II

Physical Well-Being, Health and Motor Development

A

Large Motor Skills

Child uses and coordinates their large muscle groups.

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Kicks a ball at a target
• Pumps legs to swing
• Rides a bicycle without training wheels
• Jumps rope
• Dribbles basketball a few times

Ways educators might support the child's development

• Sing songs or chants with some dance steps to practice galloping, skipping, side stepping, walking in rhythm, such as
  • “Skip to My Lou”
  • “Going to Boston”
  • “El Juego Chirimbolo”
  • “Sasha 1-2-3”
  • “Little Johnnie Brown”
  • “Funga Alaffia”
• Provide structured gross motor breaks throughout the day
• Provide unstructured, outdoor recess time each day

B

Small Motor Skills

Child controls the small muscles in their hands and wrists.

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Cuts out a shape, such as a house, with scissors
• Uses a pencil to write letters
• Makes braided chains of yarn or finger-knits
• Uses a large needle and thread to sew a pouch or a pattern
• Weaves yarn or strips of paper together
• Grips and squeezes a paper punch or pliers
• Ties shoelaces in bow

Ways educators might support the child's development

• Include materials in the learning environment that foster fine motor skills
  • Legos
  • Geoboards
  • Clay
  • Yarn
  • Sewing materials
  • Hand looms
  • Scissors
  • Hole punches
  • Hammer and nails
  • Drill
  • Pliers

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.

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Eye muscles are adequately developed to allow them to move their eyes efficiently across a series of letters
• Identifies and describes sensations they find soothing or disagreeable
• Propels self on swing by pushing off tree or other surface with their feet, and begins to pump their legs

Ways educators might support the child's development

• Support children in developing self-awareness about their sensory preferences
• Honor children’s requests for quieter environments, movement breaks, or alternative seating
• Reflect with colleagues on options available to children during recess, and add elements to the outdoor environment as necessary

D

Self-Care

Child cares for their physical well-being.

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Describes the purpose of events at the doctor’s office (e.g., says that a vaccine will keep them from getting sick in the future)
• Discusses consent with educators and peers; for example, says, “I would prefer to shake your hand, not give you a kiss.”
• Knows to call 911 in an emergency
• Knows what bullying is and how to report bullying to a trusted adult

Ways educators might support the child's development

• Offer healthy snacks and ask children to try unfamiliar or non-preferred foods
• Provide independent access to Band- Aids
• Provide sufficient time for children to independently put on their own coat, hat, and gloves
• Make plans about what a child should do if separated from the group during outings
• When practicing fire, lockdown, and other drills with children
  • Invite children to express their fears and provide reassurance and emotional support
  • Inform families that there was a drill
  • Provide families with information about how to address children’s fears about safety at school

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.

6-year-olds – See this age across all domains Early elementary

What educators might observe

• Less interested in exploring sexuality than they were earlier
• May continue to masturbate and understand that it is a healthy activity that has a specific time and place
• Begins to understand concepts of the body changing as it grows older
• Knows that they have agency over and are the experts on their own bodies and gender identity (i.e. they get to decide if they are a boy, girl, both, or something else)
• Understands that there are lots of different kinds of loving relationships (e.g. parent, sibling, friend, etc.)

Ways educators might support the child's development

• Check in with families about children’s curiosity regarding partnerships and sexuality
• Explore the changing and growing body by comparing photos of when children were younger with what they look like now
• Be sensitive to the variety of family configurations in the classroom in your words and actions (e.g., avoid saying, “Go home and tell your moms and dads.”)
• Nurture children’s positive self-image; draw self portraits and talk about what they love and appreciate about their bodies