide
Instructional Materials
‘A water base marker (washable).
Instructional Activities
1. Using the marker, draw at least 10 squares in a path
‘on the floor. Note: The squares may be drawn in a
Straight line or with a corner or curve. The
direction ofthe path should depend on the skipping
skills ofthe child-the lower the entry level ofthe
child the less complex the path should be.
2. Ask the child to stand on the first square and
explain that when she hears the word “go,” she is
to step-hop (one foot skip) tothe next square inthe
path, and from there she i to step-hop (other Foot
skip) to the next square.
3. Ifnecessary, model the step-hop on one foot and then
step-hop on the other foot
4. Tell her when she gts tothe end of the path she may
start over, or offer to make another path for hee.
5. After she has been sucessful in skipping down the
path, ask her to skip the path toa chant. A suggested
chant might be: (1) Skip, skip, skip, skip (Said at a
normal speaking rate), (2) Ski-ip,ski--ip, skip,
ski-bip (sid ata slow speaking rate), (3) Skip,
skip, skip, skip eaid at a rapid speaking rate), (4)
Skip, skip (spoken ata normal rate), Skip, ski-+
ip (spoken slowly), sip, skip (rapidly spoken)
6, Replace this spoken chant with a drumbeat or lap,
and finally with a skipping musical selection such
as Pop Goes the Weasel or Spanish Dance that you
play or hum.
7. Modify this activity by drawing different paths,
using other shapes or various size shapes, or by
timing the child from start to finish
3.178 Maintains balance on a movable
platform (balance dise, etc.)
‘Strand: 3-7G Age: 60-78m 5-6.6y
Definition
The child will stand (both feet) on a movable platform
holding on to a support (both hands) for atleast 30
seconds, The child will stand (both feet) on a movable
platform holding on to a support (one hand) for atleast
30 seconds. The child will stand (both feet) on a movable
platform holding on to a support when needed for at
least 30 seconds. The child will balance on a movable
platform for at least 30 seconds, arms in any position.
The child will balance on a movable platform for at least
1 min, Note: In extending the time, the child may need to
repeat the support steps as outlined above.
Assessment Materials
Secure a movable platform, such asa balance disc.
Note: Ifa movable platform is not availabe, one is
easly made by securing a truck-size inner tube and
tightly attaching a canvas jumping surface to the tube.
The trucksize inner tube should inflate to about 4°HELP for Preschoolers ~ Assessment & Curriculum Guide
diameter and 12" high. For some children itis helpful
to place an outline of foot positions on the canvas,
Assessment Procedures
1. Explain to the child that he sto stand on the
platform without losing his balance
2. Allow the child the opportunity to place one foot on
the platform and the other foot on the floor, to gain
a “fet” forthe movement.
3. Tell the child that he will have time to become
comfortable on the stand before you say “Go”
4. Allow the child time to experiment and Become
familiar with the movable item.
5.Say, “Go”,
6 Time the child and recor the seconds or minutes.
7 Encourage the child to repeat the moving balance
land to increase his time
8. Ifthe child has a problem with this balancing task,
‘demonstrate some techniques for balancing, such as
ulstretched arms, using a balancing stick, moving
the body in the opposite direction ofa falling
sensation and keeping feet apart Ifthe child
continues to demonstrate a concern with this
balancing task, provide him with physical support
or an object to hold on to.
9, Note: Supervise carefully so the child does not fall
of the platform.
Adaptations
Some children have difficulty in becoming aware of the
force of gravity and how to maintain their
relationship with it. Children learn to deal with
gravitational forces in almost all situations, such as: a
baby lifts its head against a pull, toddler stands to
{an erect position; ofa young child keeps his balance in
‘walking, But when a Variable such as movement is
‘added, the child has to deal with an inconsistent
{gravitational pull, stich as jumping from a soft surface,
‘Swinging standing up, skating, riding a bicycle, ee.
Instructional Materials
Abalance disc.
Instructional Activities
1. Place the balance discon a firm surface. Note:
‘Supervise this activity carefully to avoid the child
falling off the platform /aise
2, Allow the child an opportunity to “walk around the
surface” (one foot on the firm surface and the other
foot ison the disc.)
3, Provide the child time to explore different movements
con the dise
4. Ask the child to go from one se of the disc to the
other without touching the ground.
5. Continue with other “stunts” using the disc. Allow
the child to experiment with various activities and
clemonstrate
Gross Motor / 747
3.179 Completes a backward roll
{somersault)
Strand: 3-7G Ag
Definition
The child will do a backward somersault without
assistance and without falling to ether side. He will
begin by kneeling down, lying on his back, clasping his
{fingers behind his neck with elbows out to hisses,
with his knees next to his chest and his chin om his
chest. He wil appear tobe in a tucked-in postion. He
tell rock back ard forth until he ackieoes momentum and
then wil push out with his arms om
completely over backwards, taking the ‘weight of his roll
on his forearms. Note: The backward rll should be done
ona mat.
Assessment Materials
‘A mat large enough forthe child to roll backward
0-72m 510-6)
Assessment Procedures
Level One:
1, Ask the child to kneel on the mat.
2. Explain to the child that he to is watch while you
(or another child) do a backward somersault
During the somersault, explain what is happening.
3. Ask the child to doa backward somersault on the
‘mat. Note: Make sure the child extends his arms as,
he rolls over (to protect his neck).
4.Ifhe needs any beginning assistance, the following is
recommended: Place your hands on the hs buttocks
and give him a slight push to begin the somersault.
5. ive him an opportunity to practice the movement.
