Early Childhood Education (ECE) PDF

Lesson 1 early childhood education (ECE) The education of young children(0 to 8 years) includes formal and informal group settings regardless of their initial purpose Physical Education (PE) Curriculum-Based Program for Physical Activity Educates 教育students on benefits of physical activity. D...

Lesson 1 early childhood education (ECE) The education of young children(0 to 8 years) includes formal and informal group settings regardless of their initial purpose Physical Education (PE) Curriculum-Based Program for Physical Activity Educates 教育students on benefits of physical activity. Develops active lifestyle techniques.发展积极的生活方式技巧 Promotes healthy, long-term habits. Physical Education (PE) Physical Activity Education Overview Involves students in diverse各种各样的 physical activities. Promotes non-competitive learning experiences. Aims to prevent failure and maintain a sense of achievement. 1. Refining movement skills完善运动技能 2. Developing movement concepts and strategies制定运动概念和策略 3. Fitness 健康 and physical activity 4. Elements of movement运动要素 5. Cultural significance of physical activity 6. Teamwork and leadership 7. Critical and creative thinking in movement运动中的批判性和创造性思维 8. Ethical behaviour in movement settings "Active Recreation Overview"主动休闲概述 Body movement through skeletal muscle contraction骨骼肌收缩。. Includes sports, exercise, fitness, and everyday activities. Includes ACARA. PHYSICAL ACTIVITY Recommendations  Age Group Recommended time and activities Infants (under 1 year) PA several times a day, including 30 minutes of tummy time. Activities are floor- based and involve crawling. Toddlers (2-3 years 180 minutes a day, including energetic play such as running Pre-schoolers (4-6 years) 180 minutes a day, including 60 minutes of moderate to vigorous aerobic activities 剧烈的有氧运动 such as walking, running and climbing. Physical Activity Active recreation Bush walking, skateboarding and surfing冲浪 Netball, soccer and volleyball Dance Line dancing, ballet and ballroom dancing Fitness Strength training, balance exercises and flexibility activities Active Play Playground equipment, playing games and skilling Active Living PA is integrated into everyday life such as using the stairs, energetic housework and gardening Walking to public transport, walking or cycling to locations Benefit of Physical Education for children Encourages healthy growth & development of children’s bodies Social Skills Teamwork, meeting new people and developing friendships Emotional Wellbeing Helps young children feel more confident, happy & relaxed with improved self-esteem自 尊 & self-concept Increased Capacity容量 for learning & productivity Mental Health Improves concentration skills & ability to manage anxiety & stress Positive School Environment Fitness Overview Health and wellbeing state. Ability to perform sports, occupation职业, and daily activities. Physical Fitness: 工作、休闲、娱乐和紧急情况下的效率、效果和无伤害。 Creating a Fitness-Friendly Environment Designate dedicated spaces指定专用空间 for active play both indoors and outdoors. Incorporate physical activity纳入体力活动 into daily routines (e.g., active circle time). Provide age-appropriate equipment and toys that encourage movement. Foster a positive and inclusive atmosphere Creating a Fitness-Friendly Environment Designate dedicated spaces for active play both indoors and outdoors. Incorporate physical activity into daily routines (e.g., active circle time). Provide age-appropriate equipment and toys that encourage movement. Foster a positive and inclusive atmosphere包容的氛围 to motivate participation.激励参 与。 Safety Considerations: Supervision监督 by trained adults. Use of appropriate protective gear.适当的防护装备。 Regular equipment checks. Adapting适应 activities to individual needs. Promoting proper hydration and rest breaks. Roles of Educator in PE Facilitator of active play create safe and stimulating environment Skills development provide guidance,demonstration and feedback to support children development Curriculum planning Assessment and monitoring Inclusion and differentiation 课程规划 评估与监控 包容与差异化 Chapter 2 Acquiring MOTOR SKILLS Fundamental Skills基本技能 for Children Acquiring收购 fundamental skills before complex ones. Imposing unrealistic goals强加不切实际的目标 can lead to frustration and failure. Facilitating learning of fundamentals boosts促进基础知识的学习 children's confidence and readiness for challenging tasks.准备好迎接具有挑战性的任务。 