Identifying and applying the age and developmentally appropriate activities are of great significance in child development. Physical activities provide children with optimum physical, cognitive, and psychosocial development (Mossler, 2015). Parents and early childhood educators need to provide ample opportunities for children to engage in physical activities. However, it is essential to note that engaging children in activities beyond their physical capabilities can be detrimental both in the short run and in the long run. Simultaneously, some activities have more risk than benefits (Longmuir et al., 2014). Parents should identify the age and developmentally appropriate activities that are of overall benefit to the children. This paper outlines some of the physical activities that educators and parents can engage children in to promote their physical development.
One such activity is the ‘Pretend play.’ Pretend play is a game in which children pretend to be something and engage in activities that mimic that particular thing. It can be played in solitary or as a social activity (Mossler, 2015). For instance, they could pretend to be a horse and therefore engage in some galloping, or they could choose to be a plane and go "flying" around like an airplane.
Delegate your assignment to our experts and they will do the rest.
Pretend play is an expression of gross motor skills (Mossler, 2015) and occurs in children from as early as two years old when they begin to hop irregularly and mimic sounds. However, it is kore established in children between 3-4 years of age, where they engage in more "elaborative make-believe scenarios" (Masters, 2019). At this stage, they engage in more elaborate mimicking.
Pretend play supports physical development language, ability to process emotions (Mossler, 2015). The play helps to nurture interpersonal communication and social engagement skills (Longmuir et al., 2014), simply because, in most instances, it is played as a social activity.
Another activity that educators could engage the children in arranging materials in the shape of a house or a city. It involves children engaging in trials and errors to attempt to build imaginative houses using blocks or materials.
This game is an expression of fine motor skills and is synonymous with children between three and four years. According to Mossler (2015), the young ones can put together simple puzzles at this development milestone.
The construction of imaginary structures is an important milestone that helps children develop increased inner thoughts and imagination (Mossler, 2015). The designs they construct always look different every time they initiate the play.
Playing with a sandbox is another activity that children can take part in. A sandbox game is where a shallow ground is filled with sand for children to play in. They may engage in several activities within the sandbox ranging from constructing sandcastles to pretend cooking.
The sandbox play is common in children about three years old. It involves fine motor skills such as constructing a castle or using a shovel and writing words in the sand. Children also develop more sophisticated social interactions.
Playing with sandbox supports development in several ways. It enhances collaboration skills as children sometimes undertake activities will collective responsibility (Villamagna, n.d). The fingers and muscles also strengthen by taking part in this play. Lastly, it enhances social skills and interactions in children.
Children have high levels of energy that they need to get rid of. The best way to expend this energy is to engage in physical activities beneficial to a child's physical and mental development. Some essential life skills, such as interpersonal communication and social engagements, can be acquired right from childhood through simple developmental activities. Adults should engage with the children in activities that enhance the learning environment and encourage physical, phycological, thought, and creativity development.
References
Longmuir, P., Colley, R., Wherley, V., & Tremblay, M. (2014, November 1). Risks and benefits of childhood physical activity. The Lancet. https://www.thelancet.com/journals/landia/article/PIIS2213-8587(14)70221-9/fulltext
Masters, M. (2019, March 27). Pretend play. What to Expect. https://www.whattoexpect.com/toddler/pretend-games/
Mossler, R. S. (2015). Child and Adolescent Development (2nd ed.). M & R Consultants Corporation. https://content.ashford.edu/books/AUPSY104.15.2
Villamagna, D. (n.d.). The power of play. The Power of Play | Toca Boca. https://tocaboca.com/magazine/sandbox-play/
