Physical Activity

CYPOP 4 Promote young childrens somatogenic trunk process and sustainment skills 1. 1 Explain why somatogenic action at law is grand to the short and long bound health and well being of children Physical activity is important to the short consideration and long term health and well being of children. In the short term physical activity helps children to build muscle, extends the skeletal frame, develops the heart and lung function and helps prevent obesity. If children pretend enough physical activity a day which is said to be up to an hour it washbasin help children get to relief easier and sleep for longer periods of time.This disregard lead onto long term benefits as if the activity is outside it allow for also help to build up a good immune system so they ar less app atomic number 18nt to fall ill to the common cold or the flu. The outdoor environs helps the overall well being of the children as the outdoors requires them feel free which helps their emotiona l and social development, as it allow them to learn new skills and develop confidence in playing alongside others. In the long term physical activity helps the children to get start interested in sports and outdoor activities.This is a good constituteation to build when the children are young beca apply as they dumbfound older children and young adults start to become less active so earlier physical activity is more beneficial for the child in the long term. If when children are young and do not take parcel in physical activity it is more likely that they will become obese later on in life which in looseness could end up with them getting more serious diseases such as type 2 diabetes, cancer or heart diseases, it could also extend in girls having osteoporosis later on in life. Physical activity does not mean expense.This could be that you go for walks in the local area and make it fun by having skipping/hopping/running races between lampposts etc and taking a clunk so you c an call at the local park for a kick around. This could also incorporate a nature trip to soak up and see things, so children may not realise how far they are going. Indoor activities could include wii fit hour, which I incorporate as all child can go a go. There is also keepy uppy, which is a enoon that you pass around so it doesnt touch the substructure or musical statues for attempt and balance. 1. Explain the development of movement skills in young children and how these skills affect other aspects of development. 89 CYPOP 4 1. 2 In order to achieve the physical skills required for the areas in the spider diagram, a mixture of movement skills need to be acquired in the right order. They include the following Hand-Eye Coordination. Many activities require hands and eyes to work together. To touch a ball, for example, the flair needs to take information from the eyes and exercise it to inform the movements that have to be made with the hands. Foot Eye coordination.Chil dren have to learn to guide their feet. Climbing stairs and kicking a ball require this type of coordination. Balance. Balance is a complicated skill. Although it is one that intimately people take for granted. The ability to balance develops with age, with most children relying on ocular input to balance. The development of these skills follows the development of the central aflutter system (principally the brain and spinal cord) in babies and young children. The central nervous system is responsible for collecting, get winding and sending out information to all parts of the body.Information is continuously collected via the bodys senses of taste, touch, smell, sight and hearing. This information is then modify into electrical pulses that are carried by the nerves, up through the spinal cord and into the brain. From the information received, the brain then responds and sends out instructions to muscles, glands and organs apply the network of nerves again. The whole process is surprisingly quick, which means the body can take action against possible danger, for example, a person will instantly withdraw their hand from something that is very hot.In babies and young children the central nervous system has to mature. At first babies are reliant on the some(prenominal) survival reflexes they are born with. These are automatic reactions, but in order to gain comptroller, the central nervous system has to learn how to interpret and book these responses. Gaining physical control. The rate at which babies and children gain control over their bodies varies enormously, but it is recognised that there are three key principles that plump for the gaining of control. tuition follows a definite sequence.Movements and control develop in a certain pattern, which means that babies cannot walk before leaning to sit unsupported. Development begins with the control of head movements and proceeds downwards and outwards. Babies first gain control of their head and top of the spine before other parts of the body. This is conceit to be a survival mechanism as it is important for babies to be able to turn their heads to feed. 90 CYPOP 4 1. 2 Development begins with unrestrained gross motor movements before becoming precise and refined.Babies gain control over their arms before managing to control their hands and fingers. This principle is an important one to remember when teaching children new skills, such as handwriting, as it means that they will need to start making large earn shapes before using pencils to make much smaller ones. AGE HAND-EYE COORDINATION vogue SKILL 3 months Can find hands and bring to mouth. Looks Kicks legs strongly and moves arms. at and plays with fingers Movements less jerky although not coordinated Can abandon and turn head from side to side when laying on con bowel movement 6 months Grasps objects Begin to roll over Pulls up legs with Follows adults movements hands when on back Pushes head, neck a nd chest off floor when on front 9 months Bangs objects together Sits up well unsupported reaches out for toys may be crawling or shuffling on bottom 12 months Picks up objects with thumb and Mobile either crawling, shuffling or index number floors to objects holds cup rolling Sits up unsupported for long with help periods walks with supporter tries to crawl upstairs 15 months Holds and drinks from cup with two hands Crawls infra feet first Walks Builds tower of two bricks independently Seats self in small chair 18 months Threads four large form Bends down from waist to pick up objects Turns door knobs and handles Squats down to look at objects, Rolls and Pulls off shoes and hat throws a ball, Walks to a lower place with adult help,Pushes and pulls toys while walking 2 years Uses a take away to feed themselves Kicks a ball that is not moving, Climbs Puts on shoes on low climbing frame, Walks up and Builds a tower of 5/6 b locks downstairs confidently 3 years Uses a spoon and ford, puts on and takes Walks and runs forward, Walks on tiptoes, off coat, Turns pages in a book one by Throws large ball, Kicks ball forward, one Jumps from low steps, Pedals and steers tricycle 4 historic period Buttons and unbuttons own clothing, puts Walks on a line Aims and throws a ball, together 12 piece jigsaw Bounces and catches a large ball, runs changing direction, Hops on one foot, Pedals and steers a tricycle confidently 5 years Forms earn Dresses and undresses Skips with a rope, Runs quickly and is easily, Cuts out shapes with scissors, able to avoid obstacles, Is able to use a Draws round a template variety of equipment, e. g. swings and slides, Hits ball with at-bat or stick The development of movement skills gives children independence. Over time, they are no longer reliant on adults to physically feed them, clothe them and move them from one place to another . This gives children great confidence and also allows them to learn because they can now search. Children are also able to use their new found skills to play more challenging games and also play together.The diagram infra shows physical skills link to other aspects of childrens overall development. Griffin S 2010 Children and Young Peoples Worksforce 1st Ed Portsmouth Heinemann92 &8212&8212&8212&8212&8212&8212&8212 Travel (travelling movements where the child moves from one point to another such as running, jumping, skipping) Object Control (movements such as throwing, catching, dribbling which involve objects being sent, received, travelled with) MOVEMENT SKILLS Balance &038 Coordination cognitive Development Much of childrens learning is linked to practical activities. This requires movement skills. There seems also to be a link between early physical movements and brain movements Physical SkillsLanguage Development Language develops when there are things to talk about. This is made easier when children can do things or move themselves to explore or see things. It gives them a reason to talk. Social Development mash in childrens early years is quite active quite than language based e. g. playing in sand, dressing up. Children can articulatio in if they have developed the physical skills Emotional Development Builds childrens confidence. When children can do things for themselves, they are more likely to gain confidence. They can do things how and when they want. Children can also use physical skills to explore themselves e. g. draw, paint, dancing