Los principios de influencia

Physical/Health and Saety

Research shows that i children are

Research shows that i children are healthy and eel sae, they will healthy and eel sae, they will learn betterlearn better. Physical developmen. Physical development ist is

integral to building children’s sel-esteem, condence, tness, and well-being. As children rene their physical integral to building children’s sel-esteem, condence, tness, and well-being. As children rene their physical movemen

movements, they develop higher-order thinking skills that are ts, they develop higher-order thinking skills that are necessary or uture social and necessary or uture social and academic success.academic success.

Fine motor (small muscle) development plays an integral part in

Fine motor (small muscle) development plays an integral part in school perormancschool perormance. Children need well-e. Children need well-rounded playtime with opportunities to develop both gross (large) and ne motor control. Children’s chosen rounded playtime with opportunities to develop both gross (large) and ne motor control. Children’s chosen

“play activities” will have an enormous infuence on their ability to ocus on and enjoy schoolwork. Te toys

“play activities” will have an enormous infuence on their ability to ocus on and enjoy schoolwork. Te toys children play with aect muscle

children play with aect muscle development.development.

Physical Physical

Adults support learning o gross

Adults support learning o gross motor (large muscle) skills when they:motor (large muscle) skills when they:

•

• each, model, and maintain proper saety rules.each, model, and maintain proper saety rules.

•

• each, model, and provide many opportunities toeach, model, and provide many opportunities to run, gallop, throw, catch, hop, kick, dance, jump,run, gallop, throw, catch, hop, kick, dance, jump, climb, pull, carry, stretch, bend, twist, and move isolated parts o the body.

climb, pull, carry, stretch, bend, twist, and move isolated parts o the body.

•

• Provide a sae, spacious environment to practice large motor skills.Provide a sae, spacious environment to practice large motor skills.

•

• Continually encourage, challenge, and stretch children’s large motor skills.Continually encourage, challenge, and stretch children’s large motor skills.

•

• Provide a variety o Provide a variety o equipment that encouragequipment that encourages the development o es the development o large motor skills and helps large motor skills and helps sustainsustain the children’s interest in the activities.

the children’s interest in the activities.

•

• PartParticipate in gross icipate in gross motor activities with children.motor activities with children.

•

• Provide opportunities or both organized and spontaneous play.Provide opportunities or both organized and spontaneous play.

•

• each traditional games.each traditional games.

•

• CommunicCommunicate with parents regarding the types ate with parents regarding the types o clothing and ootwear that acilitate participation ino clothing and ootwear that acilitate participation in gross motor activities.

gross motor activities.

Adults support learning o ne

Adults support learning o ne motor (small muscle) skills when they:motor (small muscle) skills when they:

•

• each, model, and maintain proper saety rules.each, model, and maintain proper saety rules.

•

• each, model, and provide many opportunities to practice building with large and small blocks,each, model, and provide many opportunities to practice building with large and small blocks, molding clay, using scissors or tongs, stringing beads, placing pegs in holes, assembling puzzles, using molding clay, using scissors or tongs, stringing beads, placing pegs in holes, assembling puzzles, using a computer mouse, and using a variety o

a computer mouse, and using a variety o writing utensils (pencils, crayons, markers) and art mediumswriting utensils (pencils, crayons, markers) and art mediums (painting, printing, manipulating clay, stamping).

(painting, printing, manipulating clay, stamping).

Health and Saety Health and Saety Knowledg

Knowledge and habits o healthy living begin e and habits o healthy living begin early in lie. early in lie. While younWhile young children are not in charge o g children are not in charge o providingproviding themselves with a healthy environment and liestyle, they can begin the

themselves with a healthy environment and liestyle, they can begin the lielong process o developing habits o lielong process o developing habits o 

healthy living and physical activity.

healthy living and physical activity.

T

Teachers support learning eachers support learning when they:when they:

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• Establish routines that promote healthy habits (e.g., hand-washing, toileting procedures, keeping aEstablish routines that promote healthy habits (e.g., hand-washing, toileting procedures, keeping a clean environment, putting on own outerwear, and wiping own nose).

clean environment, putting on own outerwear, and wiping own nose).

•

• Model healthy eating habits.Model healthy eating habits.

•

• each, model, and maintain proper rules that promote saety and well-being (e.g., use “walking eet,”each, model, and maintain proper rules that promote saety and well-being (e.g., use “walking eet,”

keep hands and body

keep hands and body to sel, respect others and their property).to sel, respect others and their property).

