I Move We Move - Good For Kids - NSW Government

3.3
Individually appropriate
For physical activity, apply the same ideas to ensure that activities are individually appropriate,
as you would for other contexts. Consider how to provide an environment that encourages and
supports children’s contributions, demonstrates value and respect and supports care for themselves
and their peers while still being recognised and valued as individuals. For babies this includes
responding to their verbal and non verbal communication; as to whether they are ready for the
activity at that time (e.g. not too tired) and also developmentally.
Within any age group, there will be variation in the ability of children to participate in age appropriate
physical activity across the spectrum of skill accomplishment from delayed to accelerated2 .
This variation may be due to the level of exposure to opportunities for skill development, where
providing assistance or extension to individual children is appropriate. Also for children with a disability
there may be some modifications needed to enhance the accessibility and inclusiveness of programs
and the environment. All children have the right to be included in every aspect of an early childhood
program. Legally there is a responsibility under the Disability Services Act 199319 to ensure that
this occurs.
There is a diverse range of equipment that you can use to assist in achieving this goal. These
include communication facilitators such as jelly bean switches, boardmaker and pictorial exchange
systems; as well as mobility devices and aids to assist in holding or using equipment.
Small changes and modifications can make a world of difference in supporting total inclusion.
Strategies include:
• Ensure all staff are well trained and knowledgeable about any disability
• Look closely at OH&S issues and the implications for staff surrounding the facilitation of
movement. How can these barriers be overcome?
• Talk to other professionals working with the child about how they can assist
• Talk to the child’s family. They may have already solved the problem
Instructionally appropriate
To ensure an activity engages children and encourages them to continue practicing a skill (physical
or otherwise); children need to succeed at the activity about 80% of the time 2 . Supporting children
to experience success will give them confidence to further explore and participate in physical
activity. Feelings of success are important for children to develop strong perceptions of physical
competence and self-esteem 17 .
Considering each child’s developmental level will help you to present activities to young children
in an appropriate way that facilitates success and ensures that skills are developed. One way of
facilitating this success is to adjust an activity to make it harder or easier as required for each
child’s ability level. Another way is to ensure children’s active participation. This can be achieved by
having enough equipment per child for the activity (e.g. run a number of activities at once that use
different equipment), minimising time that children spent waiting their turn and avoiding activities
where children are eliminated from the game if they are tagged or drop the ball etc 2 . It is also
important that staff participate by joining in with children’s active play and physical activity learning
experiences, using verbal prompts and other appropriate teaching strategies to encourage and
guide children’s efforts.
For more information see Section Four I Move We Move Every Day and Section
Five Learning How To Move (pages 5.3–10). For ideas on activities see The
Physical Activity Handbooks.
I Move We Move, The Guide Edition 1 August 2009
AREA HEALTH SERVICE