COURSE MODULE Don Carlos Polytechnic College

Module week 10

Poblacion Norte, Don Carlos, Bukidnon

College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2020-2021

Introduction

This module will explore the pre-schoolers physical development.

Intended Learning Outcomes

A. Understand the Pre-Schoolers Physical Development
Activity

Brief Lecture: with the aid of a powerpoint with narration

Panel discussion via zoom on the topics

Discussion

PRESCHOOLERS PHYSICAL DEVELOPMENT

The preschool years are a time of what seems like constant movement. Preschoolers are busy
moving in their environments, both indoors and outdoors. They spend large amounts of time running,
climbing, jumping, and chasing each other; they scribble, paint, build, pour, cut with scissors, put
puzzles together, and string beads. Their motor skills are significantly refined from the time they
were toddlers; they are more coordinated than toddlers and more purposeful in their actions. They
demonstrate speed and strength, and they become increasingly more independent.

Physical Growth and Appearance

During the preschool years, there is a steady increase in children’s height, weight, and muscle tone.
Compared with toddlers, preschoolers are longer and leaner. Their legs and trunks continue to grow,
and their heads are not so large in proportion to their bodies. As preschoolers’ bodies develop over
time, the areas in their brains that control movement continue to mature, thus enabling them to

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perform gross-motor skills such as running, jumping, throwing, climbing, kicking, skipping, and
fine-motor skills such as stringing beads, drawing, and cutting with scissors.

Milestones

Let’s take a look at preschoolers’ physical development. Read the chart below for a closer look at
what preschoolers can do with their bodies. Keep in mind that each child is unique and that
individual differences exist in regard to the precise age at which children meet these milestones.
Milestones should not be seen as rigid checklists by which to judge or evaluate children’s
development. Rather, as highlighted in the Cognitive Development course, milestones provide a
guide for when to expect certain skills or behaviors to emerge in young children based on cognitive
development, gross-motor development, fine-motor development, hearing, speech, vision, and social-
emotional development. Think of milestones as guidelines to help you understand and identify
typical patterns of development in children and to help you know when and what to look for as
children mature. Like a family’s pediatrician, family child care providers should be knowledgeable
about children’s developmental milestones. You can use your knowledge of these milestones to meet
children’s needs in your program. Even though the skills highlighted in the chart develop in a
predictable sequence over the preschool years, each child is unique. Your goal is to help all children
grow and learn to their potential.
Chart: Movement and Physical Developmental Milestones in Preschool

Age 3
 Climbs well
 Runs easily
 Pedals a tricycle
 Walks up and down stairs, one foot on each step
 Washes and dries hands

Age 4
 Hops and stands on one foot up to 2 seconds
 Pours, cuts with supervision, and mashes own food
 Catches a bounced ball most of the time
 Draws a person with two to four body parts
 Uses scissors

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Age 5
 Stands on one foot for 10 seconds or longer
 Hops, and may be able to skip
 Can do a somersault
 Uses a fork and spoon and sometimes a table knife
 Swings and climbs

Source: Centers for Disease Control and Prevention (2013).  Developmental Milestones. An

electronic resource available

from: http://www.cdc.gov/NCBDDD/actearly/pdf/checklists/All_Checklists.pdf

Influences on Physical Growth

Physical growth and development entails more than just becoming taller, stronger, or larger. It
involves a series of changes in body size, composition, and proportion. Biological and environmental
factors also affect physical growth and development. In this section, we will examine factors that
affect physical growth in young children.
 Brain development: Even though motor abilities in preschool emerge as a result of
physical growth and development, many new motor skills are also the result of brain growth.
In other words, movement involves more than simply using arms or legs. Think about a
preschooler kicking a ball back and forth with a peer or caregiver. Being able to do this task
can be attributed not only to skill mastery and development, but also to the brain’s ability to
organize visual and auditory messages that guide a child to help make decisions, such as
adjusting movement, deciding how hard or soft to kick the ball, waiting if needed and kicking
the ball back accordingly. As a family child care provider, you can enhance children’s brain
development by engaging children in meaningful interactions that enable them to form
connections with their environment and create understanding about how things work, how
things are done, how to treat others, how to deal with emotions, and how to go about their
daily lives. Ultimately, in doing so, you help children improve existing skills and acquire new
ones.
 Heredity: Genetic inheritance plays a significant part in children’s physical growth.
Nevertheless, it is important to acknowledge that even though genes influence children’s
development, physical growth, like other aspects of development, happens as the result of the
interplay between heredity and the environment. Think about your role in creating rich and
stimulating environments that foster children’s optimal physical development.
 Nutrition: In order to reach optimal physical growth and development, especially at times
when their brains and bodies are developing so rapidly, young children require healthy,
balanced diets that provide vitamins, minerals, and other nutrients. As a family child care

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provider, you serve as a role model for children by promoting these healthy habits yourself.
 Cultural differences: Despite universal patterns in child development, there are variations,
such as how children develop motor skills. Children’s environments, places of origin, and
particular life circumstances can affect how they develop and master motor skills. Always be
respectful and sensitive about children’s backgrounds and prior experiences. Your goal is to
help each child reach their full potential.