6. Observe him as he performs the somersault,
watching for the following: (1) His fingers should
be clasped behind his head with elbows at his side;
(@) His knees and chin should be next to his chest;
{@) Arocking movement with legs doing the push,
head down, and weight on the forearms; (8) The
backward thrust should move him toa squatting
position. Note: If the back momentum is strong,
‘enough, he may land with a slight hop or standing,
up; @) A total backward action without falling to
either side
7.1 the child has difficulty doing the backward
somersault, the following is recommended: (1) Ask
hhim to kneel on the mat, clasp his fingers behind his
head and place his elbows at his side; (2) Ask him to
place his knees and chin next to his chest: He should
be ina tucked-in position; (3) When he is in the
tucked-in position, gently begin the rocking, motion,
‘and when he has the physical momentum and feels
‘comfortable, gently push him backward for the
complete toll. If he falls to either side, begin the
ttucked-in position once again. Increase your
physical support by placing one of your hands on
‘one side of the child’s curled body and your other
hand on the other side, using enough pressure for
him to feel protected. With your hands in place,248 \. Gross Motor
begin the rocking motion and finally the backward
roll (8) One of the most important aspects of doing a
somersaullis courage; assure the child that you are
there for support and thatthe mat will act as a
pillow in case he tumbles; (3) Give him ample time to
practice before you repeat the assessment.
8. When he has received additional assistance and
feels confident, repeat the assessment as follows.
9. Ask him to kneel on the mat
10. Explain that he is to watch while you (or another
child) do a backward somersault. During the
somersault, explain what is happening,
11. Ask the child to do a backward somersault onthe
‘rat.
12 If any beginning assistance is needed, do the
following: Place your hands on the child’s buttocks
and give hima slight push to begin the somersault
13. Observe for position, completion of the somersault,
and doing the rll without assistance and without
falling to either side.
Level Twer
1H. Observe the child if he does a somersault during
playtime or other physical activities. Note: You can
make most effective assessment by observing him in
natural setting and determining his physical
skills
Adaptations
See #3.166
‘A child may be hesitant to put his body in the position
necessary to doa backward roll this position
requires a tucked-in head and the loss of visual
contact. It also requires the child to time a backward
push. Unless a child has been able to do a somersault
With success, he may feel apprehensive about having
hishead down, no vision the backward push and
suspension in the rol. Suggested activities to develop
somersault skills include: (1) Ask the child to kneel on
the floor and rock back and forth; 2) Ask him to kneel
€on the floor, and to put his hands behind his head,
fingers clasped in, and head and shoulders on the
floor, and then to rock back and forth; (3) Encourage
him fo continue his rocking motion until he rolls,
backward or falls to one side; (4) Repeat ters 1
through 3, verbalizing what is happening with each
step; 6) Repeat tems 1 through 3, providing physical
assistance as needed. Note: Remember that support,
practice, and reinforcement are the keys to motor skill
involvement, but particularly for a locomotion act
such as asomersault.
Instructional Materials
‘A mat large enough for the child to rol backward.
Instructional Activities
1. Place the mat on the floor.
2. Ask the child to take off his shoes.
3. Demonstrate a backward somersault, or ask
someone else to doit. Note: Make sure the children
know how to extend their arms as they roll over to
protect their neck.
HELP for Preschoolers - Assessment & Curriculum Guide
4. Ask the child questions about the somersault, such
as, "Did you see how I stayed tucked-in when I did
‘my somersault?" “Did you see how she stayed
tucked-in when she did her somersault?” “Where
‘were my feet before I went over?” or “What do you
think my chin was touching?”
5. Repeat the demonstration again, explaining each
action.
6, Tell the child to stand at one end of mat.
7.Tell him to kneel, and assist him if necessary.
8, Tell him to put his hands behind his head with his
fingers clasped,
9. Tell him to tuck his chin into his chest and to get into.
a tucked-in position.
10. Encourage him to begin a rocking motion.
11. Provide a gentle push to begin the roll over
backwards.
12. Assist when necessary and allow time for the child
to practice.
3.180 Lifts torso from ground to
complete one sit-up
Strand: 3-7G Age: 70-78m 5.10-6.6y
Definition
The child will ie on her back with feet flat and knees
bent ata AS-degree angle, arms crossed om her chest,
hands in opposite directions. Her feet may be held, if
needed. The sit-up may be done to a two-count or an
cight-eount pattern. A two-count pattern is up on one
and down on two. An eight-count pattern is up on one,
‘hold for six counts, and down om the last too courts
Assessment Materials
A floor mat.
Assessment Procedures
1. Ask the child to lie on the mat with knees bent at 45-
degree angle tothe floor. Her feet should be flat on
the floor, and her arms should be crossed on her
chest
2. Sit beside the child, and physically show her the sit-
up actions, Example: Place her feet on the floor,
‘making sure her knees are bent, and place her hands
across her chest. Ask her to sit up on the count of
one; if necessary, assist her by putting your arm
around her shoulder and pushing up; do not hold
her feet
3. If she sits up, but her feet rise off the floor, repeat the
above procedure, only hold her feet.
4, Allow her to practice the procedure several times.
5. After she has had sufficient time to copy the
demonstration and to practice, say, “When I say go,
doas many sit-ups as you can.”
6. Note: Ifneeded, remind her ofthe correct procedures
as she performs the fitness exercise.
7. Observe her, watching for: 1) sitting up in less than
a right angle, 2) attempting to sit up by moving from
‘one side to another to gain balance, (3) achieving22 \ Gross Motor
5 Ifthe child has a problem staying within the path
Timits or walking with a smooth gait, the following
js recommended: Place several boxes along the
parallel fape lines and ask him to walk down the
path without knocking over a box. Gradually
Femove the boxes by taking one box away and
Jeking the child to walk down the path, then taking
way another and asking him to walk down the
pathy continue until you have removed al the boxes
and the tape s exposed
6. Observe the child as he again walks down the path.
7 Ife has a problem with his walking posture oF
‘demonstrates poor walking habits, the following is
recommended: Demonstrate and discuss a smooth
walking style with him. Because walking is
Jetually a rhythmic movement, hum or sing a
tharching song and ask the child to walk to its beat.
You may also improvise a marching chant that
includes foot and arm movements to provide the
child with a rhythmic pattern and also verbal
directions, for example
“Walking Chant”
Heel-toe step we £0
Heel-toe step we £0
Heel-toe step we £0
‘Step we go, step we go.
Step arm swing,
Step arm swing.
Step arm swing
‘Arm swing, arm swing.