Acquiring MOTOR SKILLS Fine Small Muscle Movement Controlling hands, fingers, thumbs. Coordinating with eyes. Useful in writing, piano playing. Children's Movements Overview Encompasses entire body movements.包括整个身体的动作。 Uses various large muscle groups. Activities include crawling, crawling, rolling, bouncing, throwing, or jumping. Skill Development Stages Initia最初的l: Involves thinking about and trying to perform skills. Intermediate中间的: Gradual shift from acquiring fundamentals获取基础知识 to refining.精 制 ending: Feels and looks automatic. Locomotor Skills Overview Also known as travelling skills. Transport the body from one point to another.将身体从一处运送到另一处。  Children develop locomotor skills automatically, but require practice, encouragement, and instruction. Failure to reach mature level hinders future specialized movements.未能达到成熟水平会 阻碍未来的专业运动 Non-locomotor Skills Overview Involves rotating body axis旋转体轴 around a fixed point. Performed in place, typically while standing, kneeling, sitting, or lying down. Includes stretching, bending, sitting, shaking, turning, rocking, swaying, swinging, twisting, dodging, and falling. Lesson 3 Manipulative Skills Gross Body Movements Overview Involves force-induced movements力引起的运动 with objects. Involves gross motor skills for object manipulation. Importance of purposeful, controlled interaction with objects. Development of mature manipulative movement patterns成熟的操纵动作模式 in children requires practice, encouragement, and instructions. Focus should be on both perceptual感性的 and movement abilities. Gross Motor Manipulation at Early Ages First forms include throwing, catching, and kicking. Mature stage in manipulative skills depends on maturational readiness, environmental openness, and teacher sensitivity.成熟准备、环境开放和教师敏感性 Preparation for developmentally movement skill themes involves planning, observing, assessing, planning, implementing, and evaluating计划、观察、评估、计划、实施和评估. Manipulative Skills Throwing Kicking Ball rolling Volleying Bouncing Catching Striking Dribbling Pushing Pulling Lifting Striking Throwing and Catching Throwing and Catching Overview Involves imparting force through hands in various patterns. Retains force in hands. Uses varying objects with varying sizes, shapes, colors, and firmness.具有不同大小、形 状、颜色和硬度的不同物体。 Kicking and Trapping Kicking and Trapping in Children Kicking involves using foot and leg to impart force. Emphasizes强调 distance kicking or forceful kicking as children develop. Trapping involves using body parts to stop forward momentum. Children learn control and adjust to ball speed and contact level. Dribbling运球 and Ball Rolling Dribbling: receiving force from an object and immediately imparting force from that object in a downward, horizontal direction without the use of an implement. Dribbling involves eye-hand coordination Ball Rolling: imparting force to an object that it travels in a forward direction on the ground. Striking and Volleying Striking and Volleying Skills Striking involves using an implement to impart force to an object. Eye-hand coordination is more challenging at greater distances. Volleying involves receiving force and immediately imparting force in a vertical direction. Use of light objects like balloons enhances visual tracking period. Skill Development Activities Exploratory Activities探索活动 - Provide opportunities to learn how one's body can move, where it can move, and how it move in relation to other objects. - Movement elements such as force, space, and relationships should be explored to develop a more complete idea of one's manipulative movement potential. Exploratory Activities: Understanding body's movement capabilities. Exploring movement in relation to objects.探索与物体相关的运动。 Exploring movement elements like force, space, and relationships. Guided Discovery and Skill Development Activities Provide diverse activities for children. Allow learning about specific skills and body movement. Provide practice opportunities in various movement situations. Promote skill development through varied sizes, colors, and textures Skill Application Activities Application of manipulative skills in game, rhythm, self-testing. Refinement of skills under dynamic conditions. Consistent performance of mature movement patterns..成熟运动模式的一致表现.. Skill Application Activities 01 Enhance fundamental manipulative abilities.增强基本的操作能力。 