UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

CREATIVE ARTS, MUSIC AND MOVEMENT IN ECED

SUBJECT CODE: ECE 005
TOPIC OR LESSON 15: Developing Creativity through Music and Movement
WEEK: 17
SUB-TOPIC/S:
1.1. Selecting Developmentally Appropriate Physical Activities

OVERVIEW OF THE TOPIC

We have established the importance of music and movement experiences to the total
development of young children. We have learned that how well a child performs a
motor skill depends on the interaction between learner, task and environment. Our
challenge as teachers is how to meet the needs of individual children who vary widely
in their motor skill levels. We need to account for these variations in performance by
making necessary modifications in the task and the environment to challenge each
child at an appropriate level. We need to tailor the physical activity to meet individual
developmental needs so that every child can experience and develop motor
competence.

LEARNING OUTCOMES
Students are expected to have teaching demonstration and video presentation
(individual and by group) as means of applying the concepts taught.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:

a. Integrate music and movement to other curricular areas by selecting

developmentally appropriate activities for young learners.

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 ENGAGE

As a future educator, explain and cite examples on how you will develop the following
to your learners:

1. Fine motor skills

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2. Balance and stability

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3. Sensory-perceptual and motor awareness

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EXPLORE
Think about it!

If you will be asked, what do you think are the appropriate guidelines and factors to
consider in selecting developmentally appropriate physical activities for our learners?
Explain your answer.
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 EXPLAIN

Part of your role as a school-age staff member will be to support the physical
development of the children in your care. In order to do this properly, it is important that
you understand what types of physical activities are appropriate and necessary for
school-age children.

Motor Development
Motor development, or the growth of muscular coordination, occurs rapidly
during the first five years of a child’s life. School-age children continue to develop and
strengthen their motor skills in a more slow and detailed way. Motor development
involves two separate components: gross-motor skills and fine-motor skills. Gross-motor
skills are actions that use the large muscles in our bodies, such as those in our arms and
legs for walking, running and jumping. Fine-motor skills are actions that use smaller
muscles, such as those in our fingers and toes for writing or balancing.

Gross-Motor Development
Most school-age children will have developed their basic gross-motor skills, but as
school-age children grow and develop physically, they continue to develop their larger
muscles. School-age children can continue developing their large-muscle skills through
practice and repetition. For example, if an 8-year-old wants to learn how to throw a
baseball, he or she should practice the action repetitively over a period of time in order
to develop the skill.
Children who are experiencing growth spurts often lack coordination and seem
clumsy. They may have had a growth spurt in their torso and arms but not in their legs,
or their feet might finish growing fully before the rest of their body. Children going
through these phases will have to work especially hard to excel at certain athletic skills.
Later in this course, you will learn how you can support the emotional needs of school-
age children who are experiencing this type of development.
You can help support the physical development of larger muscles by including
certain activities into your plans. The lists below are examples of activities that support
large-muscle development and ideas on how to incorporate them into your plans.

Jumping rope
Have a jump-rope contest or practice specific skills. You will find a link to jump-
rope activities on the resource list attached to this lesson.

Balance activities
Make your own balance beam with lumber and concrete blocks. Children can
practice balancing, while remaining a safe distance from the ground to avoid injuries.

Hopscotch
Let school-age children create their own hopscotch boards and have a contest.
This can also be played indoors by using masking tape on the floor. For hopscotch rules,
check the resource list attached to this lesson.

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 Organized sports
Skills associated with sports such as baseball, football, soccer, lacrosse, etc. will
help with motor development. Depending on the size and age of your group, you can
have formal games, or just break out into groups and practice the specific skill.
Consider having high school or college athletes in your area come demonstrate the
proper way to execute specific skills.

Obstacle courses
Obstacle courses can be a great way to incorporate many different skills and
actions. You can include running, jumping, balancing, throwing, catching and other
fun actions like jump roping or hula hooping.

Yoga
Yoga helps strengthen muscles and develop coordination and balance. There
are many books and DVDs available to help teach yoga to children. The reference list
attached to this lesson has some examples.

Movement games
Games like Simon Says and Twister are a fun ways to practice large-muscle skills.

Dance and aerobics

Plan dance parties or contests to allow children to show off their dance moves. If
possible, have an instructor visit to teach steps or skills. If instructors are not available,
consider using DVDs to help with instruction.

Why Is Physical Play for Toddlers and Preschoolers Important?

Children have high levels of energy that need to be expended, and the benefits
of physical play are critical to a child’s physical and mental development. Children
who are physically active tend to do better in school, have longer attention spans, and
have fewer behavioral problems. Being physically active also helps children to:
• Develop strong bones
• Develop gross and fine motor skills
• Build strength, endurance, and flexibility
• Build confidence
• Achieve and maintain a healthy weight
• Decrease stress levels
• Improve social skills
• Improve balance and coordination
• Improve posture
• Improve concentration
• Improve sleep
Lack of or not enough physical activity can lead to several health issues for
young children. A lack of exercise can lead to weight gain or excessive body fat, high
blood pressure, bone health problems, and cardiovascular diseases. Active children
tend to have fewer chronic health issues, are less likely to get sick, and have a greatly
reduced risk of developing diseases or illnesses such as diabetes, heart disease, and
depression.

