Level 3 Diploma for Early Years Educator
Unit 1.2: Support healthy lifestyles for children through exercise
This unit is essentially about understanding the importance of exercise to promote and sustain good health. The unit also explores the various types of exercises and their benefits.Why do children need to exercise? Any form of physical activity or body movement is important in helping babies and toddlers grow and develop physically and mentally. Physical activities and exercise will further help children gain confidence, control balance, co-ordination and have awareness of space around them. In addition physical activities can help to build stamina, harness social skills and learn problem-solving skills.
Have a look at the examples below and think how the activities further encourage growth and development:
When children are catching and throwing a ball they are learning to balance and develop their eye, body and hand coordination. At the same time, they are strengthening their leg and arm muscles, as well as the small muscles in the hand and fingers.
When they catch a ball, they feel happy and gain confidence in their ability. When children are running to throw or catch a ball, they are increasing their bone density and the more often they play this game, they will build their stamina and endurance.
This game will also encourage children to talk, listen or follow instructions from their partner and maybe learn to solve problems facing them in throwing or catching a ball.
Other examples:
- Body muscles are strengthened when babies roll on the floor or lift their heads or crawls. When they grasp an object like a rattle or mother's finger, they are strengthening the fine muscles in their fingers.
- When a toddler begins to walk, they are developing their bone density. As they grow older when they are running, jumping or skipping they are strenthening their joints and developing their gross motor skills (large leg muscles )
- increase bone density
- develop stamina
- learn social skills when playing in team games like football or netball where children learn to take turns and cooperate.
- develop emotional well-being, for example having fun and being aware of their ability and acheivements.
- learn to be competitive too and aiming higher.
- learn to express themselves their moods and feeling through dancing or listening to music.
- Also develop spatial awareness.
- Develop fine and gross motor skills
- reduce risk of developing heart disease in later life
- reduce risk of developing diabetes in childhood and adulthood
- reduce risk of obesity
- reduce blood pressure
Alleviate stress and anxiety, boost energy and sleep well and longer. They are less likely to develop stronger immune system to fight of infections such as cold and flu prevent osteoporosis( bone loss) in later life.
Can you think of anymore?
These benefits will have an impact in later life. As adults, they are likely to lead a positive and healthy lifestyle and have longevity. They will be happier, work longer, and make a positive contribution to society. Being healthier means there will be strain on local services such as hospitals and doctors surgery. They are more likely to have positive relationship with others. The parents can be good models for their children who will inherit the healthy behaviour of their parents.
Types of activities and developments
| Age | Activity | Physical development | Emotional / social development |
Language and communication development |
|---|---|---|---|---|
| 6 months 6 months |
Bouncing games on carer's knee whilst listening to music
and singing nursery rhymes
Encouraging baby to hold rattle and shake it Encourge baby to reach for carer's finger and grasp it |
Promoting movements developing fine motor skills (muscles in the fingers) |
Having fun, enjoying the bouncing Encouraging bonding / attachment between parent and baby |
Smiling, making eye contact, gurgling | 9 months 9 months |
Play rolling over games with the baby Hide objects (teddy under the pillow) Introduce simple musical instruments such as a xylophone or tambourine stick and drum and encourage tapping. Play music and bounce baby on knee and encourage to move hands / sing nursery songs Roll ball on the floor and encourage baby to crawl to reach ball / passing ball from one hand to another Play music and sing nursery rhymes and encourage clapping |
Develop fine motor skills ( muscles in fingers ) Develop musles in hands and arms (gross motor skills) Encourage Mobility / movements Promote eye and hand coordination |
Pleasure, enjoyment Form attachment / bonding |
Making sounds and connecting sounds to nursery rhymes, babbling, smiling and eye contact |
| 12 months 12 months |
Stacking large legos messy play: sand and water see link playing with toys with buttons for pushing Painting and drawing Playing with dough Push and pull brick trolleys Painting and drawing Singing and dancing to music and nursery rhymes |
