Have a certain balance ability, and be sensitive in coordination.
Have a certain strength and endurance.
Do you still remember the eight grades of children's "big muscle movements" development?
This is the development level of classes of different ages in general, but it is not absolute, because there is no fixed timetable for children's development. )
As can be seen from the above picture and the analysis of the articles in the previous two days:
The development level of preschool classes is 0~3, that of middle classes is 2~5, and that of large classes is 4~7.
But this is not absolute, because there are individual differences in children's development, and the development level range of age groups is for your reference only.
Typical performance of "big muscle movement" development of large class children
After sharing the development of "big muscle movements" of children in small classes and middle classes, Bian Xiao today shared the specific performance of "big muscle movements" of children in this age group according to the age characteristics of children in large classes.
1
Can balance and control simple big muscle activities.
& gt& gt& gt Both feet can hop on one foot.
& gt& gt& gt Walking indoors or in corridors, or going up and down stairs in a confident and safe way.
& gt& gt& gt can go up and down the stairs with one hand or both hands.
& gt& gt& gt walk across the classroom with a glass of water or juice, and don't spill it.
2
Can balance and control simple big muscle activities.
& gt& gt& gt feet can be crossed, and you can change steps freely.
& gt& gt& gt can walk, run and jump according to simple tunes or musical rhythms.
& gt& gt& gt can climb the stairs of the slide or climb the climbing frame with both hands and feet.
& gt& gt& gt Move your body to catch the ball and throw it in the right direction.
& gt& gt& gt Complex buildings (such as tall buildings, bridges, garages, fire stations, etc.) are built with hollow blocks or ordinary blocks.
(The analysis reference comes from Evaluation of Children's Performance-Working Sampling System).
Detailed explanation of the development of "big muscle movement" in large class children
From the eight levels of the development of children's "big muscle movements" in the Teaching Support System for Reading Children, it can be seen that the development of large class children is generally at the level of 4~7. Let's combine the development level to analyze the development of "big muscle movements" of large-class children:
Fourth grade: children can hit or kick a moving big object with their hands.
Grade explanation: children hit or kick objects that fly or roll towards them, such as balls or football (more than 25 cm in diameter).
Grade 5: Children can jump at least 8 times (continuously).
Grade interpretation: Running and jumping here involves a stride (the body's center of gravity moves from one foot to the other) and a forward movement of jumping (one-legged jumping). Children at this level can jump eight or more times in a row.
Sixth grade: Children hit a moving ball with rackets, rackets and bats.
Grade Interpretation: Children can hit a moving ball (less than 13 cm in diameter) with rackets, rackets and bats.
Grade 7: Children can complete a series of movements smoothly and orderly.
Grade Interpretation: Children can gradually, steadily and orderly complete a series of movements, including the strength of upper and lower limbs (such as somersault, skipping rope, dribbling between walks, etc. ) [Note: Those who complete a series of continuous actions with music can't score. ]
case sharing
In daily teaching, how should teachers create development opportunities for children's "big muscle movements"? What kind of activities meet the development level of children in this class? Let's look at such a case first:
In the next big class, the kindergarten carried out the theme activity of "approaching the primary school". After the teachers' discussion, we finally decided to walk together to visit a nearby primary school.
Before the activity begins:
The day before departure, the teacher and the children discussed whether to visit, whether to walk or take a bus: …
Lele: "It's good to go by car. Walking there is too tiring. I can't walk. "
Jojo: "We don't have a car in kindergarten. Mom and dad have to go to work, and there is no time to send us. "
Tong Tong: "Teacher, how long will it take? I haven't walked. "
……
Teachers help them understand the specific itinerary through picture presentation and data, and encourage children to walk. And remind children to wear comfortable shoes every other day.
Teacher support:
Discuss with your child in advance whether to visit on foot or by car;
Through the concrete presentation of pictures and data, let children have a general understanding of "walking" to primary school.
During the activity:
Finally, it's time to go. Children in pairs, follow the team to visit the primary school. A teacher encouraged the children in front and recorded them with a camera. Another teacher and nurse watched the children's expressions and faces at the back of the line.
After the visit, to go back, the children's physical strength has dropped and their mood is not so high. In order to arouse children's enthusiasm, teachers and children recall the difference between what they saw in primary school and what they saw in kindergarten, and read children's songs with them. ...
Teacher support:
Observe the records to understand the child's "walking" situation;
Lead children to review and recite nursery rhymes, and encourage and support children to "walk".