•

• each proper use o tools and equipment in order to promote saety (e.g., scissors, woodworking centereach proper use o tools and equipment in order to promote saety (e.g., scissors, woodworking center tools, cooking instruments).

tools, cooking instruments).

•

• Provide healthy choices at snack and meal times.Provide healthy choices at snack and meal times.

•

• Provide opportunities to role-play healthy habits throughout the day.Provide opportunities to role-play healthy habits throughout the day.

•

• Give instruction in basic community saety rules Give instruction in basic community saety rules (e.g., wearin(e.g., wearing seat belts, crossing at g seat belts, crossing at the crosswalk,the crosswalk, stranger danger).

stranger danger).

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Physical

Physical/Health and /Health and Saety GuidelinesSaety Guidelines Guideline I:

Guideline I: The child develops ne and gross motor coordination (small and large musclThe child develops ne and gross motor coordination (small and large muscle).e).

Objective 1:

Objective 1:

Exhibits ne motor coordination Exhibits ne motor coordination (small muscle).

(small muscle).

Possible Strategies Possible Strategies

a.

a. Demonstrates dexterity Demonstrates dexterity andand control needed to use everyday control needed to use everyday objects (e.g., can use wrist, objects (e.g., can use wrist, hand, and ngers to turn hand, and ngers to turn objects such as screw lids; can objects such as screw lids; can use ngers to button and zip;

use ngers to button and zip;

coordina

coordinates nger tes nger and wristand wrist movement to control scissors;

movement to control scissors;

can use a single nger to push can use a single nger to push a button; has a mature pincer a button; has a mature pincer grasp [thumb to index nger grasp [thumb to index nger grasp] and is able to hold pencil grasp] and is able to hold pencil and other w

and other writing/drariting/drawingwing tools).

tools).

•

• Provide a tool center with real child-sized tools, includingProvide a tool center with real child-sized tools, including

screwdriver, hammer, pliers, wrench, nuts, bolts, wood, and nails.

screwdriver, hammer, pliers, wrench, nuts, bolts, wood, and nails.

Direct instruction is given as to the

Direct instruction is given as to the proper use o the proper use o the tool centertool center.. Center is used under close adult supervision.

Center is used under close adult supervision.

•

• Provide opportuProvide opportunities to develop control by peeling nities to develop control by peeling ruits such asruits such as oranges, squeezing glue bottles, and tting interconnecting blocks.

oranges, squeezing glue bottles, and tting interconnecting blocks.

•

• Supply dress-up center with clothes which have buttons, zippers,Supply dress-up center with clothes which have buttons, zippers, and snaps.

and snaps.

•

• Equip math center with pegboards, geoboards, and lacing cards.Equip math center with pegboards, geoboards, and lacing cards.

•

• Include whole-hand and nger activities such as nger printing,Include whole-hand and nger activities such as nger printing,

nger painting, playing with play dough, and nger plays such as

nger painting, playing with play dough, and nger plays such as

“Where Is Tumbkin?”

“Where Is Tumbkin?”

•

• Provide opportuProvide opportunities or children to use nities or children to use technology such as tapetechnology such as tape recorders, calculators, computers, play cameras/video recorders, recorders, calculators, computers, play cameras/video recorders, telephones, and cash registers where they push buttons, dial, hold telephones, and cash registers where they push buttons, dial, hold objects still, and open and

objects still, and open and close drawers.close drawers.

•

• Observe use o Observe use o child-sized scissors with thumb on one side andchild-sized scissors with thumb on one side and third and ourth nger on the other side, with second nger being third and ourth nger on the other side, with second nger being used to guide direction o the c

used to guide direction o the cutting.utting.

•

• Provide dierent types o Provide dierent types o scissors, including decoratiscissors, including decorative-edgedve-edged scissors, scissors with

scissors, scissors with springs, let- handed scissors, ambidextroussprings, let- handed scissors, ambidextrous scissors, and assistive scissors (with adult nger

scissors, and assistive scissors (with adult nger loops outside o loops outside o 

child loops).

child loops).

•

• Provide activities such as tightening and loosening nuts and bolts,Provide activities such as tightening and loosening nuts and bolts, screwing and unscrewing

screwing and unscrewing lids on jars, tearing paper, and squeezinglids on jars, tearing paper, and squeezing objects such as clothespins, tweezers, and eye droppers, which will objects such as clothespins, tweezers, and eye droppers, which will support the development o the use o

support the development o the use o thumb and orthumb and orenger pads toenger pads to hold objects (pincer grasp).

hold objects (pincer grasp).

