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Smith, Wayne – Sport, Education and Society, 2016
When observing skill and determining the competency of children and youth physical education teachers often focus on the coordination dynamics within the individual in the early years and then the individual's ability to play the game as they develop. But in these game contexts the focus is often still on the individuals' actions and not the…
Descriptors: Teaching Methods, Physical Education, Psychomotor Skills, Games
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Chambers, Mary E.; Sugden, David A. – Journal of Early Childhood Research, 2016
The years from 3 to 6 are a time when children develop fundamental movement skills that are the building blocks for the functional movements they use throughout their lives. By 6 years of age, a typically developing child will have in place a full range of movement skills, including, running, jumping, hopping, skipping, climbing, throwing,…
Descriptors: Children, Developmental Disabilities, Psychomotor Skills, Physical Disabilities
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Pica, Rae – Young Children, 2011
NAEYC, the National Association for Sport and Physical Education, and the US Department of Health and Human Services all recommend that preschool programs offer physical education. There are many reasons why. First, young children form healthy habits early in life. Before entering elementary school they learn to brush their teeth, bathe…
Descriptors: Physical Education, Physical Activities, Young Children, Child Health
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Parrish, Anne-Maree; Yeatman, Heather; Iverson, Don; Russell, Ken – Health Education Research, 2012
School break times provide a daily opportunity for children to be active; however, research indicates this time is underutilized. Reasons for low children's playground activity levels have primarily focused on physical barriers. This research aimed to contribute to physical environmental findings affecting children's playground physical activity…
Descriptors: Playground Activities, Physical Activities, Bullying, Physical Activity Level
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Riethmuller, Annaleise; McKeen, Kim; Okely, Anthony D.; Bell, Colin; de Silva Sanigorski, Andrea – Australasian Journal of Early Childhood, 2009
Physical activity habits are established in early childhood. Increasing a child's fundamental movement skill confidence and competence may result in a trajectory of increased physical activity and a lower risk of becoming overweight. The evidence upon which the promotion of physical activity in early childhood settings is based is tenuous. This…
Descriptors: Physical Activities, Physical Activity Level, Young Children, Professional Development
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Vidoni, Carla; Ignico, Arlene – Early Child Development and Care, 2011
The prevalence of obesity in children and adolescents from low-income families in the USA has become a significant concern over the last 20 years. One of the major contributors to this problem is the lack of physical activity. The purpose of this paper is to describe initiatives designed to: (1) engage young children in physical activity during…
Descriptors: Physical Education, Obesity, Physical Activities, Physical Activity Level
Campbell, Linley – AECA Research in Practice Series, 2001
Noting that the development of fundamental movement skills is basic to children's motor development, this booklet provides a guide for early childhood educators in planning movement experiences for children between 4 and 8 years. The booklet introduces a wide variety of appropriate practices to promote movement skill acquisition and increased…
Descriptors: Child Health, Class Activities, Developmentally Appropriate Practices, Early Childhood Education
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Fuchs, Melani Alexander – Montessori Life: A Publication of the American Montessori Society, 2015
Montessori's first premise is that movement and cognition are closely entwined, and movement can enhance thinking and learning (Lillard, 2005). Children must move, and practice moving, to develop strength, balance, and the stability needed to fully participate in the rigors of daily life. It is imperative for young children's motor…
Descriptors: Montessori Method, Movement Education, Psychomotor Skills, Physical Education
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Morrison, Kathy – Dimensions of Early Childhood, 2012
Linking science and art explorations makes sense in early childhood education for a number of reasons. Young children have a natural curiosity about their world and how it works. Young children are also natural artists. Most are delighted to participate in open-ended art activities, dramatic play, singing, and dancing. For young children, the…
Descriptors: Early Childhood Education, Art Activities, Young Children, Science Process Skills
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Garcia, Clersida; Garcia, Luis; Floyd, Jerald; Lawson, John – Journal of Physical Education, Recreation & Dance, 2002
Discusses how movement programs can help young children develop fundamental movement patterns and healthy, active lifestyles while learning cognitive and psychosocial concepts, noting misconceptions about early physical activity and motor skill development, describing specific approaches for promoting physical activity, and explaining that…
Descriptors: Early Childhood Education, Health Promotion, Life Style, Movement Education
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Oslin, Judy – Teaching Elementary Physical Education, 2004
Most motor development experts, teacher educators, and physical educators agree that the development of fundamental motor skills ought to be the focus of primary level (K-2nd grade) physical education. Given the limited number of days allocated for physical education in most elementary schools, ensuring that all students learn 200 or more…
Descriptors: Elementary School Students, Play, Motor Development, Physical Education
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Bruns, Deborah A.; Pierce, Corey D. – Young Exceptional Children, 2007
Early literacy development is the gateway to reading and future academic success. Learning about sound-letter correspondence and basic decoding strategies are but two fundamental skills that have been found to support this later success. In addition, an emphasis on environmental print (e.g., McDonald's, Wal-Mart, Shell) and functional print (e.g.,…
Descriptors: Intervention, Young Children, Emergent Literacy, Reading Skills
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Leppo, Marjorie L.; Davis, Diane; Crim, Bruce – Childhood Education, 2000
Examines the link between movement experiences--and their consequences during infancy--and cognitive development. Explains how movement stimulates cognitive development, the role of aerobic activity, and the importance of skill development. Offers suggestions for enhancing preschool motor learning experiences, practicing movement fundamentals,…
Descriptors: Brain, Child Health, Cognitive Development, Education
Cooper, Walter E. – 1976
The author considers the importance of evaluating preschoolers' perceptual motor development, the usefulness of various evaluation techniques, and the specific psychomotor abilities that require evaluation. He quotes researchers to underline the difficulty of choosing appropriate evaluative techniques and to stress the importance of taking…
Descriptors: Evaluation Criteria, Infants, Measurement Instruments, Motor Development
Resch, Paula C. – 1984
Process writing and Suzuki's Mother Tongue Method of music instruction are similar in many ways. Like Suzuki teachers, teachers of writing who use the process method are humanizing children in a technological age. Both Suzuki and leaders of the writing renaissance believe that every child can be a musician or a writer. Both methods tell learners…
Descriptors: Early Childhood Education, Group Instruction, Humanistic Education, Music Education