HELP for Preschoolers = Assessment & Curiulum Guide 3.147 Catches a large ball thrown from 5 feet using hands /arms Strand: 3-7F Age: 30-42n 2.6-3.67 Definition ‘The child will etch a ball at least 10 inches in diameter when itis thrown from a distance of 5 fet. The child will catch the ball using both hands and arms The ball should be tossed gently, using an underhand motion. When the ball is tossed, it should be aimed in a curve peaking from above the child's head and following a owncoard path into the child’s outstretched hands and farms at chest height. Assessment Materials A large ball at least 10 inches in diameter, masking tape, Assessment Procedures Level One: 1. Placea strip of masking tape on the ground or floor 5 feet from the person throwing the ball. 2. Demonstrate how to catch a ball. Note: Have another person or the child throw the ball to you. 3. The demonstration catch should include: (1) arms outstretched and bent, @)a forward body motion as the ball approaches and is caught, (3) outstretched arms to catch the ball away from the body, (4) the ball either drawn into the body or immediately pushed forward 4. Ask the child to stand on the tape and explain that you are going to throw the all to her. 5. Toss the ball gently, using an underhand motion, ‘When you toss the ball, aim tina curve peaking from above the child's head and then pursing a downward path into her outstretched arms at chest height. As you toss the bal, say, “Catch this ball.” 6. Allow the child two attempts to catch it 7, Observe the child to determine whether she catches the ball with her arms outstretched and elbows bent, with her body demonstrating a forward motion as the ball approaches, and that her arms catch the ball away from her body and bring the ball into her body after the catch 8 If the child has difficulty catching the ball, ether by holding her arms stationary infront of her body, ‘not moving her arms to where the ball is arriving, or not relaxing her arms as the ball touches them, try sing a large, lightweight ball and aiming the throw so that the bal lands in her upper arms 9. Give the child ample time to practice catching the ball the art of catching a ball with both hands and extending forward isa simultaneous visual-motor skill that requires repetition, 10, Repeat the assessment as the child progresses. Level Two: 11. Observe the child as sh is involved in catching a ‘ball during playtime. Note: Your most effective Gross Motor / 219 assessment is made by observing the child in a natural setting Adaptations ‘Some children ack the ability to integrate visual stimulus with motor action. A child must convert one type of information (visual~the ball approaching) to another type of information, (motor--catch the ball). If 4 child is delayed in converting one type of information to another, she may have difficulty responding with a motor action to a visual stimuli Children may react only to one process and find visualmotor integration difficult ‘To assist children in developing their catching skills (1) Usea large, soft, easy-to-atch, textured ball; (2) Gently throw the ball tothe child 3) Provide verbal «cues as the ball is approaching the chil, for example "Get your arms ready” or “Bend your arms” () Provide physical assistance as a ball is gently thrown toher. Instructional Materials A bubble blowing liquid and blower. (IF the ‘commercial liquid is not available, you can make it by mixing 1 eup granulated soap in 1 quart warm water, ‘Add food eoloring and mix well. The bubbles can be blown by using a plastic straw. Bending a thin wire coat hanger to makea giant bubble blower, or by attaching a string to a plastic straw and swoop it in the air after dipping it in the liquid. To create a giant Dubble, thread a yard of string through two plastic drinking straws. Place the string and straws in the ‘bubble mixture. Gather the soap film across the strings and pull the straws apart to stretch the film open. Pull up on the straws to form a giant bubble. Then relax the string and straws and snap the bubble free from the frame.) Several large balloons. Instructional Activities 1. Ask the child to stand in an outdoor area that will bbe accessible to the blown bubbles, 2. Create large bubbles for the child to pop or catch 3. Encourage the child to hold her arms forward with, elbows bent and to move toward the bubbles as they float 4. Place her either in a sitting position or on the ground ‘where she does not have to be concerned about balance, 5. Blow a large bubble and ask her to catch it. 6, Repeat the above steps using a balloon instead of bubbles, 7. Have the child first stand to catch the balloon and then to do it froma sitting position 8, Use a large ball and repeat activities above.220 \ Gross Motor 3.148 Stands first on one foot and then on the other foot Strand: 3-7A Age: 36-44m 3-3.8y Definition The child will stand on one foot holding onto @ support {for at least one second. He will then stand on the other ‘foot holding onto a support for at least one second. He will stand on one foot for at least fine seconds, with his eyes open and his arms outstretched for balance. He will then sland on the other foo for at least five seconds, with huis eyes open and his arms outstretched for balance. He ‘will stand on one foot for atleast five seconds with his eyes open and his arms in any position except hanging onto a support or outstretched. He will then stand on the other foot for at last five seconds with his eyes open and his arms in any position except hanging onto a support or outstretched. Assessment Materials Masking tape; an object for standing support such as a chair; a stopwatch of watch with a second hand. Assessment Procedures 1. Place a 3-foot piece of tape on the floor. 2. Ask the child to watch closely as you stand on the tape and lift one foot off the floor. Stand for at least five seconds. Place both feet on the tape. Then ask him to watch as you stand on the tape and lift the ‘other foot off the floor. Stand for at least five seconds. Explain what you are doing as you demonstrate, saying, for example, “Ihave both my feet on the tape. lam going to lift one of my feet off the tape. Now Ihave both feet on the tape. Next, lam going to lift my other foot off the tape.” 3. Tell the child to stand on the tape. 4.Say, “When I say Go, I want you to lift one of your feet off the floor and stand like that until I say Stop.” 5.Say, "Go." 6, Alter five seconds say, “Stop.” 7. Record his performance. 8.Tell him to stand on the tape. 9. Say, “When I say Go, I want you to lift your other foot off the floor and stand like that until I say Stop.” 10. Say, “Go.” 11, After five seconds say, “Stop.” 12. Record his performance. 13. To increase the difficulty of this skill, increase the ‘number of seconds or ask the child to close his eyes. 14. Ifhe has a problem with this stationary balance task, repeat the procedure, demonstrating and allowing him to use his outstretched arms for balance. Its important that he sees you demonstrate the use of arms for balance. If he continues to display difficulty, provide some physical support to assist him in the one-foot stationary balance. HELP for Preschoolers = Assessment & Curriculum Guide Adaptations Some children have delayed gross motor development as shown by (1) Overflow movernents-f the right hand performs a movement, the left hand will “Shadow” the movement; @) Poor coordination~-Body movements act as parts, not whole) Lack of directionality-He becomes confused or cannot operate ina particular direction; (4) Problems with laterality Concems about body sides and directions aimed tthe side of the child's body; () Problems related to balance-One sie of the body (lft or right or front or back) may not be able to come to. position of equilibrium This condition could be constant or periodic; (6) Lack of visual/ motor integration--When the eyes and the body are expected to act simultaneously, one element is unable or untrained to perform the expected response; (7) Weak Auditory motor integration-When the auitory channel and the body are expected to act simultaneously, one s unable or untrained to perform the expected response; (6) Inadequate rhythmic mmovement-Uinable tomove to. bet tempo, or rhythm: (9) A lackof body avvareness and body image-He is not conscious ofthe body asa whole or its parts, to include an awareness of Body movements and optical Tikenesses To assis this child in developing his gross motor skills, practice: (1) walking activities and games, 2) floor tasks and games, (2) apparatus assignments, (2) imitation of movernent suchas pantomime or “mirrored” efforts and games, (6) exercises that are low entry, localized, non-competitive, and have along base of support Instructional Materials [At least six balloons and six strings, 10 to 12 inches long. Instructional Activities 1-Inflate and tie a string to each balloon, 2. Tie the balloon around the child's ankle on outside of is leg If other children are involved, tiea balloon around their ankles also, making sure the balloons are positioned on the outside ofthe leg. 3. Explain thatthe children are to pop one another's balloons by stepping on them. Demonstrate that one way to prevent balloon from being popped is to stand on one foot and raise the ballooned foot 4. Tell the children that if their balloon is broken, you ‘will eplace itso they can play the game again. 3.149 Balances on one leg with hands on hips Strand: 3-7A Age: 36-44n 3-3. Definition The child will balance on one leg for atleast five seconds with her eyes open and her hands on her hips. She willHELP for Preschoolers = Assessment & Curiculum Guide then balance on the other leg for atleast five seconds with eyes open and hands on hips. Assessment Materials Masking tape, a stopwatch or watch with a second and. Assessment Procedures 1. Place a 3-foot piece of tape on the floor. 2 Ask the child fo watch as you stand onthe tape and liftone foot off the flor with your hands on your hips. Stand for at least five seconds Place both fet on the tape. Then ask her to watch as you stand on the tape and lift the other foot of the floor with your hands on your hips. Stand for at leas five Seconds. Explain what you are doing as you demonstrate, being sure to point out hands on hips. 3. Say, for example, “Thave both my feet on the tape, and Ihave my hands on my hips. lam going to lit one of my foe off the tape, and [still have my hands con my hips. Now have both fet on the ape. [am going to lit my other foot ofthe tape keeping my hands on my hips.” 4. Teller to stand on the tape 5.Say, “When I say Go, Lwant you to put your hands ‘on your hips lift one of your fet off the floor and stand like that until I say Stop.” 6.Say, "Go." 7. After five seconds say, “Stop.” 8 Record her performance 9. Tell her to stand on the tape. 10. Say, “When Isay Go, |want you to put your hands ‘on your hips it your other foot off the floor and stand like that until say Stop.” 11. Say, "Go." 12. After five seconds, say, “Stop.” 13. Record her performance. 14 To increase the difficulty ofthis skill increase the ‘number of seconds or ask the child to close her eyes 15. If she has a problem with this stationary balance task, repeat the procedure, demonstrating and allowing her to usea leaning prop for pre- balancing. If she continues to display difficulty, provide her support for one hand before her places that hand on her hip and balances on one foot Adaptotions. Soe #8.148 Instructional Materials ‘A modified hopscotch grid on a flat surface outside prepared by using chalk and a rectangle atleast 6 feet Tong and 4 feet widk Instructional Activities 1. Divice the rectangle in the following manner: (1) ‘Measure the rectangle into 1-foot sections, and divide each section by drawing a line horizontally from one side tothe other; (2) Divide every other section in ha vertically. Inthe three undivided rectangles draw a simple picture (ball, tree, cap), and in the three divided rectangles draw a simple Gross Motor / 721 figure (wagon, cat, bottle, birthday cake, candle, apple). Note: If this activity is being conducted inside, use tape for the modified hopscotch grid, and tape small pictures ofthe item in the sections, It is important that the picture does not interfere or create a safety issue as the child moves within the grid 2, Point out the pictures in the sections to the child. Make sure she is familiar with the name of each object 4. lnvite her to step into the [apple] section. When she ‘gets to the correct section, ask her to put her hands ‘on her hips and balance on one foot 4. Then ask her to step into the [tree] section. When she ‘gets to the correct section, ask her to put her hands ‘on her hips and balance on one foot 5. Continue with the other sections. 6.Give her the opportunity to name the sections for another child to step into the section she calls, 3.150 Walks forward between two parallel lines for 15 feet Strand: 3-7H Age: 36-44m 3-~ Definition When the child is presented swith two parallel Hines 10 inches apart, he will walk between the lines for 15 feet He should walk evenly with his arms swinging at his sides in opposition and his feet lined under his shoulders. The walking movement should be a harmonized heel-toe step, and the child should not step (on the lines. sy Assessment Materials Masking tape, colored masking tape in green and red, scissors, several three-dimensional items such as boxes, Assessment Procedures Level One: 1 With the masking tape make two parallel ines on the floor 10 inches apart for 15 feet. Place a green ‘masking tape X atthe beginning ofthe parallel line path. Placea ed masking tape X at the end ofthe parallel Line path 2. Ask the child to stand on the green X. Ask him to takea walk on the path staying between the lines and stopping when he reaches the red X. 3. Tell the child to start his walk 4 Observe his gait, watching for movements such as (1) holding arms up and in an out position, 2) holding arms up and elbows bent, 3) swinging arms inopposiion tos leg movements, (4 swinging arms high with elbows bent, (5) stepping his feet in a duckelike manner, (6) stepping with fet wide apart, (7) shufling his feet, (8) moving his foot in a toe-heel step, (8) walkingon tiptoe, @) keeping his head down as if watching his feet move.HELP for Preschoolers = Assessment & Curriculum Guide 1. Attach the tape strips to the floor, placing the red tape approximately 10 feet from the green tape. 2. Place one wheeled object on the green tape. 3. Demonstrate the concept of push and pull 4. Give the child an opportunity to show that she understands the two activities. 5. Ask her to push the abject from the green tape to the red tape. 6. Observe her as she manipulates the object to the destination, 7. Replace the object on the green tape. 8. Review the concept of pull, if necessary. 