Think toddlers and you think activity. Climbing up furnitures, running away in crowded places, bouncing on beds. So do they really need more exercise to expend their energy?
Contemporary research has to that 95% of a human brain’s structure is formed before the age of five. This means that when a tiny tot’s brain is stimulated s/he learns a gaggle of skills social, cognitive, movement, language. The nitty gritty is that children engaged in movement activity that is developmentally appropriate are learning in every which direction, while all five senses spring into action. The end result? Habits that will hopefully endure forever.
As the old adage goes a sound mind (however small) needs a sound body. According to the National Association for Sports and Physical Education, USA, “preschoolers should have at, least one hour of structured activity daily.” However, they hasten to ad, “this should not replace loads of unstructured free play which is hugely important for the release of emotional tension.” The structured activity should not create stress, so should be non-competitive. A child should not be sedentary for more than one hour at a time.
Before you rush to a Centre for Movement Education for peoples.
Check out the credentials of the instructors
See that the environment is clean, stimulating and safe
Pick out a timing that does not clash wit the natural sleep and eating habits of the child .
Look at the child-adult ratio
Consider the proximity to your home.
Meera Ashar of Jelly Beans in Bangalore has trained in “Innovative Teaching of Movement Skills in Preschoolers” at the University of Minnesota USA and the Bazgym School of Gymnastics, Singapore.
Jelly Beans for children between 18 months to 6 years, was set up under the guidance of Bazgym by way of equipment, curriculum, design age appropriate activities, safety parameters and classroom management, The instructors are trained, he adult-child ratio is 1:7. Says ? Ashar: My space offers well designed, age appropriate structured physical activity programmed geared to develop and challenge a child’s motor skill and set a firm base for the future.” Such as?
The child will get included in games, sports, dances in school.
Will have better peer relationships, will be more friendly, learn to co-operate and communicate.
Will be more confident and outgoing.
Will be more relaxed with studies.
Will be more savvy about health ‘n’ fitness.
These are the physical skills identified and addressed by Ahsar:
The Locomotor Skills which mean crawling, walking, marching, jumping, hopping, running, skipping, galloping, sliding, chasing, fleeing, dodging, In other workds how children move from one place to another.
The Stability Skills turning, twisting, bending, stopping, balancing, transferring, weight, jumping, and landing, stretching, curling, swinging, swaying, which lead to effective body management, body control and flexibility.
Object Control Skills Manipulation of objects through throwing, catching, rolling, kicking, volleying., dribbling, striking which lead to better hand-eye, foot-eye co-ordination and are particularly important for tracking items in space and form the foundation for sports skills.
Sports Skills involving balls, for children over five, where they can apply their previously learned skills and be comfortable in the relevant sports in later life
All these are taught through age-appropriate games and equipment, rhythmic routines, lively music. A typical ate-appropriate activity schedule may look like the fallowing:
18 months to 3 years Toddlers have discovered their feet and are all set to explore. A parent is required to guide or supervise without being overbearing.
Says Ashar: “Activities need to be easygoing, played at the child’s level, starting with body part identification, which is the basis of any movement programme. Simple locomotor skills strengthen the large muscles used in walking, climbing, pushing, pulling, and basic stability skills of bending and stretching are also demonstrated in a fun way.”
These children are ready to become thinking persons who can carry out simple planned tasks that teach them to concentrate and improve co-ordination. Think paddle pools, slides trampolines, rings around a pole, push bricks into a post box fit pegs into a hole, crawl through a tunnel finger play, lay dough, activity rhymes.
“Here are your eyes And this is your nose Wiggle your fingers And touch your toes”
3 to 4 Years The child is ready to participate without parental supervision Children can distinguish shapes and sizes and sizes. Their minds and finger skills are sharpened by fixing blocks into each other, putting geometrical shapes into match slots and sorting by color. They enjoy throwing, catching, kicking and striking. Rhythmic activities can involve jingly-jangly things, ribbons and ropes, balloons and bands.
Says Ashar, “The goal is to build overall body co-ordination, confidence, spatial awareness.”
4- to 5-years-olds “Interact better with peer groups in activities that help to develop co-operative play, patience, sharing and problem solving,” says Ashar. “The foundation for sports is laid by way of gymmastics and games, teamed with object control skills.”
They are delighted by complex rhythmic and creative policemen, ballerinas, firemen, whatever. A sample of activities designed for 4-to 5-year-olds Simon says Calisthenics The leader calls commands such as “Simon says hands on hips and body bend”. “Simon says raise hands.” “Simon says position and jump forward.” Simon can give several commands consecutively. If the command is not preceded with “Simon says” the players do nothing even if the leader performs them. Players are dropped out accordingly.
Circle Touch Bell Players from a circle around one player and pass a large ball here and there, trying to keep it away from “It” who tries to touch it. If he succeeds, or if the ball is touched when in the air or on the ground, the player who last had it becomes “It.”
Bowling Provide ten cans, plastic bottles or blocks and a small ball. Set them up in a triangular pattern. Players need to knock down as many objects in three turns. Award points.
Paper Bag Race Race wearing paper bags on each foot. Can be played as a relay.
5 to 6 Children now see themselves as part of a group, and like creative moments and games that go by rules, in a non-competitive fun environment.
Ashar says: “The children are challenged to carry out complex locomotor operations and extended stability skills. They are motivated to engage in object control skills such as volleying kicking, throwing and catching, striking with rockets and dribbling. They learn to play basketball, football golf, hockey volleyball, and understand the basic dynamics of each sport. It’s also a good time to start martial arts.”
Typical activities:
No-Go Tag No player is tagged as long as he
Is no his knees forehead touching the ground
Holds his nose with one hand and foot with the other
Stands on one foot.
Stands in somebody’s shadow. Races & Relays
Hops, step and jump.
Backwards on all fours.
Balancing a table tennis ball or a coke bottle.
Walking on two pieces of newspaper placed on ground and stepped on, then lifted and put down again. No sliding allowed.
