Physical Activity

CYPOP 4 Promote puppylike babyrens tangible activity and movement skills 1. 1 Explain why physical activity is important to the bypass and retentive edge health and well being of children personal activity is important to the short limit and long term health and well being of children. In the short term physical activity helps children to design muscle, give rises the skeletal frame, develops the nitty-gritty and lung purpose and helps prevent obesity. If children have enough physical activity a twenty- quartet hours which is said to be up to an hour it can help children travel to sleep easier and sleep for longer periods of time.This can lead onto long term benefits as if the activity is outside it will as well as help to build up a good immune organisation so they atomic number 18 less(prenominal) belike to f on the whole ill to the common cold or the flu. The outdoor environment helps the general well being of the children as the clear makes them feel free whi ch helps their emotional and social ontogeny, as it allow them to determination up new skills and develop confidence in p lay alongside others. In the long term physical activity helps the children to become interested in sports and outdoor activities.This is a good foundation to build when the children are youth because as they grow older children and youth adults start to become less active so early physical activity is more practiced for the child in the long term. If when children are young and do non take part in physical activity it is more presumable t palpebra they will become obese later on in life story which in turn could end up with them getting more grave diseases such as type 2 diabetes, cancer or heart diseases, it could also result in girls having osteoporosis later on in life. Physical activity does not mean expense.This could be that you go for walks in the topical anesthetic area and make it fun by having skipping/hopping/running races between lamppos ts etc and victorious a ball so you can call at the local anesthetic park for a kick around. This could also hold back a reputation trip to collect and see things, so children may not solve how far they are going. Indoor activities could include wii fit hour, which I incorporate as every child can have a go. thither is also keepy uppy, which is a balloon that you pass around so it doesnt touch the al-Qaeda or musical statues for movement and balance. 1. Explain the development of movement skills in young children and how these skills affect other aspects of development. 89 CYPOP 4 1. 2 In order to achieve the physical skills required for the areas in the spider diagram, a mixture of movement skills need to be acquired in the right order. They include the following Hand-Eye Coordination. Many activities require pass and eyeball to work together. To catch a ball, for example, the brain needs to take selective schooling from the eyes and use it to inform the movements that hav e to be made with the work force. invertebrate foot Eye coordination.Children have to learn to guide their feet. Climbing stairs and iron boot a ball require this type of coordination. Balance. Balance is a involved skill. Although it is one that about people take for granted. The ability to balance develops with age, with most children relying on visual input to balance. The development of these skills follows the development of the central sickening system (principally the brain and spinal cord) in babies and young children. The central queasy system is responsible for collecting, interpreting and sending out information to all parts of the body.Information is constantly collected via the bodys senses of taste, touch, smell, sight and hearing. This information is then transformed into electrical pulses that are carried by the nerves, up through with(predicate) the spinal cord and into the brain. From the information received, the brain then responds and sends out disc o f instructions to muscles, glands and organs using the ne twainrk of nerves a give. The whole process is surprisingly quick, which means the body can take action against possible danger, for example, a person will instantly withdraw their hand from something that is very hot.In babies and young children the central nervous system has to mature. At depression babies are dependent on the many survival reflexes they are born with. These are self-activating reactions, but in order to gain control, the central nervous system has to learn how to interpret and control these responses. Gaining physical control. The rate at which babies and children gain control over their bodies varies enormously, but it is recognised that there are triad key principles that underpin the gaining of control. Development follows a definite sequence.Movements and control develop in a certain pattern, which means that babies cannot walk before sway to sit unwarranted. Development begins with the control of head movements and proceeds downwards and outwards. Babies first gain control of their head and top of the spine before other parts of the body. This is thought to be a survival mechanism as it is important for babies to be able to turn their heads to hunt down. 90 CYPOP 4 1. 2 Development begins with uncontrolled gross motor movements before becoming meticulous and refined.Babies gain control over their arms before managing to control their hands and fingers. This principle is an important one to remember when teaching children new skills, such as handwriting, as it means that they will need to start do large letter shapes before using pencils to make much little ones. AGE HAND-EYE COORDINATION bowel movement SKILL 3 months Can find hands and bring to mouth. Looks Kicks legs strongly and moves arms. at and pranks with fingers Movements less jerky although not twinned Can lift and turn head from side to side when laying on front 6 months Grasps objects Begin to roll over Pulls up legs with Follows adults movements hands when on back Pushes head, neck and chest off floor when on front 9 months Bangs objects together Sits up well unsupported reaches out for toys may be crawling or make on bottom 12 months Picks up objects with thumb and Mobile either crawling, shuffling or forefinger points to objects holds cup rolling Sits up unsupported for long with help periods walks with assistance tries to crawl upstairs 15 months Holds and drinks from cup with two hands Crawls downstairs feet first Walks Builds tower of two bricks independently lay self in small chair 18 months Threads four large beads Bends down from waist to pick up objects Turns door knobs and handles Squats down to look at objects, Rolls and Pulls off shoes and hat throws a ball, Walks downstairs with adult help,Pushes and pulls toys while walking 2 eld Uses a spoon to feed themselves Kicks a ball that is not moving, Climb s Puts on shoes on low climbing frame, Walks up and Builds a tower of 5/6 blocks downstairs confidently 3 years Uses a spoon and ford, puts on and takes Walks and runs forward, Walks on tiptoes, off coat, Turns pages in a book one by Throws large ball, Kicks ball forward, one Jumps from low steps, Pedals and steers trike 4 Years Buttons and unbuttons own clothing, puts Walks on a line Aims and throws a ball, together 12 piece jigsaw Bounces and catches a large ball, runs ever-changing direction, Hops on one foot, Pedals and steers a tricycle confidently 5 years Forms letters Dresses and undresses Skips with a rope, Runs quickly and is easily, Cuts out shapes with scissors, able to distract obstacles, Is able to use a Draws round a template bod of equipment, e. g. swings and slides, Hits ball with bat or stick The development of movement skills gives children independence. oer time, they are no longer reliant on adults to ph ysically feed them, clothe them and move them from one place to another. This gives children great confidence and also allows them to learn because they can now explore. Children are also able to use their new found skills to play more challenging games and also play together.The diagram below shows physical skills impinging to other aspects of childrens overall development. Griffin S 2010 Children and Young Peoples Worksforce 1st Ed Portsmouth Heinemann92 Travel (travelling movements where the child moves from one point to another such as running, jumping, skipping) Object harbour (movements such as throwing, catching, dribbling which involve objects being sent, received, travelled with) MOVEMENT SKILLS Balance & Coordination Cognitive Development Much of childrens learning is think to practical activities. This requires movement skills. There seems also to be a link between early physical movements and brain movements Physical Skills voice communication Development Language de velops when there are things to talk about. This is made easier when children can do things or move themselves to explore or see things. It gives them a reason to talk. sociable Development Play in childrens early years is sooner active rather than language based e. g. playing in sand, back up. Children can join in if they have developed the physical skills mad Development Builds childrens confidence. When children can do things for themselves, they are more likely to gain confidence. They can do things how and when they want. Children can also use physical skills to explore themselves e. g. draw, paint, dance