9. Ask the child to pull the object from the green tape to the red tape. 10, Observe her as she manipulates the object to the destination, 11 If she has a problem with the assessment tasks, pplace the object on the green tape and say, “Iam ‘pushing the truck to the red tape.” Repeat this as ‘you push the object to the tape. 12: Replace the object on the green tape 13. Ask the child to push the object from the green tape to the red tape. 14. Observe her as she manipulates the object to the destination, 15. Ifshe continues to have problems, physically help her push or pull the wheeled item from the green tape to the red tape. 16, Put the object back on the green tape. 17. Ask the child to push the object from the green tape to the red tape. 18. Observe her as she manipulates the object to the destination. Level Two: 19, When the child is playing with a wheeled-object, observe her push/pull movements, consistent distance, and coordinated direction. Note: The most effective assessment is made by observing the child in a natural setting and then observing her integrated motor skills. Adaptations Pushing and pulling a wheeled object is directly related to directionality and eye-hand coordination. Some children become confused! when they operate an item that could be free-wheeling. The item requires a child to use her motor skills to guide the vehicle, to determine its direction, to stay out ofthe way of obstacles, to use both push/pull movements and to ‘make judgments on stopping and starting. This multi- faceted motor activity may be frustrating or overwhelming, and any one part may not be within the developmental level ofa child. To assist a child, “task- analyze" the desired outcome. For example, to push or pull a wheeled object, the sub-tasks are being able to: (1) understand the concept push and pull, 2) push or pull the object physically (3) move the object in the intended direction and adjust for detours, such as backing up to straighten the wheels in order to move ahead, (4) guide the object around obstacles and yet continue to push or pull, (5) determine which motor Gross Motor / 723 skill should be used, a push or a pull. After you reduce the desired skill o the sub-tasks, decide on an instructional strategy for these tasks or consider a ‘modification of the outcome. For example, to understand the concept of push and pull, ask the child to push your hand or ask her to pull the ribbon. To help her make the transfer from a physical push and pull, place a toy car om a table and ask the child to push the car to the box; then attach a string toa toy Wagon and ask her to pull the wagon to the box. When the child demonstrates that she understands the ‘concept, move on to sub-task number two, Instructional Materials THems such as: a chair, a small wagon, a push/pull toy, a large inflated toy, a wheeled stool ora cardboard box; also several small stuffed animals, a set of ‘wooden blocks, or a 3-pound bag of potatoes. Instructional Activities 1. Place several moveable objects (wheeled motion is preferable but not necessary) on the ground. 2. Let the child push a chair, a wagon, a push/pull toy, a large inflated toy or a wheeled stool across the 3. Suggest that she put a stuffed animal ora doll in the wheeled object and take it fora ride. 4. Increase the difficulty to push or pull by placing heavy objects such as wooden blocks, several stuffed toys, or a bag of potatoes in the moveable object. 5. how the child how to pull a box by holding its edge and walking in front it. Encourage her to switch hands by switching sides. 6.Cuta hole in the box for her to use asa handle or ‘passa rope through two small holes to give the child a handle to pull 3.152 Bounces and catches a large ball Strand: 3-7F Age: 36-44m 3-3.8y Definition ‘The child will bounce a 10-inch ball at least once and catch it on the upward movement. She will begin the bounce-and-catch activity by standing in one spot and bouncing the ball; as she progresses, she may walk {forward and bounce the ball Assessment Materials Two: to 10-inch rubber balls, masking tape, chalk Assessment Procedures Level One: 1. Place a 3-foot strip of tape on the floor. 2 Stand next to the child on the tape, and demonstrate ‘bouncing the Ball once and catching it 2. Give the child a ball and invite her to join you in the activity 4. Bounce and catch the bal several times, explaining loud what you are doing204 \. Gross Motor 5. Ask the child to bounce the ball once and catch it 6. Give her two attempts. 7. Observe the child, watching for such actions as: (1) holding the ball comfortably, (2) pushing the ball down with an exact motion, using her fingertips, (3) receiving the ball as it ascends and ether pushes the ball down with her fingertips or catches the ball, (4) placing her feet slightly apart and solidly, establishing a stationary base 8. If the child presents a stance of uncertainty and the ball is being captured instead of caught, or if she is pushing the ball down with her whole hand instead. Other fingertips, you may wish to use the following strategies: (1) Give her a textured ball; @) Place a challmark on the floor to guide her as she releases the ball; (3) Mark a place on the floor where the child should put her fet; (4) Model bouncing a ball several times for the child; (5) Standing in font of her, place your hands on his, and use this postion to gently pull the ball away from her body. Tell her {you are going to pull her hands away from the ball sit will bounce. Release the ball and catch itby pressing her hands on the ball as it rises. 9. Repeat the assessment by asking the child to stand ion the tape, bounce and catch the ball onetime. 10. Observe her as she performs the skill. Level Tw: 11 Observe the child as she bounces a ball during playtime or a physical exercise period. Note: You an make the most effective assessment by observing. the chill in natural seting to determine her physical skills Adaptations See #3.147 To assist a child in developing and improving her ‘bouncing and catching skills: (1) Use a large, soft, easy-to-catch, textured ball; (2) Place the child’s body ina comfortable position~feet apart and stationary with knees bent, hands cupped, and fingers outstretched; (3) Provide verbal cues as the she prepares to bounce the ball; (4) Peovide physical assistance by guiding the child’s hands in the bounce- and-catch act. Standing behind the child when you assist may also help. Instructional Materials A 10-inch rubber ball. A chythmic poem or chant; example: “Bounce the Ball” Billy Bug, bounce the ball (Give the child the bal) Bounce, bounce, bounce (Bounce the ball three times) Bumpy Bat, bounce the ball (Hold the ball) Bounce, bounce, bounce (Bounce the bal three times) Buzzy Bee, bounce the ball (Hold the ball) Bounce, bounce, bounce (Bounce the ball three times) Billy Bug (Bounce the ball) Bumpy Bat (Bounce the ball) Buzzy Bee (Bounce the ball) Billy Bug, Bumpy Bat, Buzzy Bee, Bounce, bounce, bounce. HELP for Preschoolers - Assessment & Curriculum Guide Instructional Activities 1. Allocate a large enough space for the child to bounce the ball, 2. Give the child the rubber ball. 3. Ask her to bounce the ball; begin a clapping beat ‘that matches the sound the ball makes a thts the floor. 4, Begin a counting and clapping beat that matches the sound the ball makes as it hits the floor. 5. Tel the child to listen and to bounce the ball to the cassette tape or the chant. 6. Encourage her to make up her own chant as she ‘bounces the ball. 3.153 Walks down stairs using alternate feet without holding railing Strand: 3-78 Age: 36-48m 3-4y Definition When the child approaches stairs, she will walk down at least five regular-size steps alternating her feet. Assessment Materials Stairway with at least five stairs and a handrail that the child can reach. Red and green stickers Assessment Procedures Level One: 1. Ask the child to walk down the stairs 2 Observe whether sho uses alternating fet as she dlescends at least five steps and whether she holds ‘onto the handrail 3. If she doesnot use alternating fet as she comes, down the stairs and does not hold onto the handrail, show her how to use alternate fet and use the handrail for balance. 4. After you demonstrate this, ask er to walk down the stairs 5. Observe whether she uses alternating feet as she descends a least five stars and whether she holds onto the handrail 6. Ifthe child does not use alternating fet after the demonstration, put red sticker on the top of her right foot/shoe and a green sticker on the top of her left foot/shoe. Note: Make sure the child is aware of the colors red and green, Tell her that when you are say red, she is to puther fot with the red sticker on the fist step (point tothe step), and when you say green, shes to put her foot with the green Sticker on the next step (point to the step). Tell her that holding onto the handrail is okay. 7. After the color and auditory cueing, ask her to walk down the stairs. 8. Observe whether she uses alternating feet as she descends a least five steps and whether she holds onto the railing 9. If she doesnot use alternating feet after the demonstration, hold the child's other hand andHELP for Preschoolers = Assessment & Curriculum Guide point tothe foot to use as she moves down the stairs. Then gradually eliminate pointing to one of the child’s feet and then pointing to either foot, and finally giving any physical support. 10, After the physical cueing, ask the child to walk down the stairs. 11. Observe whether she uses alternating feet as she ‘descends and whether she holds onto the handrail Level Two: 12, Observe the child as she walks down stairs and notice whether she uses alternating feet for atleast five steps and holds onto the ral. Note: The most effective assessment is made by observing the child and her physical skills in a natural setting Adaptations Some children may demonstrate slow motor development by one ofthe following: (1) Overflow ‘movements-If the right fot performs a moverent, the left foot will “shadow” the movement; (2) Poor coordination-Body movements act as parts, not ‘whole; (3) Lack of directionality-She becomes confused or cannot operate in a particular direction; (4) Problems with laterality--You may have concerns about body sides and directions aimed atthe side of the child's body; 6) Problems related to balance-One side ofthe body (lft or right o front or back) may not be able to come to a position of equipoise. This condition could be constant or periodic; (6) Lack of visual ‘motor integration-When the eye and the body are expected to at simultaneously, and one element is ‘unable or untrained to perform the expected response; (7) Weak auditory /motor integration When you assist a child who exhibits slow motor development in the area of walking or running, remember the following sequence: (1) Explain the ‘motor skill you want and let the child respond without any assistance or cueing; (2) Demonstrate the motor Skill wanted and then lether respond without any further assistance or cueing (3) Explain as you demonstrate the motor skill what is happening and then permit her to respond without any further assistance or cueing; () Demonstrate and talk the child through the motor skill and then ask her to respond independently without any further assistance or cueing; (5) Physically assist the child with the motor skill desired Instructional Materials A stairway, pictures of single items familiar to the child, masking tape indifferent colors, a small prize for the child Instructional Activities 1, Bring the child to the stairway. 2, Demonstrate the method of alternating feet with only ‘one foot on each step. Watch and work through the ‘movements withthe child so she gets a feel of the task. 3. Expect the use of alternating feet. Gross Motor / 225 4. Place pictures on the stars for the child to look at and step beside. Note: the pictures should not be in the child’s direct path - put them to the side of the stairs the child is not using. 5. Place colored tape on the stairs. Be sure itis securely fastened with no loose edges. 6. Ask the child to step next to the red tape on step one and then step next to the green tape on the next step. 7. Set a prize atthe bottom ofthe stairs. 8, Give the child the prize when she reaches the bottom ‘of the stairs based on her performance according to pre-established criteria, 3.154 Jumps up at least 12 inches landing on both feet Strand: 3-7¢ Age: 36-48m 3-4y Definition The child will jump from the floor to land on a step or a block 12 inches higher with his fect together. He will complete this jump without physical assistance and without falling. Assessment Materials Stairs. If stairs are not available, locate a block that is 10-12 inches high. Floor mat. Note: Make sure the block and mat are secure and will not lip when the child lands. Assessment Procedures Level One: 1: Lay the mat onthe floor in front ofthe step or in front of the block. 2. Stand on the floor by the step or block and explain that you are going to jump up tothe step or block. 3.Demonstrate thejump, 4 Ask the child to stand on the floor facing the mat anc to jump up tothe riser. Give him at least two attempts to jump up the step. 5. Observe him, watching for: (2) beginning the jump with his foot parallel, (2) usinga jumping motion versus stepping up using alternate feet, () swinging his arms back, (4) bending his knees and then straightening his legs before leaving the foor and landing on both fect. 6.lfhe has difficulty in the jumping up motion, the following are recommendations to use before raking another assessment: (1) Model a jump forthe child and encourage him to imitate each step. For example, stand with fet parallel, making sure the child is in the same position, Bend your knees, and ask the child to bend his knees. Swing your arms and remind the child todo it with you; @) Provide verbal cues to asis him in his arm and leg ‘movernents~swing your arms"-and le positions~ "bend your knees, get ready to jump, straighten your legs, land on both feet, et" (3) Physically guide the chile’ arms and legs as he jumps up; (8) Give him Plenty of practice time to jump several times.206 \ Gross Motor 7. Repeat he assesment by implementing the folowing 6. Sth onthe Noor facing the mat and tel he cl that you ae going ofump up to there. 9, Demonstrate the amp. 10. Ask him to stand onthe lor facing the mat and 9 mpup 11, Alow him atleast two attempt jump up 12 Observe the ld, watching fr the same four teps inaS above. Level Twor 1B.Obveve the child ashe amps upon objects during play periods and other informal physical activites Adaptations Some children have a problem with jumping up. The act of jumping up seems more difficult than jumping down Itrequires directionality, power, strength in the legs, balance, coordination, bravery, awareness of body movement, and flexibility. Often a child begins jumping up by standing in one spot and doing an alternate step- up movement with alittle hop, and then gradually moves to lot of arm swinging and then a cautious jump. The child isnot only coordinating his motor skis bt also is attempting to move in an unexplored area--space, When you work with a child, itis important to simplify each step in jumping up and to teach each step asa isolated skill prior to coordinating the movement. Provide ample time for practice, and encourage the child to perfect his jumping abilities 3.155 Stands on tiptoe for 10 seconds Strand: 3-7. Age: 38-42m 3. Definition The child will rise on her tiptoes when requested and twill balance on her toes for 10 seconds. She may place her hands and arms in any position. If her els touch the floor and she rises again on her toes, the timing must start over. Assessment Materials Masking tape, a stopwatch or watch witha second Assessment Procedures 1. Place a4-foot piece of tape on the floor. 2. Ask the child to watch you as you stand on your tiptoes onthe tape. Stand on your tiptoes for 10 seconds. Explain what you are doing as you clemonstrate, saying, for example, “Lam standing on my tiptoes" 3.Tell the child to stand on her tiptoes. 4 Say, “When I say Go, [want you to stand on your tiptoes. You may put your arms anywhere you wish, Stay on your tiptoes until say Stop.” 5. Say, "Go.” 6. After 10 seconds say, “Stop.” 7. Record her performance. HELP for Preschoolers = Assessment & Curriculum Guide 8, Tell her to stand on her tiptoes on the tape. 9, Say, “When I say Go, Iwant you to stand on your tiptoes. You may put your arms anywhere you wish. Stay on your tiptoes until I say Stop.” 10. Say, “Go.” 11, After 10 seconds say, “Stop.” 12, Record her performance. 