In our last article we reflected on “Functional Area 3 – Learning Environment”. Please see, below, the many responses we received about this topic from members of the national CDA community. This month, we focus on… Physical Development
Here is an advanced sneak peek of “Chapter 4: Physical” for you to reflect on…
Children's physical development is easy to observe. Everyone who is around young children is in awe of a child's ability to go from a stationary baby in a crib to a preschooler who runs, jumps, and climbs. Much of this dramatic development just happens as children mature.
Why then, you may wonder, do caregivers even need to be concerned about children's physical growth and development? Won't children learn to run or turn the pages of a book on their own? All they need is to see others do these tasks and try them out. It certainly doesn't demand your direct involvement in the way that pointing out the letters of the alphabet or showing children how to hammer a nail would. Or does it?
While it might not seem so obvious, physical development is not just a matter of biology. There is much of physical development that is dependent on what we as adults do to ensure its progress. Indeed, physical development is as important a part of the preschool curriculum as any academic skill. The reason for this is because physical development is a process that depends on experience (Bredekamp, 2011). The many experiences you provide children in which they can explore, experiment, coordinate and refine their physical skills lead to greater physical development.
You can support children's physical development by:
· Promoting children's gross motor development and fitness
· Promoting children's fine motor development
· Connecting children's physical development to the development of the whole child
Please take a moment to reflect on your own teaching practices. What else might you add to the above list? What do you think are the most important goals to remember in supporting young children’s fine, gross motor and holistic development? What tips and strategies would you share with others?
CDA Community Reflections on our last topic… “Learning Environments”
Last month, we asked the CDA community to send us their thoughts about the topic of the last article, “Learning Environments,” to This e-mail address is being protected from spambots. You need JavaScript enabled to view it . Thank you to everyone who responded. Here are some of the many wise responses we received:
“The classroom environment is so important! Most teachers don’t realize how much the ways their rooms are set up affects children’s learning and behaviors. We are often too quick to blame children for behavior problems when it was really the fault of the classroom setup that set them up to fail.”
- Kimberly R.
Topeka, KS“Someone once taught me to plan my daily schedule like breathing – alternate “breathe in” activities (whole group singing, bookreading) with “breathe out” activities (interest centers, playground) every day. This has worked like magic for me for years!”
- Erica G.
Salem, OR“I think it is important to have home-like environments. I now teach in a Reggio school and I can tell you that, compared to where I used to work, the children are calmer and more focused. I really think it has to do with the soft lighting, comfortable furniture and rugs. My classroom feels like someone’s living room and the children behave much better.”
- Natalie N.
St. Louis, MO
Send your thoughts, along with your first name, last initial, city and state, to This e-mail address is being protected from spambots. You need JavaScript enabled to view it . Next month, we’ll share with you all of the wise responses we received from across the national CDA community. In addition, we may also print your name and reflection in the new Essentials textbook and share your great ideas with all of the CDA-seeking community college students around the country who use Essentials as their primary textbook!