02 Enhance eye-hand and eye-foot coordination 03 Encourage teamwork 04 Enhance listening skills 05 Encourage following directions and obeying rules Conclusion”: Improving Children's Eye-Hand and Eye-Foot Coordination Importance of manipulative skills in curriculum. Enhances eye-hand and eye-foot coordination. Lesson 7 Growth and Development Overview Growth: An irreversible不可逆转的, constant持续的 increase in size. Physical growth: Consistent increase持续增加 in height, weight, and muscle mass during childhood. Development: Growth in psychomotor capacity.精神运动能力 Development: Continuous process of change starting at conception概念 and ending at death. Motor Development ➔ A progressive change in movement behavior throughout the life cycle. Motor development involves continuous adaptation持续适应 to changes in one's movement capabilities in the never-ending effort to achieve and maintain motor control and movement competence 运动能力。. ➔ Each individual has his or her own unique timetable for the development and extent of acquisition of abilities.获得能力的程度。 ➔ Despite our"biological clock 生物钟" is rather specific when it comes to the sequence of movement skill acquisition,技能获取，the rate and extent of development is individually determined 发展的速度和程度由个人决定 Developmental Sequence Overview发育顺序概述 Defines orderly, predictable motor control. Cephalocaudal development 头尾发育: Gradual increase in musculature control from head to feet.从头到脚的肌肉组织控制逐渐增强。 Proximodistal development: Progression in muscle control from body center to distant parts.肌肉控制从身体中心到远端部位的进展。 Developmental Variability and Readiness in Education教育的发展变异性和准备 度 Developmental Variability: Age variations in movement skill acquisition.运动技能习得的年龄差异  Reflects interaction体现互动 among cognitive, affective情感的, and motor aspects. 运动方面 Teachers need to consider individual differences for a developmentally appropriate curriculum.适合发展的课程的个体差异。 Readiness: Conditions within individual and environment for task mastery. 任务掌握。 Extends beyond biological maturation生物成熟 to include environmental factors for learning.超越生物成熟的生物成熟，包括学习的环境因素 Differentiation & Integration一体化 in Children's Movement Gradual progression循序渐进 from infants to mature children. Integration involves coordinated interaction of opposing muscle and sensory systems. 整合涉及对立肌肉和感觉系统的协调相互作用 Example: From ill-defined corralling movements不明确的畜栏运动 to mature, visually guided grasping behavior. Sensitive Learning Periods Overview Broad window for learning new skills.学习新技能的广阔窗口。 Can hinder normal development in later periods.阻碍后期的正常发育 Proper stimulation during sensitive period facilitates positive development.敏感期适当 的刺激有利于积极发展。 Teaching Developmental Physical Education Implications Emphasizes强调 movement process before product. Provides ample opportunities充足的机会 for gross motor activities. Focuses on fewer objectives over mediocrity.平庸 Personalizes instruction based on individual readiness根据个人准备情况进行个性 化指导。. Social-Emotional Development in Children Teachers' role: Positive encouragement, goal setting, self-assessment自我评估, moral dilemmas道德困境。.  Children's engagement: Self-discovery, interaction with surroundings.自我发现、与 周围环境的互动 Learning about unique abilities and self-concepts.独特的能力和自我概念。 Socialization with society与社会的交往: Behavioral requirements and expectations Social-Emotional Development in Children Self-concept influenced by daily life and worldview.自我概念受到日常生活和世界观 的影响 Individual self-perceptions can be accurate or different from reality.个人的自我认知 可能是准确的，也可能与现实不同。 Self-concept and self-esteem represent total perceptions of worthiness and competence.对价值和能力的看法 Self-concepts influence actions and reactions to experiences. Self-concepts determine expectations and outcomes.. Components of a Positive Self-Concept Self-Acceptance Perceived Competence Uniqueness Worthiness Virtue美德 感知能力 独特性 价值 美德 美德 Self-concept enhancement through increased competence in motor domain通过提高运 动领域的能力来增强自我概念 Promoting Social-Emotional Development in Physical Education Inclusive atmosphere and diverse activities.氛围包容，活动丰富多彩。 Fostering culture respect and understanding. Incorporating纳入 cooperative games and activities. Fostering寄养 teamwork and collaboration.合作 Encouraging communication and problem-solving skills. Goal setting based on past performance and end goal. teaching emotional regulation techniques and positive self-talk. Integrating social skill-building activities. 整合社会技能建设活动。 