II

Physical Well-Being, Health and Motor Development

A

Large Motor Skills

Child uses and coordinates their large muscle groups.

5-year-olds – See this age across all domains Preschool

What educators might observe

• Skips using alternating feet
• Walks backwards
• Turns somersaults
• Catches a playground ball from 3 feet away
• Balances on either foot
• Walks up and down stairs while holding an object
• Moves confidently around an obstacle course, maintaining balance while stopping and turning

Ways educators might support the child's development

• Provide access to playground materials that support the development of gross motor skills
  • Hula Hoops
  • Basketballs
  • Soccer balls
  • Large wooden blocks
  • Jump ropes

B

Small Motor Skills

Child controls the small muscles in their hands and wrists.

5-year-olds – See this age across all domains Preschool

What educators might observe

• Consistently uses their right or left hand
• Tears a small piece of tape off a tape dispenser
• Uses scissors with one hand to cut out shapes
• Uses pencil to copy many shapes and letters; these may be overly large or rough looking but the letter will be apparent
• Spins a top
• Zips up own coat

Ways educators might support the child's development

• Include materials in the learning environment that foster fine motor skills
  • Geoboards
  • Legos
  • Bottles of glue
  • Tape
  • Wire
  • Plasticine
  • Small beads for stringing
  • T ops
• Show sensitivity to children’s flexible directionality, and demonstrate left to right directionality with writing and counting, as on a number line

C

Sensory Integration

The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and vestibular function (balance) to perceive and respond to the world around them.

5-year-olds – See this age across all domains Preschool

What educators might observe

• Developing left-to-right visual tracking
• Moves around the learning environment easily and successfully
• Spends time moving their body into different positions (e.g., upside down)

Ways educators might support the child's development

• Have meetings before rough-and-tumble play to establish safe limits
• Provide activities that engage children’s senses
  • Rolling down a hill
  • Wheelbarrow walks
  • Monkey bars
  • Rolling and carrying gallon jugs full of water
  • Cartwheels
  • Jumping jacks
• Include soft and cozy elements in the learning environment

D

Self-Care

Child cares for their physical well-being.

5-year-olds – See this age across all domains Preschool

What educators might observe

• Manages the contents of their backpack (e.g., takes out their folder and hangs it on their hook when they arrive in school)
• Gets lunch on their tray or their lunchbox from their backpack and eats without prompting during lunch time
• Safely manages increasing levels of risk in physical play

Ways educators might support the child's development

• Gently introduce the routines of the learning environment, taking special time with children who did not go to preschool
• For children who eat in school cafeterias, arrange lunch procedures that allow time, space, and appropriate noise levels for children to eat and enjoy their food
• Review rules and protocols for safety procedures such as evacuation drills, crossing streets, and lock down drills before they occur; reflect on children’s practice together afterwards
• Observe children closely as they take calculated risks in active play

E

Healthy Sexuality

Child develops a healthy relationship to their body, pleasure, and others. This healthy sense of self is supported and demonstrated through respectful, caring, and loving relationships with families, educators, and other children.

5-year-olds – See this age across all domains Preschool

What educators might observe

• Uses correct names for parts of the body
• May be familiar with exploring genitals but still have questions about their functions
• Understands that certain bodily activities have particular times and places, and accepts limits (e.g., may pick their nose in the bathroom)
• Explores the idea of family and marriage, and understands that some adults are married and that some are not; is aware that there are lots of different ways to make a family

Ways educators might support the child's development

• Allow children to explore the idea of partnerships with each other, regardless of their gender identity
• Reflect on your own biases and examine your habits, curriculum, and classroom environment for subtle or overt messages children may be receiving about gender, bodies, and relationships
• Actively learn about the families of the children you serve and ensure that your curriculum reflects and honors their diversity and their strengths
• Include books in the learning environment that celebrate all kinds of families
  • Dear Child , by John Farrell
  • The Different Dragon , by Jennifer Bryan
  • The Family Book , by Todd Parr
  • Stella Brings the Family, by Miriam B. Schiffer
  • A Family is a Family is a Family , by Sara O’Leary