Early Learning, Supportive Care 20, 30

(a)	Distinguish the differences between gross motor skills (e.g., laterality, spatial awareness, left/right dominance, balance) and fine motor skills (e.g., handedness, coordination, dexterity) from birth to six years of age.
(b)	Identify the benefits of physical activity for young children (e.g., develops strength, flexibility and endurance, maintain healthy weight, lowers stress and anxiety).
(c)	Plan experiences that allow children to develop fine motor skills and represent their learning (e.g., manipulating small objects) for different age groupings.
(d)	Discuss indoor structures, spaces and equipment (e.g., climbing structures, space to dance, balls, scarves) that promote large muscle development for different age groupings.
(e)	Create a safe obstacle course or balance trail for different age groupings in which toddlers and preschoolers use loco motor skills such as walking, running, skipping, rolling or maintaining balance.
(f)	Design an activity or game for different age groupings designed to develop manipulative skills such as throwing, tossing, kicking, catching or striking.
(g)	Design an activity or game for different age groupings designed to develop an awareness of space by adjusting their movements around furniture, objects, hazards, adults and children in a common space.
(h)	Investigate strategies to develop healthy habits independently (e.g., wearing a bicycle helmet) when engaging in free play.
(i)	Develop a template to observe the physical developmental skills of a child in an early childhood setting.
(j)	Discuss how children’s physical development might influence other areas of development.

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