•

• Observe whether children are holding tools with the palm or with aObserve whether children are holding tools with the palm or with a tripod nger grasp (thumb, index and middle nger).

tripod nger grasp (thumb, index and middle nger).

•

• Furnish writing instruments such as crayons, markers, and pencilsFurnish writing instruments such as crayons, markers, and pencils in a variety o sizes and thicknesses.

in a variety o sizes and thicknesses.

b. Demonstrates eye-hand b. Demonstrates eye-hand

coordination (e.g., can coordination (e.g., can

coordinate hands to pour rom coordinate hands to pour rom one object to another, can one object to another, can strike at a stationary object, strike at a stationary object, coordinates arm and hand coordinates arm and hand movements to create art).

movements to create art).

•

• IncorpoIncorporate writing/drawing materials into rate writing/drawing materials into all centers.all centers.

•

• Make blocks, Legos, and other building materials available on aMake blocks, Legos, and other building materials available on a daily basis.

daily basis.

•

• Choose a variety o Choose a variety o appropriaappropriate puzzles or use within the te puzzles or use within the learninglearning environment.

environment.

•

• Encourage water and sand table use.Encourage water and sand table use.

•

• Provide a small pitcher or children to use Provide a small pitcher or children to use or pouring.or pouring.

•

• Provide equipment such as paddles, balls, balloons, and tee ballProvide equipment such as paddles, balls, balloons, and tee ball stands to practice batting (striking).

stands to practice batting (striking).

•

• Provide opportuProvide opportunities or children to easnities or children to easel paint.el paint.

P  

page 2 page 2 Objective 2:

Objective 2: Exhibits grExhibits gross motoross motor coordination (large muscle).

coordination (large muscle).

Possible Strategies Possible Strategies

a.

a. Demonstrates control Demonstrates control andand balance during movements balance during movements that move the child rom one that move the child rom one place to another (locomotor;

place to another (locomotor;

e.g., walks orward in a straight e.g., walks orward in a straight line, hops, runs, jumps over low line, hops, runs, jumps over low objects).

objects).

•

• Begin movement activities with Begin movement activities with warm-ups, including hopping,warm-ups, including hopping, walking orward and backward, and running.

walking orward and backward, and running.

•

• Place ootprinPlace ootprints on stairs to assist in ts on stairs to assist in walking up or down stairswalking up or down stairs using alternating eet (let ootprint is

using alternating eet (let ootprint is dierent color rom rightdierent color rom right

ootprint).

ootprint).

•

• Arrange jump ropes and hula hoops Arrange jump ropes and hula hoops on the fooron the foor. . ChildreChildren aren are challenged to jump into and out o the hula hoops and over the challenged to jump into and out o the hula hoops and over the  jump ropes without touching them.

 jump ropes without touching them.

•

• Design relay races where children run orward on Design relay races where children run orward on a line to a line to completecomplete an action such as touch a wall or pick up an

an action such as touch a wall or pick up an object.object.

•

• Play tightrope walker. Play tightrope walker. Use lines, cracks in the Use lines, cracks in the sidewalksidewalk, tile, , tile, aa balance beam, or drawn lines or children to walk orward or balance beam, or drawn lines or children to walk orward or backward, toe-heel.

backward, toe-heel.

b. Demonstrates coordination b. Demonstrates coordination

and balance in movements that and balance in movements that do not move the child rom do not move the child rom one place to another one place to another (non-locomotor; e.g., balances on locomotor; e.g., balances on one oot, moves body parts in one oot, moves body parts in isolation).

isolation).

•

• PracticPractice balancing on one oot near a wall. e balancing on one oot near a wall. I children need to touchI children need to touch the wall they can, and then continue balancing.

the wall they can, and then continue balancing.

•

• Have children reeze in dierent positions (e.g., like a bear, like aHave children reeze in dierent positions (e.g., like a bear, like a tower, like a bridge, with three body parts touching the ground).

tower, like a bridge, with three body parts touching the ground).

•

• Play a “mirror game” where the leader slowly moves one body part atPlay a “mirror game” where the leader slowly moves one body part at a time and others mirror movement.

a time and others mirror movement.

•

• Warm up muscles by stretching, bending, and twisting the body.Warm up muscles by stretching, bending, and twisting the body.

c.

c. Demonstrates control Demonstrates control o largeo large muscles to manipulate objects muscles to manipulate objects (e.g., throws, catches and kicks (e.g., throws, catches and kicks balls; rides wheel toys).

balls; rides wheel toys).