Exercise

Create a reflection employing CERA.

Assessment

Reflection employing Content, Experience, Reaction and Application ( CERA) with rubrics

Critical essay ( Rubrics will be provided in the Platform- Google Classroom)

Reflection

Resources and Additional Resources

https://www.virtuallabschool.org/fcc/physical-development/lesson-3
Additional Resources

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Attachment 1

Rubrics for critical essay

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 Fair Good Excellent
(N/A) (N/A) (N/A)
COURSE MODULE Module week 10

Opening Statement Fair Good Excellent

0-19 20-24 25-30

30 points maximum Opening Good Strong opening statement.
statement opening
lacked in statement. Topical and substantive
substance. arguments.
Some strong
Opening arguments Well organized and presented
statement presented. arguments.
lacked in
clarity. Needed High level of analytical rigor.
more
Opening organization.
statement
needed Needed a
significant higher level
increase in of analysis.
analytical
rigor. Needed
more
substance.
Clarity Fair Good Excellent

0-5 6-7 8-10

10 points Maximum Arguments Could have Excellent job in this area.
lacked better
clarity. clarified Clear and intelligible arguments.
your
Many points arguments Excellent clarification of your
were for the points within the discussion.
inconsistent. group.

Did not Some

effectively arguments
clarify were not
points/argum consistent.
ents during
the Good
discussion. clarification
of your
points during
the
discussion.
Argumentation/Style Fair Good Excellent

0-5 6-7 8-10

10
6 |points
P a g emaximum Need more Good job in Excellent job in this area.
engagement this area.
with the Persuasive argumentation.
larger Argumentati
COURSE MODULE Module week 10

Attachment 2

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COURSE MODULE Reflection Evaluation Criteria (the rubric)
Module week 10

Example of one Type of Rubric for a paper

Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable (0

points) points) points) points)

Depth of Response Response Response Response

Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection on, minimal lack of reflection
and personalization and personalization reflection on, and on, or
of, the theories, of, the theories, personalization personalization of,
(25% of concepts, and/or concepts, and/or of, the theories, the theories,
TTL Points) strategies presented strategies presented in concepts, and/or concepts, and/or
in the course the course materials strategies strategies
materials to date. to date. Viewpoints presented in the presented in the
Viewpoints and and interpretations are course materials course materials to
___/15 interpretations are supported. to date. date. Viewpoints
insightful and well Appropriate examples Viewpoints and and interpretations
supported. Clear, are provided, as interpretations are are missing,
detailed examples applicable. unsupported or inappropriate,
are provided, as supported with and/or
applicable. flawed unsupported.
arguments. Examples, when
Examples, when applicable, are not
applicable, are not provided.
provided or are
irrelevant to the
assignment.
Required Response includes Response includes all Response is Response excludes
Components all components and components and missing some essential
meets or exceeds all meets all components components and/or
requirements requirements and/or does not does not address
indicated in the indicated in the fully meet the the requirements
(25% of instructions. Each instructions. Each requirements indicated in the
TTL Points) question or part of question or part of the indicated in the instructions. Many
the assignment is assignment is instructions. parts of the
addressed addressed. All Some questions assignment are
thoroughly. All attachments and/or or parts of the addressed
___/15 attachments and/or additional documents assignment are minimally,
additional documents are included, as not addressed. inadequately,
are included, as required. Some attachments and/or not at all.
required. and additional
documents, if
required, are
missing or

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unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
organized with well organized with disorganized. Thoughts ramble
excellent good Thoughts are not and make little
(25% of sentence/paragraph sentence/paragraph expressed in a sense. There are
TTL Points) construction. construction. logical manner. numerous spelling,
Thoughts are Thoughts are There are more grammar, or
expressed in a expressed in a than five spelling, syntax errors
coherent and logical coherent and logical grammar, or throughout the
___/15 manner. There are no manner. There are no syntax errors per response.
more than three more than five page of writing.
spelling, grammar, or spelling, grammar, or
syntax errors per syntax errors per page
page of writing. of writing.
Evidence Response shows Response shows Response shows Response shows
and Practice strong evidence of evidence of synthesis little evidence of no evidence of
synthesis of ideas of ideas presented and synthesis of ideas synthesis of ideas
presented and insights gained presented and presented and
insights gained throughout the entire insights gained insights gained
(25% of throughout the entire course. The throughout the throughout the
TTL Points) course. The implications of these entire course. Few entire course. No
implications of these insights for the implications of implications for
insights for the respondent's overall these insights for the respondent's
respondent's overall teaching practice are the respondent's overall teaching
___/15 teaching practice are presented, as overall teaching practice are
thoroughly detailed, applicable. practice are presented, as
as applicable. presented, as applicable.
applicable.

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