Chapter 8 Cognitive Development in Physical Education Fosters active, multisensory learning. Crucial至关重要的 for developmental physical education. Cognitive Development Overview Children learn interaction with environment from birth. Interaction is a cognitive and motor process. Perception洞察力 is interconnected with movement, cognition, and language.感知与 运动、认知和语言相互关联 Perceptual-motor learning and concept development are crucial in childhood.知觉运 动学习和概念发展在童年时期至关重要 Cognitive Concept Learning Overview Process of organizing, storing, and applying information.组织、存储和应用信息。 Tools for critical thinking. Use of movement activities for retention, recall, decision making, and application.保 留、回忆、决策和应用 Movement skills learning requires cognition element.认知元素 Cognitive Mapmaking Overview Learning movement skills forms cognitive maps or mental images. These maps are retained in memory for recall or creation. Skill improvement leads to almost automatic performance with minimal conscious thought.最低限度的有意识的思考。 Task conditions necessitate conscious attention to modified requirements修改后的要 求 until a new cognitive map is formed. Critical Thinking in Motor Domain Skillful, responsible thinking facilitating good judgement.促进良好的判断 Relies依靠 on criteria标准, self-corrects, and is context-sensitive上下文相关。. Form of cognitive accountability认知责任 based on concept formation概念形成. Uses reflective thinking反思性思维 for reasonable, defensible decisions合理、站得 住脚的决定 about movement tasks and challenges. Four-phrase model linking critical thinking with physical educationinstruction that includes the necessity for the learner to engage in Cognitive organization认知组织: Reflect and make conscious decisions about essential aspects of throwing a ball投球的基本要素 for distance Cognitive action:Demonstrate implementation of these decisions in a variety of throwing activities在各种投掷活动中展示这些决定的实施 Cognitive outcomes and Psychomotor outcomes精神运动结果 :Personally judge their success in terms of how far and accuratelyaccurately the ball travels Skills Concept: Understanding how the body should move. Learning fundamental and specialized基础和专业 movement skills. Understanding fluidity and flexibility流动性和灵活性 in movement patterns. Fitness Concepts: Learning patterns, formations, rules, and strategies模式、阵型、规则和策略 for effective participation in games, sports, and dance. Understanding the components成分 of health-related and skill-related fitness与健康 相关和与技能相关的健身. Academic Concept: Reinforcing加固 knowledge concepts in language arts, math, science, and social studies through movement activities. Multisensory Learning Overview A process involving permanent behavioral change永久性的行为改变 due to experiences or practice. Relies依靠 on both sensory and motor information. Perceptual Motor Learning organizes, stores, and applies information. Provides tools for critical thinking. Uses movement activities for retention, recall, decision making, and application.保留、 回忆、决策和应用 Movement skills learning requires cognition. Body Awareness Overview Understanding perception-motor components.感知运动成分  Spatial awareness空间意识: Body orientation and space occupied. Directional awareness方向意识: Body projected into external space身体投射到外部 空间. Temporal awareness时间意识：: Development of internal-time structure..内部时间结 构的开发 Chapter 10 Field Trip Overview Extends learning beyond classroom setting. Provides hands-on learning opportunities. Exposes children to new experiences. Enhances understanding of specific subjects. Promotes socialization, teamwork, and cultural awareness. Provides first-hand information through natural observation. The purpose of Field Trip Access to Different Environments for Children Allows direct access to tools and environments. Solidifies learning巩固学习 and supports academic theories支持学术理论. Solves real-world problems. Enhances character formation增强性格形成. Interactive Learning Overview Provides exposure to firsthand experiences.提供第一手经验 Encourages interaction with learning. Enhances physical participation beyond book learning. Social Interaction in FT Meeting new people. Learning behavior in different settings. Fostering teamwork and community. Socio-economic Growth and Empathy Enhance children's critical thinking. Provide diverse perspective提供多元化的视角 on topics.  Explore new venues新场地. Classroom Erases: Boredom Excitement and fun Interest in learning One-dimensional lessons一维课程 Creation of subject interest Benefit of Field Trip Improve critical thinking skills. Provide experiential learning/ learn by doing Expand children's worldview. Reinforce classroom learning强化课堂学习. Bonding with peers and teachers. Learning local culture. Children are encouraged to learn. Making positive lifelong memories. Before the Field Trip Teaching:Field Trip Introduction Use storybook and props for stage setting. Discuss trip with children. Chart children's predictions.