13, To increase the difficulty of this skill, increase the ‘number of seconds or ask the child to close her eyes. 14. If she has a problem with this stationary balan task, repeat the procedure, demonstrating and allowing her to use a leaning prop for pre- balancing. Ifshe continues to display difficulty, provide support for one hand and then for the other hand before she maintains a tiptoe balance. Adaptations See 43.148. Instructional Materials A large ball (tumble balls 26 or 38 inches in diameter) ‘ora play barrel or a cylinder form. Instructional Activi 1, Make sure that the selected ball/circle will roll. 2. Place the child in a prone (stomach-down) position ‘over a large ball (hold her carefully) 3. Gently roll the ball so only her toes touch the floor. Have her bounce or “spring” repeatedly on her toes. Do not let her heels touch the floor. 4, Remove the ball and ask her to stay on her toes. Replace the ball and let her bounce, then roll the ball away and then have her stand on her tiptoes. 5, Provide her with necessary support. 3.156 Jumps from bottom step (12 inches high), feet together Strand: 3-7C Age: 38-42n 3.2-3.6 Definition Te chil will jump from a bottom step with his fect together. He will complete tis jump without physica assistance and woithout falling Assessment Materials Available stairs. Note: If stairs are not available, find 1 12-inch high block, e.g, cement block. Floor mat. Assessment Procedures Level One: {Place the mat on the floor infront of the tar-step or in front of the block 2. Stand on the step or block and tell the child that you will ump tothe lor. 3. Demonstrate the jump. 4. Ask the chil to stand on the step facing the mat ane to ump down. Note:The distance he umps is not important 5. Allow him atleast two attemps to jump of the step.HELP for Preschoolers ~ Assessment & Curriculum Guide 6. Observe the child, watching for: (1) beginning the jump with his fect parallel, 2) not stepping down, using alternate fet, 3) swinging his arms back, (4) benalng his knees and then straightening hs legs before leaving the floor and landing on both fet, (5) 2 forward body movement and extension. 7. the child has dficulty wih the jumping motion, use these techniques before you make another assessment (1) Model a jump forthe child and encourage him to imitate each step. Example: Stand ‘with fet parallel, making suse the child isin the same position. Bend your knees asking him to bend hhisknees. Remind him to swing his arms the way you do. Q) Provide verbal cues to assist the child in his arm movements~’Swing your arms”~and leg positions~"Bend your knees, get ready to jump, Straighten your legs, land on both feet.” @) Physically guide the child's arms and legs as he jumps down. (4) Allow him ample practice time to jump several times 8. Repeat the assessment by going through the steps that follow. 9. Stand on the step or block facing the mat an tell the child that you will jump down, 10, Dernonstrate the jump. 11. Ask the child to stand on the step or block facing the mat and to ump down. Note: The distance he jumps isnot important 12. Allow him at least two attempts to jump down. Adaptations Some children have a problem when they are involved in the horizontal down-jump. This jump requires directionality, power, strength in the legs, balance, coordination, courage, awareness of body movement, and flexibility. Often a child begins a “jump off” by standing in one spot and doing an alternate step-down ‘movement, witha litle hop; then gradually he moves to a lot ofarm swinging and then a cautious jump. This Cautious movement s an attempt to muster enough courage to become involved in locomotion, suspension inspace, and movement while in the air. Locomotion, which requires an understanding of the relationship between one item and another in space, may be difficult fora child. When working with a child who is having, difficulty, simplify each step in jumping and teach each step as an isolated skill before coordinating the ‘movement. Give the child ample time to practice and him encouraged to perfect his jumping abilities. Instructional Materials Several sturdy boxes or blocks, the same number of balloons or chalk to mark the floor. Instructional Activities 1. Line up the boxes (bottom up) or the blocks about 6 feet apart. Place a lightly inflated balloon on the floor in front of every block at least 14 inches from the front. 2. Ask the child to walk to each block, stand on it, and, jump off Gross Motor / 227 3.Tell him not to jump too far or he may break the balloon 4.Gradually move the balloon closer to the block. 5. Challenge the child to jump over the Balloon as you ‘move it to the base ofthe steps, 6. fhe indicates apprehension about breaking the balloon, use a chalk mark instead of the balloon, 7. Time the child and encourage him to beat his own. time Note: The balloon should be weak enough and inflated ‘0 ifthe child lands on it, it will pop, and the child will not slip/stumble, 3.157 Walks 10 feet on 4-inch wide line Strand: 3-7H Age: 38-44n 3.2-3.8y Definition After a demonstration, the child will walk in a straight line on a 4-inch wide line of tape. The child may hold her arms and head in any position. Assessment Materials A 10-foot strip of -inch-width masking tape attached. to the floor. Assessment Procedures Level One: 1. Demonstrate walking onthe tape. 2. Explain tothe child what you are doing as you demonstrate 3. Ask her to stand at one end ofthe tape 4. Say, “Twant you to walk on the tape all the way to the end without stepping off the tape.” 5. Observe her as she walks the 10 fet staying on the strip of tape. Watch forthe following: (1) Does she use her hands to balance or are her hands on her hips? @) Is she walking naturally on the tape by touching the te of her back fot to the heel of her front foot? (3) Is she looking at her fet in an effort to stay on the tape? (4) Does she have to stop to regain her balance before moving forward? 6. If the child is having difficulty walking on the 4-inch tape, assist her by modeling the heeLto-toe step and saying, ‘Step, heel-to-toe, Step, heel-o-te, Step, hel-to-toe.” Make sure the child i imitating your steps, and encourage her to say aloud, “Step, hee tortoe,” with the movements Ifshe needs assistance inbalancing, ive her physical support. Then gradually phase out the prompts, reduce the Physical support, discontinue the heel-to-toe Todeling ae give the verbal direction step, heel-to- toe) only when needed. 7. Ask the child to stand at the end ofthe ape 8.Say, “Walk on the tape until you get tothe end.” 9, Observe her as she walks the 10 fet staying on the tape. Level Two: 10, Observe the child as she walks heel-to-toe when she isa play, during an organized play period, ‘when you takea walk with her. You may see her208 \. Gross Motor "use this foot movernent when she follows a crack in the sidewalk, walks along the border of a rug, ‘walks on the edge of a shadow, or stays inside a line on a flat surface. Adaptations Children who have problems with hee-o-toe steps and walking within a specific area often exhibit: (1) Poor coordination~putting one fot infront of the other smoothly is necessary or when a child stands on ‘one foot she will easly become off-balance; 2) Concerns with laterality-requires a child to associate placing one foot infront of the other with forward ‘motion; (3) Problems with balance--if a child narrows her base by placing her feet in a row instead of na parallel stance, her body's balance point is diminished; (4) Confusion when viswal/ motor integration i not within the normal viewing range Disorientation often resulls when a child is unable to view her foot movements beoruse w sere of visu imagery is required and it may interfere with her motor integration When you assist a child who exhibits stow motor development in the area of sep, hee-toe-heel, use the following sequence: (1) Explain tothe child the motor skill you want her todo and lether respond without any assistance or cueing; (2) Demonstrate the motor Skill you want and then permit her to respond without any further assistance or cueing; (3) Explain as you demonstrate the motor ski what occurring and then let her respond without any further assistance or cueing; (8) Demonstrate and “talk” the child through the motor skill and then ask her to respond independently without any further assistance or cueing; (5 Physically assist the child accomplish the ‘motor sil Instructional Materials An umbrella, several artificial flowers or colored paper flowers made from tissue paper, masking tape, ‘music on cassette tape. Instructional Activities 1. Decorate the umbrella with brightly colored artificial or paper flowers. Attach the masking tape to the floor in a straight line not more than 10 feet in length. 2..Give the child time to practice walking on the “tightrope” (tape), using a heel-toe-heel step. Demonstrate this, if necessary. 3. Hand her the decorated umbrella and tell her to pretend she isa circus tightrope walker. Tell her the ‘umbrella will help her keep her balance. Tell her to imagine she is high above the crowd and that everyone is looking at her. 4. Ask the child to begin her tightrope act as soon as sshe heats the music 5. Applaud after each of her performances. 6. Encourage her to do other tricks on the tightrope. HELP for Preschoolers - Assessment & Curiculum Guide 3.158 Walks 20-foot diameter circle staying on path Strand: 3-78 Age: 38-44m 3.2-3.8) Definition The child wil walk om a line of tae atleast 4 inches wide in a circle 20 fet in diameter. The child's feet ‘must touch the line, and he must use a hee-toe-heel-toe step alternating feet without physical assistance. Assessment Materials Chalk Assessment Procedures Level One: With chalk, draw two parallel circles 4 inches apart to make a circular path 20 feet in diameter. Identify a starting place by marking an X. 2. Explain to the child that he is to walk between the lines around the circle, using alternate feet in a heel- toe-heel-toe step. Tell him his walk will start at the Xand will end on the same X. 3. Observe him as he follows the directions and walks around the circle. Look for: (1) Staying within the lines, (2) Using alternate feet in a heel-toe-heel-toe step, (3) Maintaining balance and moving in the correct direction, (4) How he uses his hands and. arms and whether he has to look each time he moves, (6) The speed in which he moves around the cizcle, (6) The smoothness of his motor movements 4. Ifthe child has difficulty walking between the lines, assist him by modeling the heel-to-toe step and. saying, “Step, heel-to-toe, Step, hee-to-toe, Step, heel-to-toe.” Make sure he is imitating your steps and encourage him to say aloud, “Step, heel-to-toe” with the movements. Ihe needs assistance in balancing, provide him with physical support. Then ‘gradually phase out the prompts, reduce the physical support, discontinue the heel-to-toe modeling, and provide the verbal direction (step, ‘heel-to-oe) only when needed. 5. Ask him to stand at the X and say, “T want you to ‘walk between the lines until you come back to the be 6. Observe him as he walks around the circle. Level Two: 7. Observe the child as he walks heel-to-toe at play, during an organized play period, or when you see him taking a walk. You may also see him use this, foot movement when he follows a crack in the sidewalk, stays within the border of a rug, walks fon the edge of a shadow, or keeps within a line that hhas been drawn on a flat surface. Adaptations See 13.157 Instructional Materials Floor-marking material, such as chalk:HELP for Preschoolers = Assessment & Curriculum Guide Instructional Activities 1. Draw two parallel circles to make a large circular path on a flat surface. 2. Invite the child to play Follow the Leader; tell him. he must copy whatever you do, 3, Tell him to stand behind you. 4. Begin by walking like a duck around the circle, putting one foot on each side of the double line. 5. Continue the duck walk with your hands on your ‘waist, then hands in the air, then arms out to side and then hands on your head, 6.Stop, turn around, and repeat in the opposite direction 7. Continue the game by walking around the circle using alternate feet in a hecl-toe-heel-toe step. 8, Put your hands on your waist, wave with one hand, place your arms straight out and clap your hands. 9. As long as the child stays interested, modify the ‘manner of walking around the circle. For example, walk like a rabbit, walk on tiptoe, walk like a fairy, walk like a cat, etc. 10. Give the child a turn to be the leader, and practice until staying on path becomes a simple task for him. 3.159 Kicks a stationary ball using a 2- step start Strand: 3-7 Age: 38-48m 3.2-4y Definition Place a stationary ball (soccer, rubber) on a flat surface at least 5 feet awoay from the child. The child wil kick the ball, using a two-step start, any distance or any direction. Assessment Materials 10-inch ball (soccer, rubber, plastic or utility), masking tape. Assessment Procedures Level One: 1. Place a 2-foot piece of tape on the ground or floor ‘and set the ball about 3 feet in front of the tape Note: The placement of the ball should allow the child to use a two-step start from the tape. 2. Ask the child to watch closely as you demonstrate standing on the line, taking two steps and kicking the ball. 3.Itis important not to count out loud as you take the steps. 4. Flow you kick the ball is important, not where you kick it 5. Ask the child to stand on the tape, and place the ball ‘at the appropriate distance in front of her. 6. Say, “Kick the ball.” 7. Allow her two tries. 8. Observe her as she kicks the ball, watching for: (1) the two-step approach, (2) whether she firmly places one foot near the ball and puts her other leg Gross Motor / 229 ina straight line behind it, (3) whether her arms are in opposition to her legs (lft foot planted and right arm forward in front of body, right foot straight in a kicking position and left arm behind the body); (4) that her kicking leg moves forward, kicks the ball, and the kicking le follows through, 9. Ifthe child demonstrates a problem in the basic kick, by pushing the ball instead of kicking it, bending her knees before straightening her leg for the kick, if her arms are inactive and not in opposition to her leg movement, ifshe loses balance after the kicking, motion, or if she appears to be clumsy and out of synchronization, direct assistance is recommended The following are some suggestions: I) Increase the size ofthe ball; (2) Walk her through the movernents of approaching the kick, kicking the ball, and the follow through; (3) Tell the child the steps to take, for example, “Stand, Ready, Step, Step and Hold, Foot Back, Swing Forward, Kick Ball”; (4) Place footprints on the floor that are color-coded, left foot/right foot, and ask the child to follow the path before she kicks the ball; (5) Physically assist her by pointing to which leg or foot she should move and which arm to swing in opposition. 