Head up, eyes front
Head up, eyes front
Head up, eyes front
Up front, up front
Heel-toe step we £0
Step arm swing,
Step arm swing
Head up, eyes front
Step we go, step We BO
‘Arm swing, arm swing
Up front, up front.
8 after the child has walked tothe rhythmic music or
‘chant, ask him to walk down the walking path.
9, Observe his walking manner, watching fr
roverents such as: (1) holding arms up and in an
‘ut position, (2) holding arms up and elbows bent,
{@ swinging arms in opposition to leg movernent
{@) swinging arms high with elbows bent, (6)
Stepping his fet in a duck-like manner, (6) stepping
swith feet wide apart, (7) moving fet in a shuffle, (8)
roving his foot i 2 toe-heel step, (8) walking on
tiptoe, (®) keeping his head down as if watching his
feet move
Level Two:
410. Observe the child as he walks during his everyday
ctes ating his waking patter is se of
legs feet, arms, posture, and timing, Note: The most
cfective assessment is made by observing the child
and his motor skill in a natural setting,
HELP for Preschoolers - Assessment & Curriculum Guide
Adaptations
For most children, walking is natural and develops in
‘nonnal sequence. But some children need tobe taught
how to maintain balance without spreading thei feet
too far apart, how to swing arms as part ofthe gait,
yhow to manipulate the heel-oe step process anc how
topresent the chythmic movementand posture
Areceseary for a normal smooth walk. child who has
Aificulty learning motor patterns may know what he
Should do, but cannot relate the patterns he sees to
oto responses. Itmay take longer for him becuse he
illneed physical demonstrations as well as verbal
explanatior
Instructional Materials
‘Three strands of yarn in 10-foot lengths in red
and blue (Optional; Colored masking tape is also
effective ); sheets of construction paper in yellow, red
‘and one blue (Note: The construction paper sheets must
bbe the same color as the yarn.
llow,
Instructional Activities
1.Place the yarn on the floor to make three different
colored paths; make the paths to lay straight oF
Curved, to crisscross of intersect. At the end of each.
path tape the matching colored construction paper
sheet.
2, Explain tothe child that when you tell him to, he is
towalk oa the yellow line until he reaches the
Yellow paper. Note:The child does not have to stay
2h the line, but simply to walk along it. Tell him that
rhen he is instructed to, he is to walk on the blue
Tine until he reaches the blue paper. Do the same
with the red.
3, Say, “Walk on the yellow line.”
44 To modify this activity, include more than one
walking direction. For example, say, “Walk on the
Yellow line, and stop on the yellow paper; then
Walk on the red line and stop on the red paper’
5, Or play a game of “color chase”: The child who is
vit is restricted to a colored line, while the others
ean move on any line and are “safe” when they are
Standing on a colored sheet. Emphasize that the
players must walk when they play this tag game
3.151 Walks 10 feet pushing and pulling
a wagon-type object
Strand: 3-7B Age: 36-44m 3-3.8y
Definition
Assessment Materials
‘An object that has wheels (wagon, two-wheeled push
toy fer wheeled car truck, bus fonghandled
push/pull toy, wheelbarrow). Two strips of tape (one
seen and one red)
Assessment Procedures
Level One:HELP for Preschoolers - Assessment & Curriculum Guide
upward movement by stretching her arms forward
instead of keeping them crossed, (4) being unable to
cdo more than one sit-up. Note: The number of sit-ups
the child does depends on variables such as the
child's size, her abdominal strength, agility, and
aptitude for physical exercise. How many sit-ups
she is expected to do is up to the discretion of the
8, For future planning, keep a record of how many sit-
ups she completes ina given period of time.
9. Ifthe child has difficulty accomplishing a si-up,
pethaps abdominal strength is lacking, or the
stomach and abdominal muscles are unable to move
against resistance. She may need to strengthen her
abdominal muscles to react in resistance. Because
this strengthening process cannot be accomplished.
in one ot two exercise periods, the assessment
should be given after an organized exercise program
isimplemented.
10. Ifthe child has difficulty accomplishing a sit-up
‘because she is unable to coordinate the movements,
practice doing some curl-ups, before you ask her to
doa situp. The following are suggestions to
improve coordination: (1) Provide the child with
directions as she attempts a sit-up, for example, “Lie
down, put your arms across your chest, bend your
knees, and on the count of three, sit up.. .One, two,
three, sit up!”; (2) Physically assist her through the
steps to doa sit-up. Note: You may need another
pperson to hold the child’s feet as you give other
physical assistance.
11. After proceeding with the specific steps in
‘coordination, repeat the assessment identified
above.
12, Observe her as she performs a situp, and if
appropriate, record the number of sit-ups she
accomplishes.
Adaptations
Some children find situps difficult; often the reason is
the lack of abdominal strength. To assist children to do
sit-ups, first establish a series of exercises that will
develop abdominal strength. The following are
suggested exercises: (1) Tel the child to lie on her back,
legs straight, arms overhead, and chin in. Tel her to
breathe deeply using her chest, relaxing her abdomen,
and to exhale by drawing her abdomen in and up. Then
tell her to take another breath without letting her chest
down, and to repeat the above. 2) Ask her to ie on her
‘back with her legs straight. Ask her to bring one of her
knees up to her chest, straighten it out, and bring it
back to the floor. Repeat with the other leg, Continue
alternating the knees in the knee-to-chest and back to
the floor, making sure the back is lat; (3) Tell her to lie
‘on her back and bring her legs up to her chest. Ask het
to use her legs and pretend to ride a bicycle; her back
must be straight; (4) Tell the child to ie on her back
and use her hands to support her buttocks, Then ask
her to raise both her legs a few inches ofthe floor,
hold them suspended, and then drop them back to the
floor. Note: This exercise requires fairly strong
Gross Motor / 249
abdominal muscles, so adjust steps and timing
‘according to the child's abilities ~- do not have the
child over-exert herself; (5) Ask her to lie on her side
and raise both legs a few inches off the floor and kick
using a scissors-like motion. The child should keep her
legs straight so that she is kicking from the hip.
‘After she has successfully completed the abdominal
exercise program, encourage her to try a sit-up. Note: If
‘maturation isa concern, postpone the sit-ups until her
muscles are ready developmentally.