绘制儿童预测图表 Prepare children for the trip. Assign and explain tasks. Field Trip Objectives Define定义 learning goals. Consider field trip's objectives.目标 Venue Proposal Process场地提案流程 Brainstorming venue ideas.集思广益的场地想法 Pre-visiting and learning layout.学习布局 Approval discussion with authorities当局 and team. Confirmation on venue, date, time, and fees. Organizing Transportation Ensure safe, appropriate transportation to/from venue. Field Trip Permissions Seek parental/guardian permission. Prepare consent forms同意书. "Preparing Chaperones" Ensure adult-child supervision ratio确保成人与儿童的监管比例. Field Trip Notification Notify parents/children. Include dress code, water, finger food. Field Trip Permissions Seek parental/guardian permission. Prepare consent forms. During the Field Trip Child Preparation Overview Review venue场地 and purpose. Review safety and behavioral rules. Headcount in Activities Ensuring child safety and supervision监督. Monitoring headcount in all activities. Lesson Plan: Implement appropriate procedures实施适当的程序。. Engage从事 children during field trip. Connecting Experiences in Education Guides and teachers aid children's connections.帮助孩子建立联系 Connects experiences with concepts. Assigned Tasks in Children's Learning Utilize activity sheets for focus.利用活动表来集中注意力 Encourage exploration. Conclusion Conclude the field trip Preschool Headcount Ensure all children are present in transport and return to preschool. Reinforcement/Follow-up in Class Discussion, activities, reading/show/tell. Reflection. Observation/experiences discussion. Activity sheets discussion. Deciding on the Field Trip Location Field Trip Planning Guidelines Seek recommended field trips. Submit trip plans to authorities. Follow transportation protocol. Avoid private car transportation for children. Staff visit all site members before scheduling. Field Trip Safety Tips Research destination before trip Maintain basic hygiene during outing Bring important health and safety materials Obtain written consent获得书面同意 for participating child Bring a roster sheet名册表 of participants Maintain staffing requirements. Wear Identifying labels or apparel Plan for safe and nutritious food Chapter 11 Adapted改编 Program Overview Modifies修改 physical activities to accommodate容纳 physical, mental, and emotional limitations.  Allows each child to function within their abilities. Teachers strive努力 for individualization in instruction. Modifies修改 learning goals and movement experiences based on unique needs and abilities. Remedial补救措施 Program Overview Corrective纠正, involving specific exercises and physical activities to improve body mechanisms. focuses on basic tasks like standing, sitting, and space movement. Conducted under physician supervision医生监督，, with potential suggestions from physical therapists or school psychologists. Requires complete records including health history, IEP, and updated physician's report. Developmental Program Overview Combines adapted and remedial programs.调整和补救计划 Focuses on individual improvement in movement skill acquisition, fitness, and cognitive development.专注于运动技能获取、健身和认知发展方面的个人提高。 Targets all children. Enhances movement control and learning enjoyment. Individualizes learning个性化学习 based on individual's physical, mental, and emotional abilities. Aims to improve body mechanics and perceptual-motor functioning.改善身体力学和 知觉运动功能。 Inclusion包容性 in Education Integrating整合 children with severe and lesser disabilities严重和较轻的残疾 into regular classrooms and PE classes. Involving children with a wide range of severe disabilities in all aspects方面 of the class. Analyzing and devising appropriate分析并制定适当的 learning outcomes for all children. Utilizing teacher aids, parents, helpers, and peer helpers.利用老师的帮助、家长、 帮助者和同伴帮助。 Active support from parents, school administration, and healthcare workers. Children with Physical Disabilities Sensory Impairments Sensory receptors are unable to transmit or interpret stimuli in a manner conducive以有 利的方式解释刺激 to educational performance Visual Impairments Legal Blindness Low Vision Colour Blindness Auditory听觉 Impairment Hard of hearing Deaf Difficulty processing verbal information with or without amplification Visual impairments Physical activities may be modified修改的 to provide additional tactile, kinesthetic, and auditory stimulation.