Nursery Equipment: Introduction - Action points

Physical Development has been designated one of the three Prime areas under the revised Early Years Foundation Stage (EYFS), and this parity with Personal, Social and Emotional Development and Communication and Language is a long overdue and welcome change.

Young children so clearly need to move. They constantly show us how much they want to be active, and how much pleasure and benefit they gain from being sensorial, physical and feeling life in every limb.

According to the Tickell Review, reconfiguring the areas of learning into Prime and Specific 'offers renewed focus on (these) earliest experiences which are the foundations for life, learning and success'. Meanwhile, the revised statutory framework notes that the Prime areas are 'particularly crucial for igniting children's curiosity and enthusiasm for learning, and for building their capability to learn, form relationships and thrive'.

This greater recognition of the importance of Physical Development - and the changed awareness, understanding and status of movement, physicality and physical development that this should bring - will be welcomed enthusiastically by all children.

Just as there is a biological drive to acquire language, which then develops through experience, so babies and children are biologically programmed to engage in the many physical experiences required for healthy neurological and bodily development to occur.

Indeed, there is an extensive body of research showing the benefits that flow from this natural desire to be active. Being physical:

• underpins mental health through the joy of movement and feeling capable

• develops physical health

• sets up core neurological systems, such as balance, body awareness and cross-lateral co-ordination

• is essential to the development of vision

• supports personal and social health through play with others

• aids learning through moving and doing

• helps develop children's hands and their ability to use tools

• lays foundations for healthy attitudes and interests for life.

PLANNING

The revised educational programme notes, 'Physical development involves providing opportunities for young children to be active and interactive, and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.'

A child's physical development can be developed in almost any activity within early years provision, from playing on wheeled toys and running to painting and construction.

Equally, the development of physical capacities comes through the enormous range of physical experiences we have in rich, active everyday life, where we stimulate, develop, refine and utilise the myriad skills needed to function well in the world. Movement and sensory involvement are also key components of making meaning.

As with the current framework, planning for this area of learning should be built around the Unique Child. A stated aim of the revised EYFS is to provide 'a secure foundation through learning and development opportunities that are planned around the needs and interests of each individual child'.

It is also important to appreciate the extent to which all aspects of physical development interact. Practitioners should aim to offer holistic experiences that stimulate several different aspects of development at the same time, including gross and fine motor activity, so that all become strongly integrated within the child's body.

The best way to support physical development for young children is to recognise their great love of action, doing and movement and to encourage physical activity in everything they engage with. Think about planning for Physical Development in terms of children being active, moving, using their whole bodies and stimulating all their senses in every experience they have, both indoors and outdoors.

Core experiences

There are several ways of categorising physical skills, such as locomotor, gross and fine, movement skills and so on. However, the foundation, and essential, components are those that put in place the basic neurological development needed for balance, body awareness and co-ordination. In particular, I believe that practitioners should ensure that the following key components of physical provision are adequately catered for:

Development of balance and co-ordination through stimulation of the vestibular system: twisting, turning, spinning, rolling, swinging, rocking, tilting, tipping, jumping, bouncing, falling, sliding and moving fast (see page 20).

Development of body awareness through stimulation of the proprioceptive system: pushing, pulling, stretching, hanging, throwing, lifting, carrying and rough-and-tumble play (see page 23).

Developing linkage across the brain and body through cross-lateral activity: back and tummy play, crawling, clambering, climbing, pedalling, running, using steps, stepping stones and slopes (see page 14).

Experiences for the feet and body through a variety of surfaces, levels, slopes and barefoot play.

Development of upper-body strength, control and mobility through climbing, hanging, lifting, handling and transporting, sweeping and digging with long-handled implements (see page 6).

Experiences for the hands -becoming a dextrous tool-user through working the trunk, shoulder, elbow and wrist and hand: feeling, reaching, grasping, gripping, manipulating, transferring, holding, lifting, pushing and pulling (see page 10).

Reducing sedentary behaviour and raising activity levels to at least three hours taken in short bursts over the day (Under 5s activity guidelines, Start Active, Stay Active report, 2011).

Ensuring plenty of rest and sleep, including offering daytime naps outdoors and cosy places.

IMPLICATIONS FOR PRACTICE

Physical development comes through 'doing' and using the body, not through being still. It is revealing to contemplate how much we control and manage children's bodies. So, if settings are to embrace Physical Development and embed it as a Prime area in their early years practice, they may have to address components of provision far beyond the planning cycle. The most notable components include:

Training, so that practitioners are better informed about the significance of this Prime area and know how to build it into all their planning

Communication with parents, so that they explain the setting's approach to physical development and advise families where necessary The culture of the setting, so that every member of staff feels confident and supported by leadership

Policies and procedures, especially about challenge and risk, to ensure they reflect a deep understanding of the benefits of being physical and support sensible decision making.

The adult role

As always, the practitioner is the most important resource within a setting and practitioners need to:

• understand the role of movement and action in the lives of children

• value and enjoy young children's pleasure in movement, action and mastering physical skills

• know what developmental challenges young children need

• create movement-rich environments, full of suitable stimuli and challenges

• build movement and physical activity into every experience outdoors
• provide encouragement and support for children to extend their abilities at their own pace.

PHYSICAL ACTIVITY GUIDELINES

Start Active, Stay Active: A report on physical activity from the four home countries' chief medical officers along with Fact Sheet 1: Early years (under 5s) and Fact Sheet 2: Early years (under 5s capable of walking) can all be downloaded at www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPoli cyAnd Guidance/DH_127931

UK Physical Activity Guidelines for Early Years: Information for stakeholders, early years practitioners and health professionals. Both documents (there is one for non-walkers and another for walkers) are at www.bhfactive.org.uk/ homepage-resources-and-publications-item/280/index.html

MORE INFORMATION

• S Goddard Blythe The Well Balanced Child: Movement and early learning (Hawthorne Press)

• CS Kranowitz Out of Sync Child: Recognising and coping with sensory processing disorder (Perigee Books)

• C Hannaford Smart Moves: Why learning is not all in your head (Great Ocean Publishers)

• C Macintyre and K McVitty Movement and Learning in the Early Years (Paul Chapman)

• P Maude Physical Children, Active Learning: Investigating physical literacy (Open University Press)

• JJ Ratey & E Hagerman SPARK! How exercise will improve the performance of your brain (Quercus)

• 'Babies Outdoors', 'Toddlers Outdoors', 'Two Year-olds Outdoors' (Siren Films, DVDs with accompanying notes by Jan White www.sirenfilms.co.uk)

• J Doherty and R Bailey Supporting Physical Development and Physical Education in the Early Years (Open University Press)

• Jabadao (National Centre for Movement, Learning and Health) www.jabadao.org

• Physical Literacy www.physical-literacy.org.uk

Jan White BSc, MSc, PGCE is an advocate for children's right to play and learn outdoors and a consultant for outdoor provision in the early years. Website: http://janwhitenaturalplay.wordpress.com