Instructional Materials
‘Am incline exercise board (if unavailable, make one by
covering a board 32 inches by 48 inches by 2 inches
with foam and a washable fabric. Place the
Constructed board on bricks, Blocks or a 4-inch by 6-
inch board). Make sure the board is stable,
Instructional Activities
1. Adjust the incline exercise board so thatthe raised
‘end will place the child's head above her feet.
2. Place the child on the incline board so that her head
is higher than her fet
3. Hold her feet down in position while another adult
holds her hands.
4. Pall gently and slowly on the child's hands and say,
“pull”
5. Repeat until the child can pull herself up on the
incline
6.Scoot her down so that only her head is elevated on
the incline
7. Hold her feet down and pull up on her arms until she
‘an sit up independently.
8, Have her lie ina complete horizontal position
‘without the incline board and repeat the above
steps.
9. she stil has difficulty, gently push her up while
you support her under her shoulders.
10. Advance by asking her to put her hands behind her
head fora sit-up or ask her to try to doa specific
numberof situps
11, An option is to have her do sit-ups to music.
3.181 Lifts body off the floor to
complete one push-up
Strand: 3-7G Age: 70-78m 5.10-6.6y
Definition
‘After a demonstration, the child will le lat on the floor,
{face down, with his palms flat on the floor. He will push
his body straight up once, his tes on the floor and his
arms extended (girls should start push-ups with their
knees staying on the floor). He will then lower his body
until his chest is 3 inches from the ground, straighten
his elbows, and then raise his body once again. Note: The
child’s head should be up and his eyes should be
forward250 \ Gross Motor
Assessment Materials
A floor mat large enough for the child to lie on face
down,
Assessment Procedures
1.Demonstrate a push-up and ask the child to watch
your movements carefully
2. Repeat the demonstration, explaining the diferent
tbody positions and motions
3. Ask the child to lie on his stomach on the mat, and
place his hands, palms down, even with his
shoulders,
4, Describe the various body placements and
movements a he performs the motions step-by-step.
5. Allow him ample time to practice the push-ups
6 Ask him todoas many pushvups ase can when you
sy 50.
7.Say, "Go."
8. Note: The form ofthe body doing the exercise, not the
numberof push-ups isthe goal ofthis activity
9. As the child does the push-ups, observe for (1) Body
straight onthe upivard movement, hips no raised
higher than the rst of the body: (2) Pushing up with
the arms and shoulders, not using his knees to assist
in the rise; (3) Lowering the body with the chest
barely touching the floor, avoiding afallsdown,
drop; 4) Straightening the elbows forthe rise and
lbending the eloows for the drop; () Head and eyes
forward
10. Ifthe child has dfculty accomplishing a push-up,
pechaps arm-shoulder strength slacking. An efort
tostrengthen the arm-shoulder muscles may be
needed. Because this strengthening proces cannot
be accomplished with one o two exercise periods,
the assesement should be given afer an organized
‘exercise program s implemented
11 However, i he has dificult accomplishing a push
up because he is unable to coordinate the
movements, practice using other part of his body
for support before working on a body straight ft
with the weight on the arms and shoulders. The
following suggestions are intended to improve
coordination: (1) Provide the child with directions
ashe attempts a push-up, for example, “Lie down,
prt your hands flat on the floor by your shoulders,
Straighten your arms to lift up, keep your body
straight, lower your body, touch the floor with
your chest, and lit your body again as you keep it
Straight”; 2) Physically assist the child through the
steps to doa push-up. Place your arms under th his
waist and on the count of three, ask him to it as
you provide coordination by gently iting him up;
‘an the count of two, lower his body. Be sure to tse
Your physical asistance to keep his body straight,
12/After hehas covered the specifi steps in
coordination, repeat the assessment identified
above.
13. Observe him ashe peeforms the push-ups and it
appropriate, record how many he accomplishes.
HELP for Preschoolers ~ Assessment & Curriculum Guide
Adaptations
Note: This exercise requires fainiy strong arm and
shoulder musees, so adjust steps and timing according
tothe child’ abilities ~ do not have the child over-
nar bimeef
Some children find pushups dificult due to lack of
armand shoulder strength. To assist a child in doing
push-ups instruct him to doa modified version. The
Inodified version includes: (1) Pushing up from the
{knees instead of the toes; (2) Asking the child to stand
facing a wal his fet against the wall, and hands,
palms flat, against the wall Tell him to push away
fradually from the wall Note: This perpendicular
push-up is effective in enhancing, body coordination
The following are suggested exercises to develop arm
and shoulder strength (1) Tel the child to put his
hands ona table, palms down. Atthe count of thre,
tellhim to push against the table, elbows bent (2) Arm
‘wrestling involves two children, both placing their
“bows om a flat surface, grasping hands and pushing
in order to flatten the other's arm down and become
the winner; (3) Atfach a rope toa hook on a wall, and
place the child on a scooter (a square board with four
{wheels} ask him fo pull himself forward, hand over
hand, Note: If maturation isa concer, delay push-ups
until the child's muscular structure indicates
developmental readiness
Instructional Materials
Colored stickers, wo cutout hand prints (made by
tracing around the child's hands on paper and cutting
them out, ape.
Instructional Activities
1. Place the two colored stickers on the floor, and tape
the two cutout hand prints about 12 inches or more
from the stickers
2. Ask the child to place his knees on the stickers and
his hands on the hand prints.
3, Tell him to keep his knees on the stickers while he
lowers his body to the floor.
4. Provide assistance as necessary, especially in
pushing back up
5. fhe has difficulty, have him lower himself only
halfway to the floor, and then try to push back up
50 his arms are straight (elbows locked)
6. Modify this activity by moving the stickers and
hand prints, or by asking the child to put his toes on
the stickers instead of his knees.
3.182 Sits on steps of pool and kicks in
water
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Filla dishpan with water from the pool and set it on
the pool deck near the stairs.HELP for Preschoolers Assessment & Curriculum Guide
2, Let the child become familiar with the pool water in
the dishpan; look, smell, and feel the water with her.
