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The Whole Child
By Leaps and Bounds:
Activities
abc's of child development
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Observational activity
Make arrangements to observe in a preschool classroom for a whole morning, afternoon or even a full day, if possible. See how many examples of perceptual-motor activities (locomotion, balance, body and space perception, rhythm and temporal awareness, rebound and airborne activities, projectile management, daily motor activities including fine muscle tasks and relaxation activities) you can observe and make note of during your visit. Record your findings by listing the activities of the children under the appropriate motor task. You can use as example activities that were planned by the teachers and those that were spontaneously a part of the children's play.
        Using ideas from your observations, develop a weeklong plan for physical development activities. Be sure to include all of the eight categories of perceptual motor activities and plan at least two activities in each category during that week. Try to think of interesting possibilities that the children would enjoy. After your plan is complete, evaluate the results.

1. Are all the categories covered with appropriate activities at least twice during the week?
2. Are all activities safe?
3. Will they provide enough range of difficulty so that more and less skilled children are attracted to them and can participate?

Activities for the classroom
You are the director of a children's center and you have just admitted Jason, who uses a wheelchair, to the 3-year-old class. In order to include him in all the activities, you know some physical changes will have to be made in the school. To your delight, the child's father is good at building things and has said he would be happy to help any way he can. You have called a conference with Jason's parents and teachers to talk over what adjustments should be made. In order to get things started, you have thought of several possibilities yourself. Suggest what these possibilities might include.

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