Physical Development, part 6: Taking a holistic approach to effective assessment

The assessment of children’s physical development is possibly the least understood, comprehensive or effective area of learning.

Children’s physical growth is closely monitored, with nationally accepted measurement tools available to chart progress and identify issues. The factors that compromise growth are well known and organisations offer a range of support through medical, charitable or therapeutic channels.

Growth is visible and relatively simple to assess. Physical development, however, is essentially qualitative and requires different assessment tools, contributions from a range of interested parties and a variety of skills that must work together in order for meaningful conclusions to be reached.

Physical development informs, supports and underpins all other areas of learning and development. However, within the two-year-old check, there is little opportunity to link children’s physical development to other learning domains. It is primarily skill-based and related to the early learning goals (ELGs) that currently cover only gross and fine motor skills. These goals are narrow in scope and not aspirational. Parents and teachers are therefore unable to expand on the wider context of a child’s physical development. What do they most enjoy/dislike doing, inside/outdoors? What motivates them? What activities do the family enjoy? What’s their energy level?