额外的触觉、动觉和听觉刺激。 Auditory impairment Buddy system, visual inputs视觉输入 (demonstrations, written descriptions, wall charts, videotape) Cardiovascular Limitations心血管限制 ➔ Heart Diseases Neuromuscular Limitation神经肌肉限制 Damage to the brain or spinal cords ➔ Cerebral Palsy脑瘫 癫痫 ➔ Epilepsy Pulmonary Limitation肺部局限性 Limitation to the function of lungs during breathing. ➔ Asthma Musculoskeletal impairments 肌肉骨骼损伤 Disease or condition of bones or muscles that affects the child's ability to move effectively and efficiently Cardiovascular Limitations Modified PE program that works within the limits of child abilities and sensitive to his/her special needs.经过修改的体育课程，适合儿童的能力范围，并考虑到他们的特殊需要 Neuromuscular Limitation Focus on activities requiring concentration (rhythmic activities), avoid climbing activities.需要集中注意力（有节奏的活动），避免攀爬活动。 Musculoskeletal impairments 在活动中练习正确的姿势和身体力学 Encourage and practice proper posture and body mechanics during activities. Encourage sustained stretching movements to promote joint flexibility.鼓励持续的伸展运 动以增强关节灵活性 Pulmonary Limitation Find activities that do not provoke an exercise-induced asthma attack, warm up, avoid exercise in cold and dry air whenever possible. Children with Mental Disabilities Mental Retardation智力障碍 in Children with Mental Disabilities Condition causing below-normal motor and intellectual development.智力发展。 Stress on gross motor activities focusing on fundamental stability, locomotor and non-locomotor skills. Instruction builds skill upon skill, success-oriented.教学以技能为基础，以成功为导 向。 "Show" more and explain less.  Name the movement or skill being taught. Children with Emotional Disabilities Children with emotional disorders are characterized 特征化的by behavior patterns that have detrimental effect有害影响 on their adjustment and interferes with the lives of others Classic Emotional Disturbance Anxiety Disorders Mood Disorders Disruptive Behaviour Disorders Attention-Deficit/ Hyperactivity Disorder 焦虑症 情绪障碍 破坏性行为障碍 注意力缺陷/多动症 How to solve it: Child Development Guidelines Set limits on child's abilities. Maintain discipline. Encourage socially acceptable expression of feelings. Autism自闭症 Delays in both language and social development. How to solve it:Clear clear instructions and Sensory Considerations感官考虑 Predictability and routines.可预测性和惯例 Visual supports. Adapted equipment.适配设备 Collaboration with therapists.与治疗师的合作 Children with Learning Disabilities Limited in reading, writing, thinking, speaking, spelling, and mathematical operations. Difficult to detect due to inability to fully utilize psychological processes.由于无法充分 利用心理过程而难以检测 Despite normal physical, social, and mental development, struggle with academic achievement. Dyslexia阅读障碍 Affects reading and related language-based processing skills How to solve it; Clear, concise instructions  Visual supports Simplified language Repeated and reinforced messages 清晰、简洁的说明 视觉支持 简化的语言 重复和强化的信息 Dyscalculia计算障碍 Affects child’s ability to understand numbers and learn mathematical Facts How to solve it:Math Instructions: Modifying scoring and counting.修改计分和计数 Providing visual supports. Relating math concepts to real life situations. Simplifying math-related instructions. Dysgraphia书写困难 Affects child’s handwriting ability and fine motor skills How to solve it:Alternative Communication Techniques替代沟通技术 Reduced writing tasks. Visual Supports. Alternative Responses. 减少写作任务。 视觉支持。 替代反应 Considerations Adjusting movement activities for Inclusion Adjusting PE Activities for Children's Needs Include all children in planned activities. Adjust movement tasks, environment, equipment, rules, instructions. Adapting the Environment for Activities Ensure good floor surface for smooth running of mobility aids. 确保良好的地板表面，以便助行器平稳运行。 Position benches or chairs for children with standing or walking difficulties. Create playing areas with more space for task negotiation.任务协商 Adjusting Equipment in Baseball Modify ball types for easier catch and reception.修改球类型以更轻松地 接球和接球  Use masking tape and string for playing area lines.用于比赛区域线的遮 蔽胶带和绳子 Use lightweight bats or racquets.轻质球棒或球拍 Adjusting Rules and Instructions for Students Introduce activities with simple rules or steps. Introduce further tasks after mastering previous tasks. Minimize instruction time and activity start time. Slow down activities for initial learning.