Embedding Motor Activities into Inclusive Preschools

Autor/inn/en	Yang, Hsiu-Wen; Ostrosky, Michaelene M.; Favazza, Paddy C.; Stalega, Melissa V.; Block, Marty E.
Titel	Embedding Motor Activities into Inclusive Preschools
Quelle	In: Young Exceptional Children, 22 (2019) 4, S.177-186 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250618783994
Schlagwörter	Psychomotor Skills; Motor Development; Inclusion; Preschool Education; Preschool Children; Physical Activities; Exercise; Access to Education; Students with Disabilities; Literacy; Numeracy; Developmental Disabilities; Individualized Instruction; Science Activities; Interdisciplinary Approach + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Motorische Entwicklung; Inklusion; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Übung; Education; Access; Bildung; Zugang; Bildungszugang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Entwicklungsstörung; Individualisierender Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	Through play and physical activities (PAs), children have many opportunities to develop gross motor skills that require the use of large muscles for movement and control. Young children use gross motor skills as they engage in daily tasks such as sitting upright, maintaining control and balance while seated, walking down the hallway, moving forward and backward using a variety of locomotion strategies (i.e., tiptoe, gallop, and march), and manipulating objects (i.e., playing with balls, and carrying books and backpacks). The National Association for Sport and Physical Education (NASPE; 2002, 2010) recommends that preschoolers engage in at least 120 min of structured and unstructured PAs each day, recognizing that motor development occurs when children are provided with multiple opportunities for PA. Given the impact of motor skills on other areas of development, and the need to ensure that young children engage in high levels of PA, it is critical that teachers consider ways to intentionally embed opportunities to engage in and practice motor skills into the preschool day for all young children and particularly for those who may be experiencing delays. The purpose of this article is to provide early education practitioners with strategies for creating more opportunities for children to engage in gross motor activities within their already busy preschool day. Strategies for creating brief gross motor opportunities by inserting physical activity breaks throughout the day and enhancing the gross motor opportunities inherent in regularly occurring transitions are described. [For the corresponding grantee submission, see ED595406.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06