Developing muscles in fingers and hands muscles Strengthening muscles in arms and legs Encouraging movements Developing spatial awareness |
Feeling happy Gaining sense of self awareness or being Enjoying experience |
Learning new vocabulary, learning to make new sounds Expressing ideas |
| 18 months 18 months |
Climbing low frames Riding tricycle, run and play Threading toys, doing jig-saw Building with legos Hammer and peg and pop-up toys Messy play, water play and sand play, table top play see link |
Gross motor skills: hands, arms and legs Fine motor skills: muscles in fingers - threading beads Hand and eye coordination - pouring, filling and scooping sand or water Balancing and spatial awaress - running, jumping and climbing |
Pleasure, enjoying, having fun , feeling happy Learning to cooperate with others, learning to take turns, learning to share toys |
learning to interact with others, learning new words and extending sentences, learning to ask questions,
curious and learning to discover on their own and learning to be independent. Learning to comunnicate with words and body language, smile and play together. Learning to make friends. |
| 2 years 2 years |
Riding tricycle, climbing frames Throwing and catching ball Running and playing in garden or park Threading toys, playing with legos Messy play, sand and water play |
Develop gross motor skills Develope fine motor skills |
Build confidence, experience enjoyment Play alongside or with other children and make friends |
Communicate with other children |
| 3 years 3 years |
Riding scooters and tricycles Climbing frames Skipping, jumping and running Playing hopscotch Catching and throwing ball Painting and drawing Play dough singing and dancing Jigsaw puzzels messy play, sand and water play |
Develop large muscles in legs and arms | Feels happy and experiences enjoyment |
Build confidence Plays alongside other children
Increase vocabulary and uses body language |
|
| 3 to 4 years 3 to 4 years |
Simple running games Hop scoth skipping and jumping Throwing balls and bean bags Kicking and bounces a ball Painting and drawing Play dough Jigsaw puzzles Cutting and sticking Small world play Messy play, sand and water play |
Strengthens large and small muscle in body Build stamina |
Feel happy, have fun, enjoyment or gain pleasure Build confidence, gain self-esteem Learn to share toys, take turns |
Extend vocabulary, ask questions and speak in fuller sentences Interact and communicate with other children |
| 4 to 5 years and plus |
Skipping, hopping and jumping Playing with hoops Riding bicyles with or without stabilisers Playing on trampoline Playing in team sports Running games and ball games: kicking, b ouncing and throwing Dressing games Painting and drawing, modelling ??? addd Small world play Construction toys ???addd |
Develop spatial awareness Learns to balance Develops hand and eye coordination Develops gross and fine motor skills Increases bone density Builds stamina |
Feels happy and has fun Gains sense of competitiveness Build confidence and gains self-esteem |
Communicates confidently verbally uses using body language: smile, eye contact, nodding and pointing Ask questions and responds to questions. |
Current framework supporting indoor and outdoor
and regular exercise
- Giving children the best start in life by giving them opportunities to engage in physical activity both indoor and outdoor
- Sufficient space must be provided when setting up activities and activities must be planned to promote physcial development.
- Giving children sufficient time to use range of equipment and using resources that can be used to promote specific skills.
- Children under 5 should minimise amount of time being sedentary for very longer periods other than when sleeping. In otherwords, being more active and moving about instead of sitting or have restricted movements e.g. being in a pushchair, car seats or a playpen.
Early Years Foundation Stage framework: section 3.58 states:
Providers must provide access to an outdoor play area or, if that is not possible, ensure that outdoor activities are planned and taken on a daily basis.
The prime area of learning and development for physical development says that children must be provided with opportunities to be active and interactive.
The National Curriculum at KS1 states that the Government recommends two hours of physical activity a week, and this can include PE lessons and extra-curricula activities such as sports events,dance and gym sessions.
Recommendations for being active:
- Under 5s who are able to walk should be active for at least three hours a day which is spread throughout the day.
- Under 5s should be encouraged to mobile most of the time and spend as little time as possible just sitting.
- In early years setting, children should have access to outdoor play.
- Children in primary school should get a playtime in the morning and afternoon, and at lunchtime after finishing lunch.