10. After you have provided assistance and allowed her to practice, repeat the assessment above. Level Two: 11. Observe the child as she kicks a ball during playtime or a physical exercise period. Adaptations Some children lack the ability o integrate a visual stimulus with a motor action. A child must convert one type of information (visual-the stationary ball) to another type of information (motor-kick the ball). If thechild’s sensory system (converting one type of information to another) is delayed, she may exhibit difficulty responding with a motor action based on a visual stimul. Often such a child reacts only to one process and finds visual-motor integration difficult. ‘To assist a child with her kicking skill, the following is recommended: (1) Use a large, soft, easy-to-kick, textured ball; 2) Remind her to get ready to kick the ball; 8) Walk her through the kicking motion; (4) Provide physical assistance to her as she tries to kick the stationary ball Instructional Materials ‘A 10-inch ball (soccer, rubber, plastic), a goal post (can be set up by putting two chairs back-to-back to represent the uprights of a miniature goal post the space between the backs ofthe two chairs should be about 30 inches). Masking tape. Instructional Activities 1, Place the miniature goal posts 6 feet in front ofthe ball. Attach a short strip of tape to the ground for a starting line where the child will stand. Place the ball atleast two steps in front of the starting line. 2. Ask the child to stand on the starting line.280 \ Gross Motor 3, Tell her to kick the ball and to try to make it 0) through the poss. 4, She may use her right or left foot. 5. Give her one point ifshe kicks the ball through the posts. 6. Allow her to continue in an effort to improve her total points. 3.160 Rides tri maneuver arou! and start Strand: 3-7G Age: 38-52m 3.2-4.4y Definition “The child wil get om a tricycle and peddle forward dpthout touching his fet tothe ground, and negotiate @ turn without burping ito any obstacles. Assessment Materials ‘Atricyele in the right size for the child (The size itera is: (1) When the child sits on the tricycle seat, his feet will touch the pedals and will stay on the pedals forthe Full circle; (2) The child's arms reach the Pandlebars when he is sitting straight up; (3) He can see over the front ofthe tricycle) Cardboard boxes, ones large bas, and other items to be used as ‘obstacles. Large hoop, foot traps. Assessment Procedures {aren Teer aren with sufficient space forthe child st cyl forward fourm and torideit back 1. en sn tricycle in epi that wil allow the Cha tocyel forward and tant a. Atk ine ld rode the gle anc sem asheides the cyl; watch or he ery te pressure put onthe pedal ta Sora meio, @) guiding and ttn See eC smooth continuous pedaling) Slowing evn the pedal motion een te path ofthe rcycl and tel the “Std to void iting any of them cease unsure onthe teye help im Ie FP im ositon tec. Ask imo pst his by aking Ms ad his hanson the handlebars re hamalwtyallowing his fet ride along, inde pert nt te racine Gradually remove your steer ssc anal eh aosume he png Dever e pocpued tose dey Frocone aun Wien pune hel seeming enough ramus moet cyl, goes sas prepare to keep pushing nese. Allow the hina prac nde i eeurgsent Level Two ee with pedals to ind obstacles, turn, stop HELP for Preschoolers - Assessment & Curiculum Guide 8, You can make the most effective assessment By fobserving the child when he rides a tricycle during, free time or during a structured play period: Adaptations Some children find riding a tricycle a dificult task to Team, A cycle with pedals requires the child to put foot pressure on the pedal when it begins the dowbwvard clockwise motion. Ife places the foot pressure before the dowavrard motion, he will top the Pevchine and the coordinated motion, Often he will put Fhe foot under the peda to pull itup, creating a stall or 2 pull othe left oF right. To lear to put an equal sRount of pressure on the pedals requires practice and Thatural sense of timing. Besides being dificult, Teaming to ride a tricycles frustrating to many hildren because riding a tricycle is the First step to spobilty, and mobility means independence-being rownap. In wanting to be successful some children Fiome anxious frustrated and angry when learning to ride isn’t an immediate success. tis important to provide the child with the following assistance: (1) take sure the tricycle is adjusted tothe correct size for him: (2) Place the child onthe tricycle, push the trachine, press his thighs to indicate timing and tnovement and guide the handlebars. Reduce the apport when he indicates assurance, timing and saerement; 3) Limit the amount of eye time when the “Tuli iat learning; doing this may avoid feelings of ‘adequacy; () Have another child model riding a trcyele and point out the various movements as he docs them; () Allow the child to put his hands onthe pedals to fel the tp ofthe circular arc, when the push Pressure is needed; (6) Reinforce and praise him for Prery step of achievement and also for trying: (7) ‘Rrrange for practice times when the child ill ot be Geserved by others; 6) Place a large plastic hoop over the handlebars at the neck ofthe tricycle. Seat the child a the trieyce, Place his fet on the pedals. Stand in front ofthe tricycle and face him. Pl he tricycle with the hoop. Note: Be careful to avoid the child tipping ver as you pull him. Tell the child to pedal as you pul. Aligw him to take over the moverent ofthe Tricycle by pedaling as he i able. Slacken ot ‘Withdraw the use ofthe hoop as appropriate earning t ride tricycle is an important milestone in the child's physical achievement soit should be resented when he fs developmentally ready to avoid failure Instructional Materials Tcl that fis tech. Oj owe abst such as cardboard boxes, cones, large balls Wa with second hand. eee Instructional Activities 1. Locate an area to set up atricych set up a tricycle track—an enough for ding a tye forward, ring it soured and maneuvering it hough seve tacles. Place the obstacles on the return after the turnaround area ae:HELP for Preschoolers ~ Assessment & Curriculum Guide 2. Explain the tricycle track to the child, showing him, different places where he can turn around. Discuss ‘what the tricycle track is and what can happen on it 3. Show him the obstacles and explain that he is to ride the tricycle around them, beside them, or anyway he ‘wants, but that he must avoid touching the obstacles. 4, Tell him to start when he hears the word “Go!” 5. To add to the challenge ofthe tricycle track, time the child as he pedals to the turnaround, turns around, and dodges the obstacles back to the starting point. 6. Encourage him to beat his own time. 7.Involve other children in racing against the clock on the tricycle track. For a racing atmosphere, hang ‘numbers on the tricycles, put racing helmets on the “drivers,” decorate the tricycles, and present small awards to the winners. 3.161 Jumps forward 2-foot distance, feet together Strand: 3-7C Age: 40-48m 3.4-4y Definition The child will jump forward at least 2 feet and will land with her feet together. She may take as: many consecutive {jumps as she wants. She will complete this jump without physical assistance and without falling. Assessment Materials Masking tape in two colors, small floor mat (Mat ean bbe made from a piece of foam covered with a washable material). Assessment Procedures Level One: 1. Attach two 2-foot strips of tape to the floor 2 feet ‘apart. Use green for the starting line tape and red for the ending tape. 2. Seta mat in front of the tape, but do not letit go over 2 feet tothe red tape. 3.Stand on the green tape facing the mat and tell the child that you will jump to the red tape. 4. Demonstrate the jump. 5. Ask the child to stand on the red tape facing the mat ‘and to jump tothe green tape. 6, Allow her at least two attempts to jump to the tape. 7. Observe the child, watching for: (1) beginning the jump with feet parallel, 2) swinging her arms back, then forward and upward, (3) bending her knees and then straightening her legs before leaving the floor and landing with her feet ahead of her body, (a forward body movement and extension 8. If the child has difficulty with the jumping motion, do the steps that follow before making another assessment: (1) Model a jump for the child and ‘encourage her to imitate each step. For example, stand with feet parallel, making sure the child isin the same position. Bend your knees, asking her to Gross Motor / 231 bend her knees. Ask her to swing her arms back the way you are doing, (2) Provide verbal cues to assist the child in her arm movements-~"Swinging your arms, move them forward, put them above your head”~and leg positions~"Bend your knees, get ready to jump, straighten your legs, land on both feet.” (3) Physically guide the child’s arms and legs as she jumps. (4) Allow her ample practice time. 9. Repeat the assessment above with the child jump from the green tothe red tape. Level Two: 10, Observe the child as she jumps distances during play periods and other informal physical activities. Note: You can make the most effective assessment by observing the child in a natural setting to consider her physical skill of jumping. Adaptations Some children have a problem when they ae involved in the horizontal jump. The problem could be related to tody movement orto acquiring distance. A horizontal distancejump requires timed powver, strength inthe legs, balance, coordination, Bravery, awareness of body movement, direction and flexibility. Locomotion, which requires an understanding of the relationship between ene item and another in space may be cifcult forthese children. The locomotion act of jumping requiesa child move through space to investigate the properties surrounding them and the relationships Eetween these objects. To physically move a body in space means thatthe child is coordinating her motor shils and aso tha she is attempting to moveinan Inexplored area (space). When you work with these children itis important that you simplify each step in jumping and teach each one as an isolate skill before Sou coordinate the movement, Provide ample time for practice and the encourage the child to perfect her Jumping sbiliies Instructional Materials standard-size pillow case, string or narrow rope, chalk. Instructional Activities 1. Mark a 3-by 3-foot square with chalk on the floor. Note: the floor should be carpeted /so. 2. Hand the child a pillow case (sack). 3. Ask her to put both feet in the ease 4. Tie the sack closed. 5. Ask her to take a jump with the case ted around her legs. Note: Supervise carefully and support her if she isnot steady with the case around her legs. 6. Ask her to jump in front ofthe square without touching its center. 7. Ask her to jump behind the square 8. Ask her to jump from one side ofthe square to the other sie. 9, Ask her to jump around the square. 10, Give the child several practice turns.132 \. Gross Motor 1. Vary this activity by letting the child have a relay’ race with another child, jumping forward with ssacks and then jumping backwards. 12. Once they have learned how to jump with their feet together and to remain standing, have them try to jump without the pillow cases, to see how far they can go. 3.162 Step-hops for five feet Strand: 3-7 Age: 40-50m 3.4-4.2y Definition After a demonstration the child will step-hop for 5 fet. He will step-hop-stand on one foot, maintaining balance without assistance for atleast three seconds. Then he will step-hop-stand on the other foot for at least three seconds. Assessment Materials Masking tape in different colors. Assessment Procedures Level One: 1: Place two 1-fot tape strips in different colors on the floor 10 feet apart, the starting stip green and the ending strip re 2. Ask the child to watch as you demonstrate several step-hop steps Explain what you are doing as you model the step-hop moverent 3, Repeat this demonstration several times. 4 Ask the child tostand onthe green line and step-hop to the red ine 5. Observe him, checking fora smooth forward step, a bbent opposition knee, and a hop with the stationary foot. Als, his elbow should be bent, swinging slighty at his side. 6. Ife s successful, sk him to repeat the step-hop step from the green line tothe red line however tell him that when you say “Stop,” he is to stop all movement until he hears the word “Go.” Note: Say "Stop" when the child ison one foot, and say "Go" immediatly afte he has demonstrated balancing ability 7. Observe him, watching in particular to see ithe is able to balance on one foot 8. Ife has cifculty withthe step-hop movement, the following are recommended: (1) Provce suppor for him (Standing between two tables and holding onto the edge or holding onto two people); (2) Ask the child to hop in place several times while he holds conto some support (3) Have him step-hop while he holds antoa moving objet (grocery cat wheelchair, portable pushcor) (2) Pace paterned footprints on the floor that represent the step-hop pattem; (6) Introduce him to. musical accompaniment that enhances a sep-hop-tep (Bunny Hop, Glow Worm, Little Brown Jug, Salto Mortale, Ramenes tes Moutons); (6) Physically place the child's legs fet, and arms in the correct Postion and guide the limi during the movements HELP for Preschoolers - Assessment & Curriculum Guide 9. After the additional assistance, repeat the assessment as described above. Level Two: 10. Observe the child as he performs a step-hop ‘movement or various modifications of the step during playtime or other physical and musical activities. A step-hop willbe difficult for some children because itrequires them to move while afoot is off the floor. ‘These children may tend to lose their balance when they are expected to equalize body stance. The step- hop requires a child to move in rhythm and coordination, which is demanding of locomotion skills and coordination. Such a child is often slow in responding toa set motor patter; he knows what he should do, but he cannot relate the patterns to his motor system. He may begin the specific task of hopping, by using the upper partof his body and trying to balance on only one foot. Asa child increases his awareness of balance, he has a tendency to swing his arms; this is positive because it ends itself to learning to balance. To assist a child to learn the step-hop action: (1) Use a rhythmic beat to accompany the step (a loud drumbeat), hop (a tap on the drum), and repeat; 2) Lead him through the steps, verbalizing what you expect; (3) Allow him to hang onto something as he begins to balance on one foot; (4) Draw footprints on the floor to establish the pattem; (5) Eliminate unnecessary steps and simplify the procexture. Instructional Materials ‘A poem, finger play, cantor rhyme that involves the ‘child in a step-hop activity; eg., the movement chant that follows: “Steppity Step and Hoppity Hop” (Tobe said in a chanting style) Step, step step. (Child steps three times) Hop, hop, hop. (Child hops three times on either foot) Step-hop, step-hop, step-hop. (Child steps and hops the times) Step, step, step. (Child steps three times) Hop, hop, hop. (Child hops three times on either foot.) ‘Step-hop, step-hop, step-hop. (Child steps and hops three times) Step, step step. (Child steps three times) Hop, hop, hop. (Child hops three times on either foot) Step-hop-hold,step-hop-hold, step-hop-hold. (Child steps, hops, and holds on one foot for a short time) ‘Repeat as needed or as long asthe child is motivated. Instructional Activities 1. Identify a large area for movement and dancing. 2. Ask the child to watch carefully as you do a Steppity Step and Hoppity Hop dance. 3. Do the movernents in the chant while you say the selection, 4. Encourage the child to oin you in the chant movementHELP for Preschoolers - Assessment & Curriculum Guide 5. Assist him in the three steps~stepping, hopping, holding. 6. Invite him to move and say the chant at the same time. 7.Give him ample practice time. 8, He may begin to improvise the flow and direction, plus he may add different creative movements. 9. To modify this activity, add a musical beat to the ‘chant or play a recording to accompany the rhythm, of the words. 