•

• Provide medium-sized infatabProvide medium-sized infatable beach balls le beach balls to play catching andto play catching and throwing games.

throwing games.

•

• Provide nontraditional equipment or the children to practiceProvide nontraditional equipment or the children to practice throwing and catching, such as balloons, bandanas, scarves, and throwing and catching, such as balloons, bandanas, scarves, and newspaper balls.

newspaper balls.

•

• Slightly defate balls so that they are easier or the children to kick.Slightly defate balls so that they are easier or the children to kick.

•

• Have children use Have children use targets on targets on the ground (drawn circles) or “targthe ground (drawn circles) or “targetet practice.” Children drop a ball on a target, catch the ball, and then practice.” Children drop a ball on a target, catch the ball, and then move on to another target.

move on to another target.

•

• Provide opportuProvide opportunities or children to use nities or children to use a variety o a variety o outdooroutdoor equipment, including wheel toys, hula hoops, and jump ropes.

equipment, including wheel toys, hula hoops, and jump ropes.

d.

d. Exhibits cExhibits control ontrol o bodyo body movement through space movement through space (e.g., runs and stops, changes (e.g., runs and stops, changes direction while in motion, direction while in motion, moves in response to a cue, moves in response to a cue, dances).

dances).

•

• Incorporate movement games into outdoor time such as Red Light,Incorporate movement games into outdoor time such as Red Light, Green Light; Ring Around the Rosies; Follow the Leader; and Green Light; Ring Around the Rosies; Follow the Leader; and Freeze ag where children run and stop or change direction while in Freeze ag where children run and stop or change direction while in motion.

motion.

•

• Play games where children explore movements and run and stop,Play games where children explore movements and run and stop, step sideways, and hop.

step sideways, and hop.

•

• Play games where children respond to cues such as moving to aPlay games where children respond to cues such as moving to a drum beat or

drum beat or music. music. ChildreChildren match n match movements with the beat,movements with the beat, moving slowly with a slow beat

moving slowly with a slow beat and moving quickly to a ast and moving quickly to a ast beat,beat, and reezing when there is no beat.

and reezing when there is no beat.

•

• Provide opportunities or children to move and dance to a variety o Provide opportunities or children to move and dance to a variety o 

musical genres rom dierent cultures.

musical genres rom dierent cultures.

•

• Have children move in straight, curvy, and zigzag lines as they actHave children move in straight, curvy, and zigzag lines as they act out stories, sing songs, or simply explore movements.

out stories, sing songs, or simply explore movements.

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Guideline II:

Guideline II: The child develops an underThe child develops an understanding o health and saetystanding o health and saety.. Objective 1:

Objective 1:

Shows independence in personal Shows independence in personal care.

care.

Possible Strategies Possible Strategies

a.

a. Develops Develops independence independence inin personal hygiene.

personal hygiene.

•

• Help childrHelp children develop aben develop ability to use toility to use toilet independentlyilet independently. . Elastic- Elastic-waist pants are easy or children to use.

waist pants are easy or children to use.

•

• Show children how to remove outwear as they return rom outdoorShow children how to remove outwear as they return rom outdoor play

play. . Shoes and outerwear with VShoes and outerwear with Velcro closures are easy or elcro closures are easy or them tothem to remove.

remove.

•

• Place tissues and garbage cans in Place tissues and garbage cans in several locations within the room.several locations within the room.

•

• Provide an instructional chart or children to ollow as Provide an instructional chart or children to ollow as they use thethey use the sink.

sink.

•

• Practice dry Practice dry hand washing hand washing by singiby singing ng “Tis is the W“Tis is the Way Way We We Washash Our Hands” to the tune o “Here We Go Round the Mulberry Our Hands” to the tune o “Here We Go Round the Mulberry Bush.”

Bush.”

b.

b. Develops indDevelops independence inependence in personal care.

personal care.

•

• Do not “jump in” and help children who need more time to put onDo not “jump in” and help children who need more time to put on their outerwear.

their outerwear.

•

• Demonstrate techniques or putting on outerwear, such as layingDemonstrate techniques or putting on outerwear, such as laying outerwear on the foor, placing arms in sleeves, and fipping it over

• Demonstrate techniques or putting on outerwear, such as layingDemonstrate techniques or putting on outerwear, such as laying outerwear on the foor, placing arms in sleeves, and fipping it over

In document Impacto de las variables de personalidad en la respuesta ante situaciones de influencia (página 49-56)