Physical Demands of Early Childhood Education Majors ‘Summary of Physical Demands ‘Anclementary schoo! teacher is considered a LIGHT duly posilon according tothe physical demands strength rating of the Dictionary ‘of Occupational Tiles, 2003. Light Work Examples ight physical demand is defined as exerting upto 20 pounds of force occasionally oF up to 10 pounds of force frequently. oF 9 afiibte amount of fore constanlly to mave objects. Physical demand requirements are in excess of those for sedentary work. Even Tra the weight ited may be only a negigible amount, job should berated light work wien it requies any combination of the followin 1+ Static Strength: The ability to oxort maximum force to lift, push, pull, or carry objects. ‘6 Examples may inchide; ree ing @ 10:pound force o push or pull the VCRTY stands, The overhead projector requires 6 pounds of forcs to move. itis also necessary to forward bend, squat, kneel, elc. when working with equipment, plugging iin, et. + Moving children's desks and chairs to change the layout ofthe classroom fo influence the earning situation. {Citing and earrying boxes weighing up lo 25 pounds trom the ofice to classrooms. Carrying can be up to 200 feet and varies, «Stamina: The ability to exert one's self physically over long periods of time without getting winded or out of breath. ‘Examples may include; Te eSspending the majorly of the day standing ina classroom. While standing the teacher wil frequently hold Tight objects they are working and demonstrating, ec, These can be held from waist lovel to slighlly above the teacher's head. + Seeing and heating on a continuous basis as well as speaking frequenlly. Positions may vary from standing, siting, walking, etc. + Explosive Strength: The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object. + Examples may include; ee Reacting quicky in emergency situations such as fire dis, tomado dis, sudden emergencies, oF to resolve confics and confrontations. “+ Moving quickly, running etc, over smooth to uneven surfaces such as on asphalt, pea gravel, on the playground, or on grass. A whislle may be used on the playground requiring the ably to blow. ‘The playground could have up to a 6-inch curb to step over. + Dynamic Strength: The ability to exert muscle force repeatedly or continuously overtime. This Involves muscular endurance and resistance to muscle fatigue. ‘= Examples may include; Standing for long periods of time while wailing on a board, hokding up 2 book, demonstrating specific sils, oF conducting experiments. ‘+ Remaining in one position for extended periods of time while assisting a student, answering questions, or providing examples. Posilions vary according to need but could include, squating, looping, standing, leaning, siting, sletching, or reaching. body balance or stay upright when in an unstable + Gross Body Equilibrium: The ability to keep or regain ons position. + Examples may include; ve Walking through the classroom and being able to manewver in tight spaces between desks, etc «Dynamic Flexibility: The ability to quickly and repestedly bend, stretch, twist, or reach out with the body, arms, andlor tegs. + Examples may include; ee Dealing wilh the students by kneeling or squatting, stooping, and bending from 50-70 degrees at the waist on an occasional fo frequent basis on a given day. | have read and understand the physical requitement necessary in the Early Childhood Classroom, sions Metbanone “K (sel oate_B S/i/isEthics and Honor 1_Mellissa_ webb have read the statement of ethics as outlined by the Georgia Professional Standards Commission and agree to abide by the statement of ethics in my field experiences and upon entering the profession. Signature Anebbare k web Date S/S 1 Mellissa Webb have read the Wesleyan College Honor Code and pledge to uphold the honor code in class, in field experiences, and upon entering the profession. Signature Shetbeasa K uett pate_4// //S- Please sign this form and retum it to the education department office,Tif, Evaluation | The Candidate Knows... The Candidate Demonstrates... | The Candidate Believes... UUI-Tb.The candidate uses a III-Te. The candidate believes understands various types of | variety of formal and informal | that it is necessary to use a student assessments. (K) assessments (portfolios, variety of assessments in order observations, student to make prudent instructional assessments, and standardized _| decisions (D) tests, performance tasks) to inform instructional decisions and to assess student learning. (S) Tii-Ba.The candidate knows a | IIL-8b. The candidate refines and | THI-8c. The candidate recognizes variety of self-assessment revises professional and/or that reflections can provide the strategies for reflecting on pedagogical behaviors based on | impetus for revising and hisher practices and the impact | reflections. (S) refining professional and of these practices on student pedagogical practices. (D) earning. (K) ‘These proficiencies reflect the Conceptual Framework of Wesleyan’s Education Department. Please read the document and sign. 1_Mellissa Wel have read and the Conceptual Framework. Ahobbgse Kk Ltt. ths ‘Signature of Candidate Date and Course lerstand the proficiencies in