3, Give her a plastic doll and ask her to sett in the
dishpan, make the doll kick its feet, take itout and
ary it
4, Help the child stand in the dishpan and splash her
feet.
5, Put the dishpan on the first step in the pool
6. Have the child sit on the deck and put her feet in the
dishpan
7.Tell her to kick her feet in the dishpan to make
splashes.
8, Move the dishpan down to the second step.
9, Tell the child to move to the first step.
10, Place her feet in the dishpan and have her splash.
11 Remove the dishpan and have the child ick in the
pool.
12, Help her dry off when she indicates she doesn’t
‘want to continue.
13, Go back one step and repeat if she is hesitant at
any given step.
1, Seat the child on the first step of the pool with her
feet on the second,
2. Ask her ifshe can touch her toes, thus getting her
arms and chest wet.
3 Mark the third step with a rubber ring.
4, Ask her if she can touch the ring with her toes.
5, Show her how to sit sideways on the second step
next to her feet
6. Help if necessary.
7. Have her stretch her legs while siting sideways on.
the second step and kick in water.
8, Turn her and have her put her feet on the rubber
ing,
9. Instruct her how to make nice easy kicks,
10, Do not force any given step.
3.183 Allows self to be carried about in
water
Strand: 3-8 Age: N/Am 3-67
Instructional Activities
1. Seat children on the pool's edge with their feet
dangling in the water.
2, Explain that you will carry each child in turn for a
“merry-go-round” ride around the pool.
43. Instruct the child to put his legs around your waist
and his arms around your neck.
4. Tell him you will hold him around his waist.
5, Walk with each child in turn into the pool, holding
him so his shoulders do not go below the water.
6, Twitl around in water, and bob up and down.
7. Sing songs if the child is tense.
8. Take each child on as many trips as time permits.
Gross Motor / 251
9. Try to get each one to point out where he trusts you
to take him; this will help him relax in water for
success with later swimming instruction,
3.184 Stands in water up to waist
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Ask the child to enter the pool slowly, standing up,
‘one step at time.
2, Put your foot on the step so she can fel itand stand
riext to itif she hesitates
3.Place a rubber ring on the pool floor when she
reaches the last step so she can see the pool floor.
4. Have her hold onto the edge ofthe pool and step
‘onto the poo! floor next to the rubber ring.
Allow her to stand on your feet if she is hesitant and
step tothe pool floor when she feels more confident.
6.Givehera few minutes of free water play after the
lesson.
3.185 Blows bubbles in water
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Have the children stand in the water.
2. Talk about how a motor boat makes bubbles.
3. Demonstrate by putting your ips in water and
blowing bubbles.
4. Let the children pretend to be motor boats,
5. Challenge them to find out which motor boat can run
longest.
6. Vary the activity by asking children to walk across
the pool blowing bubbles.
7, Announce the winner asthe firstone to reach the
other side,
3.186 Walks across width of pool
help
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Tell the child she is going to play a game with you.
2. Have her stand in the shallow water.
3. Stand facing her with your back facing the direction
you wish to go.
4. lave her grasp your hands.
5. Take a step backward slowly and allow her to
follow
6.Sing or say, “Tugboat Tillie is towing [Samantha],
‘Watch out ahead!”
7. Hlave her say, “Toot-toot!” or something similar to
help her overcome any fears
8. Praise her when she reaches the opposite side
9, Turn around and return to the starting point.252 \ Gross Motor
10, Move into deeper water as she gains confidence,
but donot go above her midriff
3.187 Walks across width of pool
unassisted
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1 Have two children line up next tothe pool wall in
shallow water.
Place three rings behind each child.
Explain that the object ofthe game isto see who can
get al three rings to the other side frst by taking
one ring across the pool ata time.
4. Start the race by saying, “Go.”
Tell each child to carry a ring across the pool, put it
‘on the opposite edge, and return to retrieve another
fing
6. Assign an adult to stay close to each child to shout
encouragement and steady him in case ofa slip
7. Announce the winner as the frst one to get all three
rings across the pool
8. Move into deeper water as they gain confidence.
3.188 Puts face in water
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1, Ease the child into the water.
2. Kneel in the shallow end with her and hold onto the
steps.
3. Have her blow bubbles in the water.
4. Have her pretend to be washing her face by cupping
water in her hands and splashing it on her face
5.Tell her you are going to play a game.
6. Tell her to put her face in water:
7. Ask, “Whereis Bety (or her name)?” She will
probably lift her head out of the water.
8.Call out, “There is Betty! (or her name)”
9. Repeat the game until she gains confidence in
submerging her face in water.
3.189 Enters and exits pool safely
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Explain safety rules for around a pool, such as not
running on wet cement, pushing, etc.
2. Explain safety rules for getting into water, such as
‘not jumping, making sure an adultis watching, and
‘making sure the pool is deep enough for diving in.
3. Explain safety rules for the water, such as no
pushing, and how to cal for help.
4. Add up the number of different rules you have
explained,
HELP for Preschoolers ~ Assessment & Curculum Guide
5. Ask the child ifhe can list all the rules you
‘mentioned.
6. Makea memory game of it, emphasize the important
need for safety, and discuss the consequences of not
following the rules.
3.190 Bobs in and out of water 5 times,
holding breathe
Strand: 3-8 Age: N/Am 3-6)
Instructional Activities
1. Organize children in a circle holding hands in
waist-high water.
2, Hold each child’s hands one at time and help each
‘one practice taking big breaths and bobbing in and
out of water.
3. Continue until each one has had a turn with you.
4. Instruct the children how to play and sing “Ring,
‘Around the Rosie.”
5. Tell them that when they sing, “All fall down,”
everyone is to hold hands, take a big breath and bob
their heads under water.
6. Increase the number of bobs after “All fall down”
until al of them have been in and out of the water
five times in row.
3.191 Ducks head underwater, holding
breathe for 10 seconds
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Have the children walk to the 3-foot depth of the
ool
2. Have them forma circle by joining hands,
3.Tell them to drop hands and to stand stl
4. Instruct them to listen to a rhyme but not to move,
5. Repeat the thyme twice:
Jack-In-The-Box, Oh so still.