- Children in primary school should have at least one hour a week of directed physical exercise indoor or outdoor (including PE lessons and sports activity).
Can you identify other EYFS requirements?
National and local initiatives
- Play England, Play Scotland and Play Wales are national initiatives aimed at making everyone aware of the importance of play.
- They have a strong focus on outdoor physical play and have lots of resources to show how important play and exercise are.
- Many local authorities have taken this lead and have spent money to improve outdoor play spaces and parks.
Partnership with parents/carers
- Working in partnership with parents/carers to support children's exercise will mean that children will always get their recommended amount of active time each day.
- Practitioners can share hints and tips with parents/carers, and they in turn can tell practitioners what their child likes to do.
- Exercise does not have to involve a sporting activity and parents/carers can involve their child in activities such as walking to the setting, tidying up at home and playing catch in the garden.
- Parents are role models for their children, if they engage in any form of physical activities, then their children are likely to imitate their parents positive behaviour.
- Parents can play football or netball in the garden or in the localpark. The children will enjoy the experience and be motivated.
- Parents can join their children to a after school sport club where they can watch their children play or compete.
- Parents can praise their children when they are exercising.
Evaluation of Indoor and outdoor provisions
when planning activities
| Exercise | Advantages | Disadvantages | Inclusive practice |
|---|---|---|---|
| Indoor Indoor |
Regardless of the weather / season
children can participate in physcical activity
all year round.
A safer environment for babies and toddlers where they can be observed and supervised at all times. Health & safety policies and safeguarding policies can be easily implemented in nurseries or childcare centres Space can be used wisely to set up suitable activites for physical play Access to variety of resources / equipment/ toys to encourage participation in activities. construction toys, drawing and painting, small world play and table top play. |
Insufficient space restricts choices of physical activities Access to variety of resources / equipment/ toys to encourage participation in activities. May not be enough room for wheelchair users Need more room for children with physical disabilities or motor impariments to move about Need more room for physiotherapist and occupational therapist to help children engage |
Dancing activities would be suitable for children with hearing impairment Child with visual impairment can engage in messy play Tray for sand and water play can be raised the height of wheel chair user Age appropriate equipment and toys should be available for all children e.g. tricycle and bicycle for the younger and older children respectivley. Some nurseries offer sensory play areas for children with sensory disabilities. Can you think of anymore? |
| Outdoor Outdoor |
Most nurseries have outdoor facilities for children to play Outdoor areas attached to indoor nurseries can be supervised and daily risk assessments can be carried out for health and safety. Planting or sand and water play ideal outdoor activity | Gardens and parks offer more space to allow children to
run around and make more movements. More room for children to play chasing games, skipping and jumping Parks have a playground to promote physical exercise e.g. slides, climbing frames, swings etc. Outdoor physical activities perfect in warm and hot weathers Children get fresh air Opportunities to explore environment Outdoor adventure lands in some areas to encourage children to be physically active. Rope climbing, bouncing surfaces, wooden houses, wooden climbing frames etc. |
Encourage girls to participate in football to play along with the boys Encourage boys to play net ball with the girls. Encourage children in wheel chairs to engage in racing games or play catch and throw a ball Some adventure lands offer sensory play for children with sensory disabilities Some adventure lands are designed to help children with learning disabilities. Can you thing of anymore? |
REFERENCES
DFE (2017) Early Years Foundation Stage Framework (EYFS)
https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
http://www.foundationyears.org.uk/eyfs-statutory-framework/
Every Child Matters 2003)
http://www.education.gov.uk/consultations/.../EveryChildMatters.pdf
Every Child Matters (2003)
http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/
publications/standard/publicationDetail/Page1/DfES/1081/2004
Early learning and childcare
https://www.education.gov.uk
Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Hodder Education:London
Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Hodder Education:London
Tassoni et al (2014) Level 3 Early Year Educator. Pearson: Harlow Essex
Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Pearson: Harlow Essex
www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education
www.education.gov.uk/publications
www.foundationyears.org.uk.
www.legislation.gov.uk/
www.4children.org.uk