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 Childhood obesity is a growing problem in early childhood. Child care providers
can play an important role in preventing obesity by helping children stay active and
learn the importance of physical activity. Here are 11 things to consider as you help the
children in your child care program stay physically active.

1. A major reason for the growth in the rate of childhood obesity is lack of
exercise. Children today are less active, and the rates of childhood obesity are growing
alarmingly.
2. Exercises like jumping, running, dancing or hiking can strengthen children’s bones both
now and later in life. These activities can help children’s bones to be stronger.
3. Active children are more likely to become active adults. If you help children become
active now, they are more likely to stay active as adults.
4. Research has found that regular physical activity can help reduce the chances of high
blood pressure, heart disease, and diabetes and colon cancer. Encouraging children to
be active now may help prevent these chronic diseases later.
5. The best form of physical education for the child from birth to age 2 is to let the child be
active naturally. Children under 2 should be given plenty of time to move but do not
need a formal physical education program.
6. Preschoolers are not too young to learn the value of physical activity. Children should
participate in fitness activities and learn why moving their bodies is important for good
health.
7. Organized team sports are not the best way for children ages 3 through 5 to build motor
skills. Team sports are not well-rounded physical education because each sport tends
to emphasize one or two particular skills, such as kicking and catching. Children also
need to learn other skills, such as balance and movement. Another problem with team
sports in this age range is that most children are not developmentally ready to
participate in structured team sports. They are unable to understand complex rules and
may be upset about losing.
8. You do not need to have a lot of equipment and space to offer quality physical
activities. Create stations with different activities, like tossing and jumping in your child
care room. Bring active play to small spaces. You do not need equipment for each
child. Use masking tape on the floor to show children where they can move. This allows
children to move a great deal in a limited space without disturbing others.
9. Children are naturally accident-prone. It is best not to warn them about hurting
themselves. Warning will probably not reduce unintentional injuries, and might make
children afraid of physical activity. Keep children safe by redirecting them from unsafe
activities, but don’t say “be careful” all the time.
10. Good physical activity time for young children is playful and fun, with a balance of free
play and guided discovery. The most important message in being active for young
children is that using your body can be fun. Each child must find the activities that are
right for him or her.
11. Because young children lack muscular endurance, they tire easily and quickly but also
recover quickly. Plan short bursts of activity, with time for children to rest in between.

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 ELABORATE

Write a comprehensive essay on the importance of selecting developmentally

appropriate physical activities in developing fitness in young children.

EVALUATE

Prepare developmentally appropriate physical activities for learners age 4-5 years old.
Then, take a video of yourself demonstrating how you will teach those physical
activities to them.

RUBRIC FOR EVALUATION SCORE

3– The 2 – The 1– The explanation 0.5 – The 0–
explanation is explanation is is quite relevant to explanation is not Has no
RELEVANCE

directly relevant relevant to the the topic. Only few clear and has a explanation
to the topic. Every topic. Most of the of the details very rough
detail points details contribute contribute to the transition of idea.
toward the topic. to the development of The details are
development of the topic. not relevant to
the topic. the topic.
3– The 2– The 1– The explanation 0.5 – The 0–
ARGUMENT
EVIDENCE/

explanation shows explanation shows at 3 to 5 explanation Has no

at least 9 shows at least 6 correct/valid shows at most 2 explanation
correct/valid to 8 correct/valid evidences to correct/valid
evidences to evidences to support his/her evidences to
support his/her support his/her answer. support his/her
answer. answer. answer.
2– The 1.5 – The 1– The explanation 0.5 – The 0–
explanation is explanation is is somewhat clear explanation is not Has no
CLARITY

clear, has a very clear, has a good and has a rough clear and has a explanation
good flow of transition, most of transition from one very rough
discussion, every the details are idea to another. transition of
detail is connected to ideas.
connected to each other.
each other.
2– The 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-

explanation has explanation has 1 has 3 to 4 errors in explanation has Has no

CALITY

no error in to 2 errors in grammar, spelling, at least 5 errors in explanation

grammar, spelling, grammar, and punctuations. grammar,
and punctuations. spelling, and spelling, and
punctuations. punctuations.
OVERALL SCORE:

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 REFERENCES

Alcodia, Editha (2012) Creative Arts, Music and Drama for Young Children

Barnes & Noble Education Integrating Music, Art, Play and Movement in the Early
Childhood Curriculum

Sarrazin, Natalie (2012) Music and the Child

ADDITIONAL
MATERIALS

Physical Activity for Child Care

https://childcare.extension.org/things-to-consider-when-planning-for-physical-
activities-in-child-care/

Physical Activity for Young Children

https://raisingchildren.net.au/babies/play-learning/active-play/physical-activity-for-
young-children

Supporting Physical Development

https://www.virtuallabschool.org/school-age/physical-development/lesson-3

PREPARED BY:

Ms. Desiree S. Isidro

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