‘Won't you come out? Yes, Iwill!
6 Tell them to duck slightly under the water at the
‘count of three as you say the chyme,
7. Tell them to stay underwater until they hear “Won't
‘you come out?” and then to jump up, saying, “Yes, I
‘will! (lean close to their heads and shout so they
hear you).
8, Let those who succeed to take a turn to lead the
‘rhyme forthe group.
3.192 Opens eyes underwater
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Laminate large bright pictures to waterproof them
(or use plastic place mats).
2. Have children go in the water.HELP for Preschoolers ~ Assessment & Curriculum Guido
3. Place a picture in the water with its backside to the
children,
4. Instruct the children to put their heads in the water
and look at the picture.
5. Turn the picture face-up.
6, Have one child come out of water and describe the
picture,
3.193 Retrieves object underwater
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1, Show the children several small “treasures’~-small
items such as pennies, buttons, plastic prizes-- on
the edge ofthe pool
2, Pass out individual “treasure boxes,” or divide the
‘group into two teams and have two larger boxes.
3.Tell the children they are going on a treasure hunt
and they are to bring treasures back to fill their
boxes,
4, Scatter treasures around in the pool
5, Have all children startin the water atthe side of the
pool atthe same time,
66, Announce the winner to be the child or team who
retrieves the most treasures.
7. Vary the game by using different sized items for
treasures, or by having children cover their eyes
while you scatter them.
3.194 Bobs in and out of water 5 times,
breathing rhythmically
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Obtain a Jack-In-the-Box toy.
2. Show the child how Jack pops out from box.
3. Help the child get into the poo.
4. Ask her to pretend to be Jack-in-the-Box.
5. Ask her to sink into the water and then pop out five
times
6. Remind her to exhale and inhale as she pops out.
7. Let her play withthe Jack-in-the-Box atthe end of
the lesson
3.195 Performs arf float.
Recovers to standing position
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Instruct children to open and close their hands to
resemble an octopus.
2, Tell them they are to take an octopus for a walk to
the bottom ofthe sea,
Gross Motor / 253
3, Have them stand with their octopuses (hands) on
their thighs
4. Tell them to walk the octopus from their leg plank to
the bottom ofthe sea
5. Tell them to bend at the waist and walk the octopus
down the plank.
6. Praise those who try to make it tothe bottom.
7. Repeat the activity in water chest-deep.
3.196 Performs turtle float and recovers
Strand: 3.8 Age: N/Am 3-67
Instructional Activities
1. Have the children stand in a large circle in the pool
2. Demonstrate a turtle float by lying on your stomach,
‘and pulling your knees up to your chest.
3.Show children a large hoop.
4. Demonstrate getting into a turtle float and passing,
‘your body through the hoop.
5, Have each child try the turtle float
6. Tell them they are to pass the through hoop by using,
the turtle float method.
7. Explain that you will turn around and blow a
‘whistle, and that the child who is holding the hoop
when whistle blows is out.
8. The winner is the last one leftin the game.
3.197 Performs dog paddle
Strand: 3-8 Age: N/Am 3-67
Instructional Activities
1. Measure the width ofthe child's hands.
2. Make two paddles with plastic to ft the width and
length of the child's hand from the palm to the
fingectips
3. Have him spread his fingers apart and move through
the water to experience the sensation of water
through his hands,
4. Attach paddles with elastic to his hands.
5. Instruct him to paddle.
6 Ask him whether he can feel a difference with and
without paddles.
7. Have him paddle through the water.
3.198 Performs front float
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Instruct the child to walk to the 3foot depth of the
0
2.Telther to squat unl water covers her shoulders
3. Take her hands and face her.
4. Instruct her to lean forward with her legs floating in
‘horizontal position, keeping her face out of water,
as you pull her around the pool254 \. Gross Motor
5, Have her hold her breath and put her face in water
for two or three seconds ata time, then longer as her
confidence builds.
6. Continue until she floats, holding your hands and
feels secure, not longer than five minutes at each
practice time.
3.199 Performs back float
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Instruct the children to sit on the top step of the pool
2. Have them adjust to the water by pretending to wash
their faces, necks, arms and chests, using pool
water.
3. Instruct them to move down to the second step,
staying in a sitting position,
4. Tell them to lean back on the top step asif to lie
down on bed, letting their legs and feet float to the
top of the water.
5. ell them to lean way back and to rest their heads
‘on the top step in the water, letting the legs remain
ina floating position and bracing themselves with
their hands,
6. Ask them to pretend to be asleep until you tap each,
‘one awake with a magic wand.
7. Let those who succeed help you count.
8, Tell them the winner is first one who stays in a
sleeping position for a count of ten
3.200 Recovers to standing position
from front and back floats
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
1. Place the child in the pool.
2. Have her float on her front
3. Instruct her to pretend she isa balloon deflating and
tollether feet sink until they touch the pool floor.
4. Tell her to stand as soon as her feet touch the
bottom.
5. Assist as needed.
6 Use the same procedure for back float
3.201 Performs front glide from 2 feet,
5 feet
Strand: 3.3. Age: N/Am 3-67
Instructional Activities
1. Have children get in the pool atthe 3foot depth
facing you about 4 feet from the steps.
2.Place a small floating toy on the pool edge.
3. Instruct them to squat until their shoulders are
underwater
HELP for Preschoolers - Assessment & Curriculum Guide
4. Tell them to extend their arms in front of their body.
‘on top of the water and to lock thumbs with fingers
closed side-by-side.
5, Tell them to take a deep breath, put their head down,
between their arms, to face underwater with eyes
looking at the bottom of pool, and to lean forward
and to let their legs and body float on top of the
water
6, Tell them to aim for the steps and the toy.
7. Allow them to play with the toy fora few seconds
before repeating the activity.
3.202 Performs front glide with flutter
kick for 2 feet, 5 feet
Strand: 3-8 Age: N/Am 3-6)
Instructional Activities
‘Set up opportunity to demonstrate skill, model and
‘observe, and point out correct techniques.
