Schools play a significant role in ensuring that children get adequate physical activity. They are the most suitable places for students to develop their motor skills. Based on my experience at the childcare facility, these institutions dedicate sufficient time to encourage youngsters to run and play. However, when incorporating this part of cognition into lessons, it is vital to establish time limits. In this way, the physical aspect of the learning process will be appropriately addressed.
It is critical to remember that games for children should not substitute studying. They represent a significant stage of the lesson but cannot be considered as an objective for the class. According to my observations, the time dedicated to physical activities cannot be ascertained since it is fully integrated into the plan. Therefore, as can be seen from the HappyFeet program, the emphasis of educators is on the acquisition of gross motor skills rather than the time spent on it (Zoller, 2014, 5:11). In such classes, songs, stories, childhood games, and nursery rhymes help children develop the fundamentals of balance, coordination, and agility (Lynch, 2014, 6:39). These activities may range between 4 to 19 minutes, which demonstrates the significance of movement for students (Coachheidi01, 2011, 4:34). In this way, the inclusion of physical exercise in lesson plans is important for their development when scheduled.
The use of active games by educators of the Saskatchewan program also shows how to introduce them to young learners. The instructors start the lesson by explaining the importance of movement and how it helps students think clearly and feel better (Just Judy Lynn, 2014, 18:11). This technique is complemented by classroom activity breaks added to the process so that children could regain their focus on the materials through short periods of distraction (RedleafPress, 2013, 5:30). These practices allow concluding on their usefulness both at the beginning of the class and in the process.
The benefits of physical activity suggested at different points in time are recognized by various educational institutions. Thus, the Westwood preschool classroom adds songs to their program to encourage children to move (The Westwood School, 2012). Nevertheless, it does not mean that such breaks can be used only in the class since they are optimal for outdoor activities as well. They represent the methods incorporating exercise into the studying process, and the participation of toddlers in these tasks provides an excellent example of their use by educators (Hatfieldmomof3, 2011a, 7:22; Hatfieldmomof3, 2011b, 5:50; Hatfieldmomof3, 2011c, 10:00). In this way, the location does not matter for the lessons’ outcome and their overall efficiency.
The need for physical activity can also be controlled by strategies allowing precise planning. For instance, setting time for students to play games in the classroom is a good solution (Little Vedanta Preschool, 2018, 21:08). In order to do this, the teacher can offer the children exercise during a five-minute break so that they could stretch their limbs (Keirsey, 2012, 5:47). This approach can be accompanied by the suggestion to participate in games that enable youngsters to act out different scenarios (Wow English, 2013a, 19:53; Wow English, 2013b, 9:48). Thus, there is a variety of methods to engage the class in activities that imply movement.
The considerations presented above contribute to my future work by expanding my knowledge on the possible ways to include physical development in the lessons. Hence, my plans will be focused on academic instructions for active games, stretching and dancing, as well as outdoor tasks. The latter will be especially beneficial in instilling healthy habits regarding the need to move in children. As a result, they will have better sleep, more energy, become cheerful, and will be able to think clearly when studying.
References
Coachheidi01. (2011). Gross motor skills [Video file]. Web.
Hatfieldmomof3. (2011a). Toddler observation video 3 [Video file]. Web.
Hatfieldmomof3. (2011b). Toddler observation video pictures 002.avi [Video file]. Web.
Hatfieldmomof3. (2011c). Toddler video outdoor [Video file]. Web.
Just Judy Lynn. (2014). Morning circle at preschool [Video file]. Web.
Keirsey, B. (2012). Preschool shark math lesson [Video file]. Web.
Little Vedanta Preschool. (2018). Creative teaching techniques – part 1 from Little Vedanta Preschool [Video file]. Web.
Lynch, G. (2014). Older toddlers circle time [Video file]. Web.
RedleafPress. (2013). Focused observations chapter 3 video 6 [Video file]. Web.
The Westwood School. (2012). A Westwood preschool classroom 2 [Video file]. Web.
Wow English. (2013a). How to teach kids| from a Prague kindergarten, part 1 | English for children [Video file]. Web.
Wow English. (2013b). How to teach kids| from a Prague kindergarten, part 4 | English for children [Video file]. Web.
Zoller, C. (2014). HappyFeet Saskatchewan class ages 2-3 [Video file]. Web.