3.163 Kicks a large ball when the ball has been rolled into direct path Strand: 3-7 Age: 44-53m 3.8-4.5y Definition ‘The child will kick a ball when the ball has been rolled directly to kim. He will kick the ball while it is still moving. Assessment Materials ‘A 10-inch ball (soccer, rubber, plastic or utility), ‘masking tape. Assessment Procedures 1. Place a 12-inch strip of tape on the floor, and set the ball about 5 feet in front ofthe tape. 2. Ask the child to watch closely as you demonstrate, 3. Stand on the tape and ask another person to roll the ball to you. 4. As the ball approaches, kick the ball by placing one foot stationary and moving the other foot back with 1 swing forward to meet the rolling ball. How the rolling ball is kicked is important, not where it goes. 5, Ask the child to stand on the tape, and roll the ball from the appropriate distance in front of the child as you say, “Kick the bal.” 6. Allow him two attempts. 7. Observe him as he kicks the rolling bal, looking for: (1) the step-swing approach, (2) placement of one foot firmly near the ball and the other leg in a straight line behind him, (3) arms in opposition to the legs (left foot planted and right arm forward in front of body, right foot straight in kicking position and left arm behind the body), (4) kicking leg moving, forward to kick the moving ball, and the kicking leg follow-through. 8. If the child demonstrates a problem by missing the rolling ball, by pushing the ball rather than kicking it, By bending his knees before straightening his leg for the kick, by keeping his arms inactive and not in ‘opposition to his leg movement, by losing balance after the kicking motion, or if he appears to be clumsy and out of synchronization, direct assistance s recommended. The following are some suggestions: (1) Roll the ball very slowly and closer to the child; 2) Walk him through the movements of approaching the kick, kicking the ball and the follow through; (3) Tell him the steps to take, ‘making sure that the directions are timed with the Gross Motor / 733 approaching ball, for example, “Stand, Ready, Step, Step and Hold, Foot Back, Swing Forward, Kick Ball”;(4) Place footprints on the floor that are color-coded for the left and right feet, and ask the child to follow the pattern before he kicks the ball; (6) Physically assist him by pointing to the leg and foot to move and help swing his arm in opposition. 9, After you have provided assistance and allowed. time for practice, repeat the assessment above. Adaptations See #3135 The activity of kicking a rolling ball adds another dimension to the visual-motor integration process the dimension of timing, The child has to usejucigment to begin his intial movements, to prepare to make contact, and finally to connec with the ball Toassista child in developing and improving his kicking skills: (1) Roll the ball very slowly and givea verbal cue when he needs to prepare to kick the ball, {@ Roll the bal very slowly and give a verbal cue *Ready’~as well asa visual cue~wvave a seart-when he needs to prepare to kick the bal (3) Use a textured or foam bal that wil roll slowly and maintain a true path 4) Provide physical assistance asa ball s gently thrown tohim. Instructional Materials At least four kickballs (soccer, rubber, utility), masking tape. Instructional Activities 1, Attach 6 feet of tape to the floor to mark the ‘boundary line. 2. Invite the child to stand behind the boundary line. 3. Explain that you will rol a ball to him and that he is to kick it after it crosses the boundary line. 4. Roll ball toward the boundary line and encourage hhim to kick it back. 5. After he has successfully kicked the ball, increase the challenge by rolling one ball, and after a pause rolling another ball. 6. Continue rolling the balls, asking the child to kick the balls after they cross the boundary line. 7. To modify the kickball activity, increase the number ‘of balls or the speed at which you roll them. 3.164 Runs and changes direction without stopping Strand: 3-7B Age: 44-55m 3.8-4.7) D ion When she is running, the child will change directions without coming to a complete stop, and she will dadge obstacles and corners, Assessment Materials Masking tape, green marker.4 \. Gross Motor Assessment Procedures Level One: 1. Note: Do this activity in a large room or outdoors. 2. Tape two strips of 2-foot-long masking tape to the floor at least 20 feet apart. 3. With a green marking pen, color each strip green (down the center). 4. Stand on one of the taped strips and explain to the child that you plan to run to other taped strip, and then without stopping, you will run back, 5. Demonstrate this running without stopping ‘movernent. 6. Tell the child that you want her to stand on the ‘green tape, then run to the other green tape and back ‘without stopping. 7.Say, “Run to the other green tape and back.” 8, Observe her as she performs the running task. Look for a smooth running style, arms swinging in ‘opposition, long strides, running with a heel-toe step, and bending the front leg at nearly a right angle. Also, look for a continuous running pattern at the turn and return, 9. Ifthe child has difficulty with the motion of running, the following are recommendations for correction: (1) Ask her to practice running at a slow speed, actually a fast walk, and assist her with moving her arms with each step; (2) Put a piece of tape on the floor and ask her to step on the tape with a running step; (Note: To encourage longer strides, place the tape strips farther apart; to encourage a more controlled stride, place the tape strips closer together.) (3) Give her an object to hold in her hands to increase her awareness of opposition arm swing. 10. Ifthe child has difficulty with the continuous run, tell her to walk around a planned area and when she hears you say the word run, she is to run until she hears the word walk. Note: At first, use short intervals of walk and run; then as the child becomes comfortable with the changing pattern, reduce the walking sequences and increase the running ones. 11. Stand on one of the green tapes and explain to the child that you are going to run to other green tape, and then without stopping you are going to run back. 12. Demonstrate the running without stopping ‘movement. 13. Tell the child to stand on the green tape, then run to, the other green tape and back without stopping. 14. Say, “Run to the other green tape and back." 15. Observe her as she performs the running task. Level Two: 16, Watch the child as she is running during playtime or other physical activities. Observe whether she runs and changes direction without stopping or pausing. Adaptations ‘The child with gross motor delays may need to be taught how to maintain balance without running Hat- footed, how to lower and swing atm in opposition to the lead Foot, how to manipulate the hee-te step HELP for Preschoolers - Assessment & Curriculum Guide ‘process, and how to maintain the rhythmic stride ‘movement and posture necessary for a coordinated run. Ifa child has difficulty learning motor patterns, natural movements may seem difficult, She knows what she should do, but she cannot relate the patterns to her ‘own motor system, She will need concentration and extra practice. Simplify the activities and eliminate decision-making on the child’s part Instructional Materials Items to set up an obstacle course, such as bones, cones, barrels, saw-horses. Also, a drum or other noise- ‘making instrament. Instructional Activities 1. Set up an obstacle course using the items, making sure that the course contains comers and curves. 2. Ask the child to stand in an area away from the “obstacle course. 3. Tell her that she is to run to you when she hears the drum. Tell her that when the drum stops, she is to stop running. 4. Show the child the entrance to the obstacle course, and ask her to run through the course, stopping only ‘when she doesn’t hear the drum, 5. You can modify this activity and increase its difficulty by asking the child to: (1) hold her arms straight out from her body like airplane wings as she runs through the course, 2) run through the course in time to the drum (to run quickly if the drum. beat is fast and to run slowly if the beat is slow), {@) run through the course on her tiptoes, 3.165 Runs a 20-foot distance, breaking stride/rhythm Strand: 3-78 Age: 44-55n 38-4.7y Definition The child will run 10 feet in one direction, stop, and then turn around and run 10 feet bac. Assessment Materials “Masking tape green and red. Cut two strips of masking tape, one red and one green, each 2 feet long Assessment Procedures Level One See #3164, steps 1. 10. If the child has difficulty with the stop and return rin tell him to walk and when he hears you say “stop,” hes to stop until he hears you say the word “walk” Note: At first, use short intervals of walk and stop; as he becomes comfortable with the changing patter, reduce the walking and stopping sequences. 11, Stand on the green tape and explain to the child ‘hat you plan to run tothe red tape, stop and run back'to the green tape 12, Demonstrate the ranning and stopping movement.HELP for Preschoolers = Assessment & Curiulum Guide 1. Explain that you want him to stand on the green tape, run to the red tape, stop and run back to the green tape. 14, Say, "Run to the red tape, stop and run back.” 15. Observe him as he performs the running task Adaptations See #3.164, Instructional Materials ‘Tape in several colors that can be attached to the floor, large sheets of green, yellow, and red construction paper. Instructional Activities 1, Atfach the two strips of different colors of tape in lines on the floor 5 feet apart. 2. Ask the child to stand on the first line. 3, Hold up a large green piece of paper and say, "Green light," while you stand on the second line. 4, Tell the child to run from one line to the next. 5, Take his hand and run the course with him if he has difficulty. Start over with him on the first line and repeat the process, holding up the green paper and saying, “Green light, run!” until the child can run. independently from line one to line two. 6, Add a third line of tape in another color 5 feet from the second line. 7. Start the child on the second line. 8. Hold up the large yellow piece of paper and say, "Yellow light.” 9. Instruct him to walk to the third line. 10, Repeat the process from the beginning atthe first line with a green light and then at the second line with the yellow light 11. Add a fourth and a fifth line 5 feet apart from each, ‘other. 12, Alternate the green and yellow lights, ending with holding up the red paper and saying, “Red light” for Stop. 13, Work with the child until he is able to move through the 20 feet without stopping until he reaches the las line of tape. 3.166 Performs a complete forward roll (somersault) Strand: 3-7G A Definition The child will do a forward somersault without assistance and without falling to either side. She will place her hands, palms daz, on the floor. Her hands will be placed on either side of her knees. She will ower hier chin to her chest and put the back of her neck and her shoulders on the floor. She will give her body a forward push, roll over and land sitting up on the floor. She may Also do a forward roll by beginning in a squat position, placing Ker arms in front of her body in start position ‘and her right foot in front of her left foot. She should 2 45-60m 3.9-5) Gross Motor / 735 then lean forward, tucking her head between her fet, roll and land sitting up. Note: the forward roll should be done on a mat ora sof, carpeted surface. Assessment Materials Mat large enough for the child to roll forward on, Assessment Procedures Level One: 1. Ask the child to sit on the mat, 2.Tell her to watch while you or another child do a forward somersault. As the somersault is demonstrated, explain what is happening. 3. Ask the child to doa forward somersauit on the mat. 4. she needs beginning assistance, do the following: Place your hands on the child’s back and give her a slight push to begin the somersault 5. Give her an opportunity to practice the movement. 6, Observe her as she turns a somersault, watching for the following: (1) Hands palms down by her knees (not appropriate for a squat forward roll), (2) chin against her chest, (3) ack of neck and shoulders placed on the mat, (4) slight forward thrust ‘movement and landing siting up. (Note: ther front ‘momentum is strong enough. the child may land standing up), (5) total front action without falling toeither side. 7. IF the child has difficulty in doing the forward somersault assessment, the following is recommended: (1) Ask her to sit on the mat and place hher chin against her chest and simply act like a rocking chair; 2) Ask her to sit on the mat, place her chin against her chest, hold her legs close to her chest with her arms (her appearance like a rolled- up bal), and rock back and forth; 3) When the child i i the ball position, gently push the rocking motion, and when she has the physical momentum. and feels comfortable, gently push her forward for the complete roll If she falls to either side, begin the ball position once again. Increase your physical support by placing one hand on one side of her curled body and your other hand on the other side, ‘using enough pressure for her to feel protected. With your hands in place, begin the rocking motion and finally the forward roll; (4) Since one of the most ‘important aspects of doing a somersaultis courage, assure the child that you are there to support her land the mat will act asa pillow in case she falls; (5) ‘Allow ample time for her to practice before you repeat the assessment. 8. When she has received additional assistance and is confident, repeat the assessment as follows, 9. Ask her to ston the mat. 10. Tell her to watch while you or another child does ‘a forward somersault. As the somersaults, ‘demonstrated, explain what is happening. 11. Ask the child to doa forward somersault on the ‘mat 12. Hf she needs any beginning assistance, the following, is recommended. Place your hands on the child's back and give her a slight push to begin the somersault.236 \ Gross Motor 13, Observe for position, completion of the somersault, ‘and doing the roll without assistance and without falling to either side. Level Two: 14. Observe the child when she is doing somersaults during playtime or other physical activities. Note: You can make the most effective assessment by ‘observing the child in a natural setting and determining her physical skills. Adaptations “Most children have problems when they first try somersaults, and they often fil. Doing a somersault requires controlling body weight ast moves around an axis. Body balance is usually associated with either a vertical ora horizontal position. A child may fel hesitant to put hr body in the position necessary todo a forward roll, since this position requires a tucked-in head and the loss of visual contact with the floor. The position also requires the child to time a forward push. To help develop somersault skills and reduce apprehension: (1) Ask the child o sit on the floor and rock back and forth; (2) As she is sitting on the floor, ask her to put her hands on the floor in front ‘of her and to put her head on the floor, and then 9 rock back and forth; (3) Encourage her to continue her rocking motion until she rolls forward or falls toone side; (8) Repeat suggestions 1 through 3, verbalizing ‘what is happening with each step; (5) Repeat suggestions 1 through 3, providing physical assistance if needed. Some children achieve a forward somersault froma squat position instead of from a sitting/rolled position. To attempt a forward roll from a squat Position, ask the child to put her arms infront of her body in a start position and her right foot infront of her ieft foot. She should then lean forward, tucking her head between her feet, rll and land siting up. Note Remember that suppor, practice, and reinforcement are the keys to motor skill development, and particularly when dealing with an activity such as a somersault. Instructional Materials Exercise mat. Instructional Activities 1, Place the mat onthe floor. 