3.203 Performs back glide for 2 feet, 5
feet
Strand: 3-8 Age: N/Am 3-67
Instructional Activities
1. Have the children walk to the 3foot depth of the
pool
2. Tell them to stretch their arms out like a butterfly
3. Tell them to squat until the water is at shoulder
level
4.Tell them to lay their head back on water, with chin
pointing tothe sky, and arms stretched out like a
butterfly
5. Instrct them to keep leaning back until their legs are
floating horizontal onthe water, arms stretched
out, shoulders back, chin pointing to the sky with
face out ofthe water.
6. Assist by standing behind the child, grasping his
‘hin with your right hand and placing your left
hand under his head, pulling gently backwards
until his legs are floating
7. Repeat until children are able to float for atleast 30
seconds.
3.204 Performs back glide with flutter
kick for 2 feet, 5 feet
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
Set up opportunity to demonstrate skill, model and
‘observe, and point out correct techniques.HELP for Preschoolers = Assessment & Curriculum Guide
3.205 Jumps into water from deck with
legs apart so head does not become
submerged
Strand: 3-8 Age: N/Am 3-6y
Instructional Activities
Set up opportunity to demonstrate skill, model and
‘observe, and point out correct techniques.
3.206 Jumps into water from deck with
legs together, pushes off bottom and
glides
Strand: 3-8 Age: N/Am 3-67
Instructional Activities
‘Set up opportunity to demonstrate skill, model and
observe, and point out correct techniques.
3.207 Performs front glide with kick and
stroke
Strand: 3-8 Age: N/Am 3-67
structional Activities
Set up opportunity to demonstrate skill, model and
observe, and point out correct techniques.
3.208 Stops wheelchair in any manner
Strand: 3-9 Age: N/Am 3-6y
Instructional Materials
Masking tape, toy bowling pins or plastic bottles.
Instructional Activities
1. Place two taped marks on the floor about 18 inches
apart.
2. Place a bowling pin on each taped line.
3. Tell the child to move in her wheelchair towards the
tape line,
4. Instruct her to stop the wheelchair before it knocks
lover the pin,
Praise each safe stop she makes,
Keep score of perfect stops, and challenge her to beat
her record.
3.209 Moves wheelchair forward using
1 push forward and release
Strand: 3-9 Age: N/Am 3-6y
Instructional Materials
Masking tape, chalk, whistle.
Gross Motor / 255
Instructional Activities
1. Lay outa race course in the gym or on the
playground with masking tape or chalk.
2. Marka starting and a finishing line at one end of the
area with tape or chalk.
3, Use chalk to define four racing lanes at least 10 feet
apart
4. Line up children who have equal ability in
‘wheelchairs atthe starting point.
5. Explain the push-and-release method to go forward.
6.Tell the children they must each follow their racing,
line,
7. Blow the starting whistle,
8, Assist children as needed,
3.210 Moves wheelchair backward
using | pull back and release
Strand: 3-9 Aget N/Am 3-6y
Instructional Activities
1. Place or have the child get into wheelchair and
fasten her seat bet
2. Instruct her to put her hands on the wheelchair rim
infront of her
3. Instruct her to hold onto the rim and to move her
arms to her back (backwards)
4. Instruct her to release the rim when her arms are as
far back as they can go.
5. Vary the activity by getting a slide whistle and
blowing along with the children stretch forward
and pull backward.
6.Stop blowing if the child stops prematurely.
3.211 Turns wheelchair in a circle to the
right
Strand: 3-9 Age: N/Am 3-6y
Instructional Materials
Several traffic cones.
structional Activities
1.Set up traffic cones or other objects in a cite
2. Position the child with his right side toward the
3. Instruct him to go around the cones without hitting
them,
4, Demonstrate the best tuning procedure.
5. Praise the child if e makes ital around the circle
without touching the cones, regardless of his time.
6. Vary the activity by changing the size of the circle
or by timing the child to see ifhe can beat his
previous time
7.Set up a maze or an obstacle course so the child must
‘make right and left turns in order to get to the end,156 \ Gross Motor
3.212 Turns wheelchair in a circle to the
left
Strand: 3-9 Age: N/Am 3-67
Instructional Materials
Several traffic cones.
Instructional Activities
Set up traffic cones or other objects in a circle.
2. Position the child with her left side toward the
Instruct her to go around the cones without hitting
them,
Model the best turning procedure
Praise the child if she makes it all around the circle
without touching the cones, regardless of her time.
6, Vary the activity by changing the size of the circle
‘orby timing the child to see if she can beat her
previous time
Set up a maze or an obstacle course so the child must
make right and left tums in order to get to end.
3.213 Sets brake on wheelchair to stop
or remain stationary
Strand: 3-9 Age: N/Am 3-6y
structional Activities
Set up an opportunity to demonstrate this skill, model,
observe, and point out correct techniques.
3.214 Releases brake on wheelchair to
resume movement
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
Set up an opportunity to demonstrate the skill, model,
observe, and point out correct techniques.
3.215 Travels forward 10 feet in
wheelchair
Strand: 3.9 Age: N/Am 3-6y
Instructional Activities
Set up an opportunity to demonstrate the skill, model
‘observe, and point out correct techniques.
HELP for Preschoolers ~ Assessment & Curriculum Guide
3.216 Travels backward 10 feet in
wheelchair
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
1. Mark a starting and a finishing line for a race
course, and place plastic bowling pins to make two
lanes.
2. Instruct the child how to do the activity
3, Place her in the wheelchair atthe starting line with
her back facing the course.
4. Ask her to whee! backwards between the bowling,
pins without knocking them down
5, Award a badge tothe child if she avoids hitting all
the pins
6. Vary this activity by timing the child and having her
race against her record or by blindfolding her and
call out directions.
3.217 Travels length of classroom in
wheelchair
Strand: 3.9 Age: N/Am 3-67
Instructional Activities
Set up an opportunity to demonstrate the skill, model
and observe, and point out correct techniques.