2. Ask the child to take off her shoes. 3, Demonstrate a forward somersault or ask someone todoit. 4 Ask the child questions about the somersault, such ‘as, “Did you see how I stayed curled up when I did ‘my somersault?” “Did you see how she stayed curled up when she did hee somerseult?” “Where ‘were my hands before | went over?” or “What do you think my chin was touching?” 5. Repeat the demonstration again, explaining each action. 6.Tell the child to stand at one end of mat. 7.Tell her to squat, and assist her if necessary. 8.Tell her to put her hands on the mat outside her legs with her fingers pointing forward. HELP for Preschoolers - Assessment & Curriculum Guide 9, Tell her to tuck her chin into her chest and to roll ‘until her feet touch the mat. 10, Assist her when necessary and allow time for her to practice, 3.167 Maintains momentum on swing Strand: 3-7G Age: 46-54m 3.10-8.6y Definition When placed om a regular swing in a sitting position, the child will swing by himself. He may be started by someone giving a backward or forward push. He should maintain momentunt on the swing by doing a pumping motion, which consists of knees bent, fet under the seat, elbows bent and body forward in a pushed-back position at the rear of the swinging arc; and knees straight, feet pointed forward, arms straight and body in a pulled-out position at the front of the swinging arc. The child should keep the swing in motion for atleast 30 seconds. Assessment Materials An outdoor swing. Assessment Procedures Note: Attempt this task only if the child show's interest, has experience sitting on a swing, and is stable sitting on and making the swing move. Level One: 1. Tell the child that you are going to sitin the swing, and swing. 2. Ask him to watch as you do the motions that keep the swing in momentum, Note: The motions consist of knees bent, feet under the seat, elbows bent and body forward in a pushed-back position at the rear ‘of the swinging arc; and then knees straight, feet pointed forward, arms straight and body in a pulled-out position at the front ofthe swinging are. 3. Deseribe the motions as you perform the actions. 4 Invite the child to sit in the swing and swing, Note: If needed, start him by giving a backward or forward push 5. Allow him to take some practice time. 6. Observe him as he swings. Use your judgment and knowledge ofthe child to determine the number of seconds or minutes that is appropriate for him to maintain swinging, Thirty seconds is a base recommendation. 7. fhe has difficulty swinging: (1) Place him in the swing, making sure he is holding on, stable and secure (supervise closely); (2) Begin pushing the swing gently and in a narrow arc. Let the child know he is swinging: 3) During the gentle swinging, physically manipulate the child’s legs at the different arc positions; (4) Physically manipulate his arms atthe different arc positions during the gentle swinging: (5) Finally, during the gentle swing, physically manipulate his body at the different are positions; (6) Coordinate the use of his arms and legs, using physical assistance if needed. Note If the arms and legs are timed in the push and pull areHELP for Preschoolers - Assessment & Curiculum Guide positions, the body will it into the systematic ‘movement; (7) Gradually remove the physical assistance and apply it only when needed; (8) Verbal support is often helpful a suggested verbal chant follows, 8, Push the child forward in the swing and say, “Swing, swing, pull out.” 9. As the swing goes back say, “Swing, swing, swing, swing, push back.” Continue chanting, “Swing, swing, swing, swing, pull out; Swing, swing, swing, swing push back. Note: “Pull out” should be said at the top of the arc and “push back” at the back of the arc. The swings in between should equal the arc trace from top to back. Let the child practice, giving, support when needed, pushes to start, and verbal reinforcement 10. Observe the child as he swings, watching for Continuous momentum and body movements. Level Two: LLL Observe the child as he swings at playtime, on a visit to the park or at other outdoor play activities. Adaptations Some children have a dificult time maintaining their momentum on a swing, This soften related to coordination and timing of the required push pull ‘motor skills. The knees are the key body movement; generally, when they are timed to bend a the back of the arc and straighten out atthe sweep and top ofthe a, the rest ofthe body will harmonize. Iti important that you provide physical prompting and verbal struction to help the child with timing. Also make ‘sure thatthe swing is the right height and thatthe child's fet touch the ground. A child will gain confidence from a small swinging arc to begin with and ‘your verbal encouragement. Note: He will need a Starting push to be able to assume the swinging action, Supervise carefully. Instructional Materials ‘A swing, large playground ball. Instructional Activities Note: Attempt this task only ifthe child shows interest, has experience sitting on a swing, and is stable sitting on and making the swing move. Supervise carefully. 1. Position the child correctly on the swing, his buttocks comfortably back in the seat and his hands holding the swing chains or rope. 2.Stand behind the child and push several times until a strong swinging momentum is achieved. 3, Walk around, swinging the child and stand in front ofhim. 4, Hold a large playground ball. 5. Tell the child to push against the ball with his feet as he swings forward, 6. Repeat until he masters swinging with the aid of the ball 7. Repeat the swinging action without the use of the ball Gross Motor / 737 3.168 Walks 10 feet carrying object blocking view of floor Strand: 3-78 Age: 48-54m 4-4.6) The child will walk at least 10 feet carrying a large ball or empty box in her arms/against her chest, preventing der from seeing her fet. Assessment Materials A stop-and-go sign made by drawing a large red circle ‘on one side ofa stick (ruler or dowel) and a large ‘green circle on the other side. Staple the circles together around the edges, leaving an opening to be taped to the stick. Also, a ball or a box large enough to block the view of the floor when the child holds it within her arm and chest. Masking tape Assessment Procedures Level One: 1. Determine an approximate 10-00t floor length and mmarka beginning point and an ending point with masking tape. 2.Show the child the stop sign, and explain that when she ses the red side she sto stop and when she sees green she i tox. 3. Using the sign, lt the child practice the top and go moverent 4. Ascher tostand on the beginning mark, hand her a ball or an empty box that restricts her downward View, and tell her to watch the sign 5. Tum the sign to green; donot turn to the red side until the child reaches the ending marker 6. Observe whether the child walked comfortably and with confidence when she was unable to see the floor. Look fr such items as: (1) looking around or cover the obstacle in an effrt to see the floor, 2) ‘moving the obstacle forward to observe the floor, {@ hesitant stepping, oF foot-groping before taking a step, (4) using a side-shuffle step witha slight forward motion instead of a front forward step, (6) standing on tiptoe and moving forward in tiny staccato-like steps 7. the child has a problem with stepping forward ‘when she is unable to see the floor, the following is recommended! (1) Give her the ball othe box, place your hands on her hands, and use a gentle forward “nudge” to cue her to takea step. Release your hands gradually, when she displays a sense of confidence; 2) Allow her to takea step forward ‘without the object, then a step forward with the object; continue this alternating procedure; (3) Give her an abject that allows some view of te floor and then inrease the size ofthe object ttle by little to build confidence and visual imagery 8 Show the child the stop sign, and explain that when she sees red she is to stop and when she sees green she is to go.238 \ Gross Motor 9, Using the sign, allow her to practice the stop-and-go ‘movement. 10. Ask her to stand on the beginning mark; then hand ‘her a ball or a box that restricts her downward view, and tell her to watch the sign. 11, Turn the sign to green; do not turn to the red side ‘until she has reached the ending marker. 12, Observe whether the child walked comfortably ‘and with confidence when she was unable to see the floor. Level Two: 41, Observe the child carrying an object that obstructs Inet view of the floor during a play or physical activity, Note: The most effective assessment is by observing the child in a natural setting and determining her physical skills Adaptations ‘Some children have difficulty learning non-visual rotor patterns. Their non-visual motor development Ths lagged so they have difficulty with natural smovernent. In evaluating these children observe ‘whether they can imitate verbal motor patterns and fhow they learn to manipulate in a non-visual setting Reacting to a non-visual pattern may be difficult for them. This soften related to a childs inability to learn motor patterns; the chill knows what se should wpa but she cannot relate tothe motor pattems because She doesn't see to her own motor activities. To assist this child (1) Ask her to perform known movement, uch as tapping afoot oF swinging an arm. Ask her to jose her eyes and perform thesame movements; 2) Ask the child to close her eyes and physically guide her arm ina swinging motion; verbalize the action asit is being performed; (3) Present a concise visual pattern, Prcluding a detailed verbal description of the motor Sill you want her todo; (4) Request the child to ‘Sbserve the area of motion visually and to deseribe her setions "Twill put one fot in font of the other one nd take a step,” or "Twill pick up my back foot and nove itahead of my other foot”) Then ask er to close her eyes and describe the movement without direetly viewing it Instructional Materials Several pattems of feet cut out from sandpaper. The feet should be smaller than adult-size feet but slightly larger than the child's feet. A box, ball, cube or related object lange enough to block the view of the floor Instructional Activities 1. Lay the sandpaper feet on the floor with masking, tape in any desired pattern. Ask the child to remove her shoes and socks. 2. Ask the cit follow the feet pater 2G eran ct at wok brite 4. Ask hero follow the feet pattems without lookin down as she carries the object. * HELP for Preschoolers ~ Assessment & Curiulom Guide 5. You can modify this activity by changing the feet pattem orby attaching the sandpaper feet toa large Sheet of paper to be used again. 3.169 Gallops forward Strand: 3-78 Age: 48-60m 4-5y ‘The child will gallop for at least 10 fet. A gallop is @ ‘movement in chick the same foot is always the lead foot, lind the tailing foot comes up to meet but never passes the lead foot. The lead foot strides forward, and the body toeight is on the lead foot. When the trailing foot meets the heel of the lead foot, the weight is shifted to the trailing foot, enabling the lead foot to repeat the action. Assessment Materials ‘Tape strips in red and green. Assessment Procedures 4. Place two 3-foot masking tape lines on the floor 10 feet apart, one in red and one green. 2, Ask the child to watch as you demonstrate and ‘explain a gallop while you stand on the green piece Of tape and gallop to the red piece of tape. 4 Tell the child to stand on the green piece of tape and. togallop to the red piece of tape when he hears the word go. 4. Say, "Go." 5 Observe him ashe gallops; watch for along, smooth ‘allop, with his knees bent and his arms swinging Eelow his waist in opposition to the galloping legs 6. If the child has a problem with the gallop action, such as (1) demonstrating a flat-footed, awkward Step in which he leads with one foot and brings the iter foot forward ina short, jerky movement, (2) Tanding on his heels in an unstable awkward ‘motion, @) attempting a gallop step with fet too far {part (4) holding his arms in a bent stationary Position above the waist, or (3) holding his arms Eraight and using exaggerate swinging action, esisthim by modeling the gallop from a walking Step. Demonstrate the walk step stop and back foot up stop motion, Tell the child to imitate you by taking a step and stopping, then bringing his back foot up to meet his front foot. Repeat the walk step, stop and back foot up stop motion several times. Demonstrate the walk step, stop and back foot up stop motion, and add a hopping action; encourage the child to model the step with the hop added. Continue the walking step with a forward step, ‘with the same foot leading each step only increase the hopping speed until it becomes a gallop. Ask the child to watch closely as you demonstrate and ‘explain the gallop while you stand on the green piece of tape and gallop tothe red piece of tape. 7. Tel the child to stand on the green piece of tape and to gallop tothe red piece of tape when he hears the word go. 8. Say, “Go.”HELP for Preschoolers ~ Assessment & Curriculum Guide 9, Observe him as he gallops; watch for a long smooth gallop, with his knees bent and his arms swinging. below his waist in opposition to the galloping legs. Adaptations A child having difculty with galloping need to be taught how to maintain balance without spreading his feet too far apart, how to swing his arms as part of a timed gallop. how to manipulate the lad fot forward and rearfoot moving to meet the lea fot process and how to present the thythmic movement and posture necessary fora smooth gallop. Instructional Materials Several cardboard boxes or cones. Instructional Activities 1, Set up an obstacle course by lining up cardboard boxes or cones, leaving approximately 1 foot between each one. 2. Explain the obstacle course to the child and ask him to walk through it. 3. After he has walked through the obstacle course, ‘ask him to gallop through it, being careful not to knock down any boxes or cones. 4. Give him a few practice turns. 5, Time him as he gallops around the boxes or cones. 6. Time him as he gallops through the course five times. Note: Ifthe child knocks down one a box or cone, he must start over 17. Tell the child his times, 8. Rearrange the boxes or cones to create a different 9. Vary the exercise by giving the child a stick horse and time his "horse race.” 3.170 Stands up after lying on back without losing balance Strand: 3-74 Age: 48-66m 4-5.6y Definition ‘The child will rise from a horizontal (prone) position to 4 vertical position, by sitting up, placing his feet flat on the flor, pushing the torso up with his hands and balancing to an upright stance. Assessment Materials ‘A carpeted area or a mat is desirable but not recessary Assessment Procedures 1. Ask the child to lie dovwn on his back in the designated area. 2, Explain that when you say “Go,” you want him to stand up. Tell him he may get up any way he wishes. Encourage him not to lose his balance. 3.Say, "Go." 44. Time him as he rises toa standing position. Gross Motor / 739 5, Note ifhe accomplished the upright position in five seconds while maintaining his balance. 