3.218 Travels length of classroom in
wheelchair in one minute
Strand: 3.9 Age: N/Am 3-6
Instructional Activities
Set up the opportunity to demonstrate ski, model and
‘observe, and point out correct techniques,
3.219 Travels using wheelchair in
roomy areas to go forward, backward,
and to turn at wil
Strand: 3-9 Age: N/Am 3-6y
Instructional Materials
‘Cones made from construction paper or posterboard,
tape for floor or cement, green and red marking pens,
stopwatch.
Instructional Activities
1. Set up an obstacle course in a room or on blacktop
‘with cones made from construction paper or
posterboard
2. Place tape on the floor ina path for the children to
followHELP for Preschoolers = Assessment & Curriculum Guide
3. Color the beginning tape green for "Go" and the end
tape red for “Stop.”
4, Demonstrate how to move a wheelchair through the
obstacle course without touching any cones.
5. Give each child a few practice turns.
6.Tell the children you will time them as they move
through the obstacle course and that you will add
an extra minute to their time whenever they hit
cone or go off course
7. Record each child's time on a chart
3.220 Travels using wheelchair in
compact areas to go forward, backward,
and to turn at will
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
1. Set up an obstacle course in a room with furniture.
2. Place yellow tape on the floor inthe path you wish
the children to follow.
3, Make a green palace from construction paper and
stand it up at the end of the path
4.Tell the children that in this activity they will
follow the yellow brick road and try to get to the
Emerald Palace to see the Wizard of Oz.
5. Explain that to get tothe palace each child must
follow your directions and stay on the path.
6. Demonstrate how to move a wheelchair through the
‘obstacle course and follow directions without
poing off the path
7. Give each child a practice turn
8 Tell the children the Wizard of O2 will award a
prize to those who successfully make i to the
Emerald Palace.
3.221 Travels forward through
doorway
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
Set up the opportunity to demonstrate skill, model and
‘observe, and point out correct techniques.
3.222 Travels backward through
doorway
Strand: 3-9 Age: N/Am 3-6)
Instructional Activities
Set up the opportunity to demonstrate skill, model and
observe, and point out correct techniques.
Gross Motor / 257
3.223 Opens door, travels through
doorway, and closes door
Strand: 3.9 Age: N/Am 3-6
Instructional Activities
Set up an opportunity to demonstrate skill, model and
observe, and point out correct techniques.
3.224 Places foot rests in down position
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
Set up an opportunity to demonstrate skill, model and
‘observe, and point out correct techniques.
3.225 Places foot on rest
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
Set up an opportunity to demonstrate skill, model and
observe, and point out correct techniques
3.226 Takes foot off rest and places
foot rests in up position
Strand: 3-9 Age: N/Am 3-67
Instructional Activities
1, Put wheelchair brakes on.
2. Seat the child in the wheelchair.
3, Have the child lift one leg and put it next to the other
‘on the other foot rest.
4. Use your hands to move her leg if necessary
5, Bend aver and push the heel loop forward if
necessary.
6.Fold the foot rest up.
7, Take both feet off the other foot rest.
8. Bend over and push the heel loop forward if
necessary.
9, Fold the other foot rest up.
10. Demonstrate the procedure, explaining all the tasks
involved,
11. Have her try to raise the foot rests with your
assistance.
12. Gradually reduce your assistance.258\ Gross Motor
3.227 Transfers from wheelchair
Strand: 3-9 Age: N/Am 3-67
Instructional Activi
1, Set up a “store” with the items labeled according to
‘number of points a child must earn to buy an item in
small room other than the classroom.
2. Place the child on the floor.
43. Bring the wheelchair to him.
4. Show him the timer.
5. ell him you will time how fast he gets into his
chair.
6, Do not allow him to rush. Take away points for
carelessness if necessary.
7. Protect his back as he transfers positions.
8, Give him points to spend at the store, according to
the speed with which he moves from the floor to the
wheelchair,
9. Increase the number of points ashe increases speed
in getting into wheelchair.
1. Position the wheelchair for the child ifhe is unable
to doit.
2. Put the wheelchair as close to bed as possible and in
position so he turns toward his stronger side.
3. Swing away the foot rests and remove the armrests,
if possible.
4. Make sure the brakes are on.
5. Assist or have him roll to edge ofthe bed
6, Assist or have him sit on the edge of the bed with his
legs over the side.
7. Assist or have him stand.
8, Block his knees with your knees if necessary.
9, Tum him toward the wheelchair.
10, Assist or have him sit in the wheelchair.
11. Assist or have him push back into the wheelchair,
12. Replace the armrests and foot rests
13, Put his feet on foot rests.
14. Fasten the seat belt.
1. Position or have the child position his wheelchair
‘a close to the bed as possible and in position so he
turns toward his stronger side.
2.Put the brakes on,
3. Take his feet off the foot rests.
4. Swing away the foot rests and remove armrests if
possible.
5. Unfasten the seat belt
6. ull or have him slide to the edge of the wheelehai.
7. Assist or have the child stand.
8, Hold him by his pant tops or belt, if necessary.
9 Block his knees with your knees if necessary.
10, Turn him toward the bed
11. Assist or have him sit on the edge of the bed.
12. Lower or have him lower himself onto the bed.
13. Swing his legs onto the bed.
HELP for Preschoolers - Assessment & Curriculum Guide
14, Have a small treat on or under the pillow for him
tohave when the task is completed.
1. Seat the child in his wheelchair.
2. Position or have him position the wheelchair as
close to the chair as possible and in position so he
tums toward his stronger side.
3. Put the brakes on.
4, Put the foot rests up.
5, Pull or have him slide to the edge ofthe wheelchair,
6. Assist or have him stand,
7. Hold him by his pant tops or belt if necessary,
8. Block his knees with your knees if necessary.
9. Turn him toward the wheelchair.
10. Assist or have him sit in the wheelchair.
11. Assist or have him push back into the wheelchair.
12, Fasten the seat belt.
13. Put the foot rests down,
14, Put his feet on the foot rests.
15. Encourage his independence.
16, Repeat often, gradually reducing your assistance.
3.228 Follows safety rules using
wheelchair
Strand: 3-9 Age: N/Am 3-6y
Instructional Activities
Set up an opportunity to demonstrate skill, model and
‘observe, and point out correct techniques.