6.lf he exhibits difficulty doing this assessment, assist ‘him by working with the sub-skills that lead to standing up without losing his balance. For ‘example, (1) Ask the child to lie down on his back; @) Say “Sit up” and provide physical assistance if it is needed; (3) Say, “Put your feet on the floor,” and provide physical assistance if itis needed; (4) Say, "Use your hands to help yourself get up,” and provide physical assistance if itis needed; (5) Say “Stand up,” and provide stabilizing assistance if it isneeded 7. Ask the child to lie down on his back in the designated area. 8, Explain that when you say “Go,” you want him to stand up. Tell him he may get up any way he wishes. Encourage him by verbalizing each step. 9. Say, “Go.” 10, Note: The five-second timing should not be applied at this point. 11, Repeat until the motor patterns are integrated and ‘he can accomplish the task in five to 10 seconds, Adaptations Motor patterns provide the groundwork for motor development. Balance is one ofthe First {generalizations of motor patterns. Balance isan internal process; itis the awareness that the body can maintain a position by adjusting weight in space or laterality in space. Because laterality isan internal process between leftand right, some children have not {decided directionality. Direcionality becomes the basis fora child's concept of his postion in space. Until motor and perceptual information become synonymous, the child will react to two separate elements: motor and perceptual, and he will display Confusion, clumsiness and the inability to balance. To assist a child who is experiencing motor pattern inconsistency and laterality confusion, the following are recommended (1) Imitate movement~The child imitates the actions of another; (2) Use obstacles courses-He moves around and /or over objects in varied directions; (3) Moving to musi or chanting “Forward -one, two (loud) three, four (softy): 4) Acting out directions~"Tall asthe sky,” “Stand like a stork," “Sway like the wind”; (5) Games~"Follow the Leader,” “Chain Tag”; (6) Physical equipment use~ balance beams, balance boards, stilts. Instructional Materials A large sheet of paper, at last 4 foot wide and 1 foot longer than the child i tal; a marker. Instructional Activities 1. Place the sheet of paper flat on the floor. 2. Ask the child to lie on the paper face up. 3. Use the marker and draw around him, 4. Ask him to stand up: whenever he places a part of his body on the paper in an attempt to get up, draw around that body part with a marker, Example: The240 \ Gross Motor child puts his feet down, draw around his feet. fhe places his hands on the paper for balance, draw around his hands. 5, Ask him to lie on the paper within the body model. Tell him to stand up and challenge him to use the same hands and feet positions that are indicated on the paper. 6. To modify this activity, ask him to lie down on the paper by placing his hands and feet in the patterns con the paper. 7. Cutout the body image and if you wish, let the child draw and color in body parts, clothing, har, etc. 3.171 Walks 4 feet on 4-inch wide beam without stepping off ‘Strand: 3-7H Age: 52-64m 4.4-5.4y Definition After your demonstration, the child will walk at least 4 feet on a 4-inch wide balance beam without stepping off ‘or holding onto another person or object. The balance beam should be placed securely on the floor. Assessment Materials ‘A inch wide floor balance beam. The beam should be at least 4 feet long. Note: Ifa 4inch wide balance beam is not available, a 2inch by 4inch piece of lumber will also work. The beam should be secure/stable (does not rock or twist), and should not be more than 6 inches off the floor. Assessment Procedures Level One: 1. Demonstrate walking on the balance beam, and ‘explain what you are doing during the demonstration. 2 Ask the child to stand at the end ofthe beam, 3-Say, “I want you to walk on the balance beam as far a5 you can go. Stay on the beam, and do not touch anything or anyone.” 4. Observe the child as she walks the beam, staying on the board. Check for the following: (1) Does she use her hands to balance, or are her hands on her hips? {Q) Isshe walking naturally on the board by touching the toe of her back foot to the heel of her front foot? @) Is she looking at her feet in an effort not to step off (4) Does she stop to regain her balance before moving forward? 5: If the child has difficulty walking onthe balance ‘beam, help her by modeling a walking step and saying, Step, hold, step, hold, step. Step, hold, step.” Make sure she imitates your steps and encourage her to say, "Step, hold, step,” with the movers 6.Give her a dowel, such as a short broomstick, minus the broom. Show her how to hold the stick (across the front of her body, with an equal length on the left and right side of the body) HELP for Preschoolers = Assessment & Curriculum Guide 7. If she needs additional assistance in balancing, give her physical support or allow her to take one step ‘on the beam and another step on the floor. Gradually phase out the prompts, reduce the physical support, and provide verbal direction (step, hold, step, hold, step) only when needed. 8 Ask the child to stand at the end of the board. 9. Say, “T want you to walk on the beam as far as you ‘ean go without touching the floor.” 10. Observe her as she walks the balance board, ‘staying on the beam. Level Two: 11. Observe the child as she walks heel-to-toe at play, ‘during an organized play period, or when taking a ‘walk. She may use this foot movement when is walking on a balance beam. Adaptations See #3.157. Instructional Materials About 10 right and left footprints made of tag board, large enough to accommodate the child's feet. Paint the right footprints red and the left footprints blue, using, nontoxic paint. Red and blue stickers, ape, and a balance beam (no more than 6 inches off the floor). Instructional Activities 1. Invite the child to play a game called Match Footprints 2. Tape the colored footprints in normal walking, positions on the balance beam. 3.Place a red sticker on the child’s right foot and a blue sticker on the childs left foot 4, Explain that you are going to place a red sticker on her right foot and a blue sticker on her left foot. 5. how the child the footprints on the balance beam, 6. Ask the child to walk on the floor next tothe balance beam matching her stride with the footprints on the balance beam. 7. As the child is walking beside the balance beam, say “Left, right, let right, left, right”. Encourage the child to join you inthe “left-right” chant. 8. Invite the child to mount the balance beam and match, her feet to the footprints on the beam. 9. As the child walks on the balance beam, say “Left, right left ight lft, right”. Encourage the child to join you in the “left-right” chant 10. To modify this activity, place some of the footprints on the balance beam and some on the floor and ask the child to match the footprints. Creating different designs and patterns is not only challenging but fun for allHELP for Preschoolers = Assessment & Curriculum Guide 3.172 Throws a ball ten feet overhand Strand: 3-7F Age: 53-65m 4.5-5.5y Definition When the child i provided with a ball that is easily held and manipulated with one hand, he will throw the ball overhand, not aiming at any specific target. Assessment Materials A ball that is easily handled by the child. Masking tape. Assessment Procedures Level One: 1: Place a strip of tape about 14 inches long on the floor. 2. Invite the child to stand with you behind the tape 3. Ask him to watch as you throw the ball across the tape. 4 Demonstrate throwing the ball by: (2) Placing the ‘al in the throwing arm and pulling the arm back; (Q) Stepping forward with the foot that is opposite ofthe throwing arm; (3) Throwing the ball by roving the arm above the shoulder and following through 5. Repeat the demonstration and explain what you are doing, Say, for example, “The ball isin my hand, and my arm sbehind me.” 6.Give the child the ball and ask him to stand on the line and throw it. 7. Give him two additional attempts to throw the ball 8, Observe him, watching for such actions as: (1) Placing the ballin the throwing arm and pulling the arm back; 2) Stepping forward with the foot that is opposite ofthe throwing arm; (8) Throwing the ball bby moving the arm above the shoulder and following through. Note: It ay often seem natural to the child to step forward on the same side as his throwing acm. 9. [Fhe has difficulty with the overhand throw, consider the following: (1) Give him a beanbag to throw; 2) Place a footprint onthe floor and ask the child to throw the ball or beanbag by stepping forward on the footprint while he throws; 3) Physically assist him by moving his throwing arm, body and extended foot. 10. After you have assisted him and allowed time for ‘him to practice, repeat the assessment above Level Two 11. Observe the child as he catches a ball during playtime. Adaptations ‘Some children experience difficulty coordinating theit bodies when they attempt an overhand throw. The overhand throw requires strength in the arm and hand. It also requires left and right orientation, balance, torso flexibility, and awareness of directionality. ‘Throwing a ball adds another dimension, timing, The Gross Motor / 241 child has to use timing and judgment to begin his initial ‘movements, prepare to throw, and finally, release the ball. This judgment is based on speed, direction, and location. ‘To assist a child in developing and improving his throwing skills: (1) Give him verbal cues for throwing; {Q) Use different objects; Beanbags, for example, are excellent because of the weight; (3) Guide the child through the throwing process. Instructional Materials “Ahhanging noisemaker such asa bell or wind chimes, a ball, and a string to hang the noisemaker from. Note: A hanging noisemaker can be made by attaching, different size cans or spoons from a stick using different lengths of string. ‘Masking tape. Instructional Acti 1. Suspend the noisemaker on a rope in midair. Puta piece of tape on the floor or ground to indicate ‘where the child will stand. 2, Tell the child to stand on the tape and explain that he isto try to hit the hanging bell or chimes with a ball. Touch the bell or chimes to let him hear the noise, and hand him the ball. 3.Give him several tres to hit the target. Give him a point or a small reward (animal cookie, raisin, bite- size cracker) each time he hits the mark. 4. If more than one child is playing, divide the group ‘nto teams and give each player one turn. The team that earns the most points wins 3.173 Hangs from bor using overhand Definition The child will hang from an overhead bar using an ‘overkand grip for at least five seconds, An overhand ‘grip is ome in which the child's knuckles are on top of the bar and her fingers are under the bar. Her feet should be off the ground, and her mount could be assisted, Assessment Materials ‘An overhead bar: usually located at a playground, park or gym. Mat to place under the bar. Assessment Procedures Level One: 1, Demonstrate an overhand grip on a hanging bar for the child. Make sure that your arms are straight, feet are off the ground, and hands are directly above ‘your shoulders. Note that your knuckles are on top of the bar and fingers are below. Note: Ifthe equipment is not high enough for this adult ‘demonstration, ask another child to model. 2.Point out the position of your hands, feet and arms tothe child.242 \ Gross Motor 3. Ask her to hang from the bar with her hands over the top of it. Note: She may need assistance to mount the bar. 4. Give her ample time to practice 5. Observe her as she maintains a hanging position, looking for the following: (I) Her knuckles should bbe on top ofthe bar, thumb around the bar, and fingers below; (2) Hands perpendicular tothe child’s shoulders; 3) Arms straight; (4) Body Straight It is important forthe child to maintain the hanging position for at least five seconds; however, timing should be based on the developmental level of the child, her physical skils, and other entry ‘behaviors. The point ofthe activity is for her to hang for a period of time, not just jump up, grasp the bar and let loose 6.Ifshe has a difficulty hanging onto the bar with an cverhand grip, the following is recommenced: (1) Provide assistance for her to reach the bar (2) Mats should be placed under the climbing apparatus; (3) Focus should be placed on the grip on the bar the thumb should go around the bar, and the back of the trands should face the child. If this grip makes her apprehensive, have her try a mixed grip with the bback of one hand facing the child and the fingers of the other hand facing the child. Ths grip often acts as stabilizing base; (4) Encourage the child to just hang and not to attempt swinging or climbing; 3) Assure her that you will assist her to get off the bar; (6) lfshe has a fear of heights, she may need verbal and physical reassurance. Be sure she sees your hands close to her body as she performs the coverhand grip hang. 7. Allow her ample time to practice the hang, and ‘observe her response as outlined in the assessment above. Level Two: 8. Observe the child’ bar grip, mount, hanging posture ‘and dismount as she plays on climbing frames and horizontal ladders. Note: The most effective assessment is made by observing the child ina natural setting to determine her physical skills Adaptations Some children have a problem with the nor-locomotive skill of hanging because it requires strength inthe arms and continuous grasping skills. Ifa child's muscles have not developed sufficiently, they will not contract ‘when strength is neeced. As children mature, more load will be placed on their muscles (to carry more, lft heavier objects, etc.) and their strength increases. Ifa child whose strength isnot fully developed tries to hang from an overhead bar, both the maintenance of body weight and the amount of hanging time will be affected. To assista child and provide her with a successful experience, encourage any amount of hang time. Place a secure platform under the bar and ask her to stand it. Have her place her hands on the bar and litt her feet off the platform when she feels ready. To help her witha tight continuous grasp, place your hands over hers with a gentle firmness. Provide assurance fo her ifshe seems unsure of her position HELP for Preschoolers = Assessment & Curriculum Guide ‘when her body is free of ground support; both verbal and physical assistance is vital. Do not force a physical situation on any child who is not developmentally ready or who exhibits apprehension, Instructional Materials ‘An overhead bar. Mat to place under the bar. Instructional Acti 1. Ask the child to stand near the overhead bar 2. Demonstrate an overhand grip on the bar. Note: If the equipments too low for adult demonstration, arrange for another child to model this skill. 3. Assist the child in reaching the overhead bar. 4, Help fther fingers over the bar ina grasping position, 5. Tell her to hang while holding the bar. 6 Place your hands over hers and hold in postion. 7. As she becomes successful and comfortable inthe hanging position, modify this activity by beginning to count once she has reached the grasping:hanging stage. 8. Record the last number before she dismounts, Encourage er to beat her own number in future hanging attempts, 3.174 Hops forward ten feet on either foot without assistance Strand: 3-7C Age: 54-68m 4.6-5.8y Definition The child will stand on her right or left leg and ‘maintain her balance without support or help. She will hop forward ten fect on either leg, the other foot suspended without assistance. The child does not have to hop in a straight tine. Assessment Materials ‘Masking tape in two colors, Assessment Procedures Level One: |. Place two 1-foot tape strips on the floor 7 feet apart. Use green tape forthe start and red tape to indicate the finish line. ‘Ask the child to watch as you demonstrate standing ‘on one foot and hopping forward. Describe what ‘you are doing as you model the hopping movement. I isnot important that you hop to the red tape. Repeat the modeling several times. 4. Ask the child to stand on the green line, to stand on ‘one foot and then to hop forward, Explain to her that itis not important for her to reach the red line. 6. Observe her, watching for: (1) a stable balance when on one foot, (2) that the knee of the leg that is suspended be ata right angle, (3) a smooth forward ‘hop, (4) a bent elbow, swinging slightly at her side.HELP for Preschoolers ~ Assessment & Curriculum Guide 7. If she is successful, ask her to repeat the hopping, moving from the green line tothe redline. 8, Observe her, checking in particular to be sure she is able to balance while she hops. 9. If she has difficulty with the hopping movement, the following steps are recommended: (1) Provide the child with support, such as having her stand between two tables and hold onto the edge, or having her hold onto two people). Tell her to stand ‘on one foot first. Ask her to hop in place several times while holding onto the support. After she is comfortable standing on one foot and hopping in place, encourage her to hop while she holds onto the support; (3) Have her hop while she holds onto a ‘moving object such as a grocery cart, wheelchair, stroller; (8) Ask her to hold onto a broomstick that ‘you hold in front of her and to hop forward. Then replace the broomstick by lightly holding her hand; (6) Physically place the child’s legs, feet, and arms in the correct position and guide her limbs during the hopping movements 10. After this additional assistance, repeat the assessment as described above. Level Two: LL Observe the child as she performs a hopping ‘movement during playtime or other regular physical activities. Note: One of the most effective ‘assessments can be made by observing the child in a natural setting. Adaptations Hopping can be difficult for some children because it requires them to take afoot off the floor. These children have a tendency to lose thei balance when they are expected to equalize body stance. Hopping also requires that a child move in coordination, which is demanding of locomotion skill She may begin the specific task of hopping by using the upper part of her body and trying to balance on one foot. As she increases her awareness of balance, she may have a tendency to swing her arms many times; this excessive arm movement is positive because it ais in learning to balance To assist the child in learning to hop, using either foot (1) Demonstrate hopping movements, adcressing one skill ata time. Note: Referring back toa feet-together “hop-jump is often helpful before you start working con the step-hop step skill. Referring back toa step-hop step is often helpful in regaining balance and support before you move to the hopping skil Say, for example, "Step-hop, hop, step-hop, hop. Step-hop, hop, hop, step- hop, hop, hop”; (2) Lead the child through the steps, verbalizing what you want her to do; 3) Allow her to hang on to something as she begins to balance on one foot and hop. Instructional Materials A large sheet of white paper (10 feet long by’3 feet wide}, masking tape, a pan with one half inch of ‘washable nontoxic blue paint init, a pan of soapy water, a towel Gross Motor / 243 Note: The blue paint should be thin so the child will not havea slippery solution on her foot. Instructional Activities Note: Do this activity only ifthe child is comfortable having blue paint on her foot. Tell her it will wash off easily 1. Tape the large sheet of paper tothe floor. Set the blue paint pan at one end ofthe paper, place the soapy water pan and towel at the other end of the paper. 2. Tell the child to take off her shoes and socks. 3. Ask her to put her hopping foot in the blue paint ‘pan; help her put her foot gently in the pan and then. ask her to hop on the paper. 4. Tell her to hop so that she leaves several blue footprints on the paper. 5. Encourage her to hop all around the paper to make a fun design, 6. When she hops to the other end of the paper, help her ‘wash her foot in the soapy water and dry it with the towel. 7. Modify this activity by changing paint colors, suggesting she use a step-hop, hop, step-hop, hop pattern or use her hands to print palm-prints, hop backwards and use a combination of different foot movements such as walking on tiptoes, cross-steps, ‘or hopping, 3.175 Walks down stairs carrying an object Strand: 3-7B Age: 60-65m 5-5.5y Definition ‘The child will walk down the stairs carrying an object in one hand and using his other hand for support. He will walk up the stairs carrying an object in ome hand and using the other hand for support. He will then walk up and dot the stairs carrying an object by using one (or f00 hands and no support Assessment Materials |A stairway with at least five stairs and a handrail that is reachable by the child. A few objects to carry two categories: (1) Objects that can be carried easily ‘with one hand, for example, a small, soft, stuffed toy; an lightweight item with a handle; a small article of ‘clothing, such as a cap; (2) Objects that require both hands to carry, for example, a large ball, a toy with hhandles on both sides, a shoe box, a bow! with dry cereal or popcorn init. Assessment Procedures Level One: 1. Ask the child to walk up and down the stairs ‘carrying an object that requires only one hand. 2. Observe whether he uses one hand for support while carrying the object.244 \. Gross Motor 3. Ask him to walk up and down the stairs carrying an object that requires both hands. 4. Observe whether he is able to manipulate the stairs carrying an object that requires both hands. 5.1fhe is unable to hold an object and walk up and down the stairs, point out some other ways for him tocarry the object, such as changing hands to assist in carrying it holding the object ina different way, changing weight distribution, avoiding over- watching the object he is carrying with two hands, and hesitating to regain balance, confidence, or moment, 6. After the child has had an opportunity to practice, repeat the assessment (1) Askhhim to walk up and. clown the stars carrying an object that requires only one hand; @) Observe whether he uses one hand for support while he carries an object; (3) Ask him to walk up and dowa the stars carrying an object that requires both hands; (4) Observe whether he is able to manipulate the stairs carrying an object that requires both hands Level Two: 7. Observe the child as he walks up and down stairs carrying an objet with one hand, and note whether he is successful and at ease, Observe him as he walks up and down stairs carrying an objec that requires both hands. 8. Note: The most effective assessment is made by ‘observing the child ina natural setting to determine his physical skills, Adaptations Walking up and down stars carrying an object requires unique integrated motor skills, These inchude: (grasping, (2) balancing. (3) directionality, (4) visual/motor interaction, (5) tactile discrimination. Some children have difficulty with this activity: their ‘coordination of vision, motion and grasping may be fragmented andl not sequenced. They have difficulty conceptualizing cause and effect reasoning: walking up and down stairs carrying an object has the element of grasping and hanging on to the object tothe point of destination, or of not grasping the object so that it does not reach the point of destination. To assist a child: (1) Explain the motor skill you want him to do and let him respond without any assistance ‘or cueing; 2) Demonstrate the motor skill you want and then permit him to respond without any further assistance or cueing: (3) Explain as you demonstrate the motor skill what is happening and then let him respond without any further assistance or cueing; (8) Demonstrate and talk the child through the motor skill and then ask him to respond independently without any further assistance or cueing (5) Assist the child physically with the motor skill you want. Note: Because some children are not as proficient as others inmotor development and integrated movements, carefully evaluate the importance ofeach task you assign, and also plan some activities that are not as demanding. HELP for Preschoolers = Assessment & Curriculum Guide Instructional Materials Available stairway with at least five steps, Construction paper in two different colors (one color to represent lft and the other color to represent right), masking tape, stickers or ribbons in the same colors as the construction paper, a soft object, such asa small pillow of staffed animal Instructional Activities 1. Cut out footprints from the construction paper, one color for left and the other for right; with masking tape attach them securely to each step - tothe side, cut of the direct path the child uses to go up and down the stars 2. Ask the child to stand at one end of the stairs. 3, Puta sticker or ribbon that matches the color ofthe left footprint on the child’ left shoe and put a sticker or ribbon that matches the color of the right footprint on the child's right shoe. 4. Give the child the soft object to hold 5. Tell him to put his right foot on the step that matches the right foot olor, and repeat this with his lft foot 6, Remind him thatthe sticker on his fot should be the same color as the footprint on the step. 7. Tell him to keep walking without dropping the soft objec. 8. Increase the difficulty and the motivation of this activity by removing the color-coding and giving the child an object that requires more attention. 3.176 Runs through obstacle course avoiding objects Strand: 3-78 Age: 60-68m 5-5.8y Definition The child will run a 20-foot course between two lines, 5 feet apart. Obstacles are placed at varied intervals (large box, cone, chair, foam: blocks, etc.) The child is will stay between the too lines and avoid making any contact with any obstacle Assessment Materials Five to eight obstacles, such as cones, large boxes, inner tubes, masking tape Assessment Procedures 1. Place two strips of tape 20 feet long and atleast 5 feet apart onthe floor or outdoor surface, Scatter the obstacles between the two pieces of tape, beginning with a clear running pattern. Identify the starting and the ending lines. Note: Conduct his assessment in a large room or outdoors 2. Discuss the obstacle course with the child, showing her where to start and stop. Explain that she must avoid the obstacles. 3. Demonstrate the tsk by walking through the course and not making any contact with the obstacles,HELP for Preschoolers = Assessment & Curriculum Guide 4, Ask the child to stand on the starting line, and when ‘you say Go, to run to the endl of the course and to Avoid touching the obstacles. 5. Say, “Go.” 6, Observe the child as she runs through the course, ‘watching for: (1) general running movements, (2) mobility skills that enable her to avoid the obstacles, (3) effort exhibited, (4) consistency in motion. 7.If she has difficulty with the motion of running, the following are recommendations for corrections: (1) ‘Ask her to practice running at a slow speed, actually a fast walk, and assist her in moving her farms with each step; (2) Place a piece of tape on the floor and ask her to step on the tape with a running step. Note: To encourage longer strides place the tape strips farther apart, and to encourage a more controlled stride place the strips closer together; (3) Give her something to hold in her hands to increase her awareness of opposition arm swing. 8. lf the child has a problem with touching the ‘obstacles, take one or two away and rearrange them so they are easier to avoid. Ask the child to swalk through the course without touching the obstacles. Then gradually add obstacles and. arrange them in easy-to-difficult patterns, 9, Replace the obstacles between the tape as described in the above assessment. 10, Discuss the obstacle course with the child, showing her where to start and stop. Remind her that she must avoid the obstacles. 11, Demonstrate the path by walking through itand ‘not making any contact with the obstacles. 412, Ask the child to stand on the starting area, and ‘when you say Go, to run to the end of the course ‘without touching the obstacles. 13. Say, “Go.” 14, Observe the child as she runs through the course. Adaptations Some children may need tobe taught running sil that involve avoidance, such as how to maintain balance without running flat-footed, how to se their arms in opposition tothe lead foot, how to manipulate the heel-toe step process, and how to present the rhythmic stride movernent and posture necessary fora coordinated run, These children may have a deficiency in ther ability to learn motor patterns; the child knows what she should do, but she eannot relate the motor patterns she seus to her own motor system. Natural movement is iffcult, She may feel embarrassed that her motor development has lagged or is inferior to what she ses others do When you work with a child who has a problem relating motor pattems to her motor system, remember that twill take longer for her, as she will need both physical demonstrations and verbal explanations from you, and making progress will demand absolute concentration and additional practice on her part. I may also be necessary for you to simplify the activity land eliminate any decision-making. Gross Motor / 245 Instructional Materials Cutout planets, moons, stars, and space stations from. heavy chart paper. Note:The child may enjoy helping to make these space-oriented items. Some large cardboard boxes, stapler or glue, stopwatch. Instructional Activities 1. Attach the space objects to the large cardboard ‘boxes by stapling or gluing them to the sides of the boxes. Position the boxes decorated with space ‘objects around the area. Conduct this activity in a large room or outdoors. 2, Tell the child to pretend she isa rocket ship, and that she must erouch down very low for the Blast Off. 3. Explain that when she hears the countdown and “Blast-Off,” she is to jump up and run around each. cof the space boxes and then run back to the starting, point. 4. Tell her that if she touches one of the space boxes, she must go back and start again. 5, Give her two practice runs. 6. Use a stopwatch to time the child as she makes her “ space-run” and encourage her to beat her own, time, 7, Give her one point for each planet, moon, or star that she does not touch when she runs around it. 3.177 Skips forward Strand: 3-7C Age: 60-72m 5-6y Definition ‘After the child has seen a demonstration, she will skip forward, using alternate feet, leading with the left or right foot a leas four times. Example: Skip let-skip Aight, Skip let-skip right, Skip left-skip right, Skip lft Ship right. Distance isnot importa Assessment Materials ‘Masking tape in two different colors. Assessment Procedures Level One: 1, Place two I-foot strips of tape on the floor 25 feet apart. Use green for the starting tape and red for the ending tape, 2, Standing on the green tape, explain to the child that you will skip to the red tape. 3, Skip to the tape, describing the skipping movement as ‘you do it. 4, Ask the child to stand on the green tape and to skip forward when you say go. 5, Give her several attempts to skip forward. Note: Itis not important ifshe does not reach the red line; rather, the form of skipping she demonstrates is ‘what is important in this activity. 6, Observe the child as she skips forward, watching, for: (1) body erect and flowing, 2) moves her feet in ‘a step-hop pattem, (3) moving her weight from one