Module 4 Fostering Child Physical Development

Philippine Normal University
The National Center for Teacher Education

South Luzon, Campus
Lopez, Quezon
FOSTERING CHILD PHYSICAL

Module DEVELOPMENT
4
Health Care and Support Services
Jayson A. Magnaye- Jeric E. Cantillana- Jamaica L. Alba

Health Care and Support Services Module 4: Fostering Child Physical Development
HOW TO USE THIS COMPETENCY-

BASED LEARNING MODULE
Welcome!
The unit of competency, “Foster Physical Development of Children” is one

of the competencies of CARE GIVING NC II, this unit “covers the This unit covers
the knowledge, skills and attitudes required to foster specific physical development
of children from 1-12 years old.
The module, Fostering the Physical Development of Children, contains

training materials and activities related to enhance physical activities of children,
create opportunities for children to develop a wider range of physical development
and provide experience to support physical development of children.
In this module, you are required to go through a series of learning activities in

order to complete each learning outcome. In each learning outcome are
Information Sheets and Self-Checks. Follow and perform the activities on your
own. If you have questions, do not hesitate to ask for assistance from your trainer.
Remember to:
 Read Information Sheets and complete the Self Checks. Suggested

references are included to supplement the materials provided in this
module.
 Submit outputs to your trainer for evaluation and recording in the
Accomplishment Chart. Outputs shall serve as your portfolio during the
Institutional Competency Evaluation. When you feel confident that you
have had sufficient practice, ask your trainer to evaluate you. The results
of your assessment will be recorded in your Progress Chart and
Accomplishment Chart.
You must pass the Mastery Activities/ Test for this competency before moving
to another competency/ module.
Page1
Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

CAREGIVING NC II
COMPETENCY-BASED LEARNING MATERIALS
List of Competencies
No. UNIT OF COMPETENCY MODULE TITLE

1 Provide care and support to Providing care and support to
infants/toddlers infants/toddlers
children children
3 Foster social, intellectual, Fostering social, intellectual,
creative and emotional creative and emotional
development of children development of children
4 Foster the physical Fostering the physical
development of children development of children
elderly elderly
people with special needs people with special needs
7 Maintain healthy and safe Maintaining healthy and safe
environment environment
8 Respond to emergency Responding to emergency
9 Clean living room, dining Cleaning living room, dining
room, bedrooms, toilet and room, bedrooms, toilet and
bathroom bathroom
10 Wash and iron clothes, linen Washing and ironing clothes,
and fabric linen and fabric
11 Prepare hot and cold meals Preparing hot and cold meals
12 Practice career Practicing career
professionalism in the professionalism in the
workplace workplace
13 Prepare and Maintain Beds Preparing and Maintain Beds
14 Collect and Maintain Linen Collecting and Maintaining
Stocks at Users Location Linen Stocks at Users Location
15 Assist in Patient Mobility Assisting in Patient Mobility
16 Assist in Transporting Patients Assisting in Transporting
Patients
17 Assist in Bio-Psychological Assisting in Bio-Psychological
Support Care of Patients Support Care of Patients
18 Handle Waste in a Health Handling Waste in a Health
Care Environment Care Environment
Page2

MODULE CONTENT
Qualification Title : Caregiving NC II
Unit of Competency : Foster the physical development of

children
Module Title : Fostering the physical development of children
Introduction
This unit covers the knowledge, skills and attitudes required to foster specific
physical development of children from 1-12 years old. This module includes Enhancing
physical activities of children, creating opportunities for children to develop a wider range
of physical development and providing experience to support physical development of
children.
Learning Outcomes:
Upon the completion of this module, you must be able to:

1. Enhance physical activities of children
2. Create opportunities for children to develop a wider range of physical
development
3. Provide experience to support physical development of children.
Assessment Criteria:
1. Children are provided with tools and equipment based on physical

development needs.
2. Children are given exercise or activities based on needs.
3. Children are provided opportunities to develop their physical skills based
on development needs.
4. Children are given the opportunities to develop themselves physically in
accordance with resources available.
5. Equipment and tools are made available based on needs.
6. Opportunities for physical development are provided based on child’s
stage of growth and development.
7. Children are monitored and encouraged to develop healthy sleeping patterns
and practices based on physical.
8. Experiences are provided which will develop and enhance physical fitness.
9. Encouragement is given to children to learn to develop habit forming physical
activities.
10. Ways and means for the child to participate in physical fitness are
communicated, modeled and practiced.
Page3

LEARNING OUTCOME SUMMARY
LEARNING OUTCOME #1 ENHANCE PHYSICAL

ACTIVITIES OF CHILDREN
CONTENTS:
Children’s physical development and skills

development
Child’s rate of development, needs, interest and
strength
ASSESSMENT CRITERIA:
Children are provided with tools and equipment based

on physical development needs.
Children are given exercise or activities based on
needs.
CONDITION:
Students/trainees must be provided with the following:

A childcare workplace/ gym
Illustrations/pictures/charts/diagrams of child’s
development
Manuals/handouts
ASSESSMENT METHODS:
Hands-on
Direct observation
Practical demonstration
Page4

Information Sheet
ENHANCING PHYSICAL
ACTIVITIES OF CHILDREN
Learning Objectives
 After reading this information sheet, you should be able to:

Provide an activities in which a children can develop a habit
and enhance physical fitness;
 Know how the children could participate in physical fitness
communicated, modeled and practiced.
Introduction
Physical development relates to the way children grow and

develop control over their bodies. Monitoring children’s physical
development is essential to ensure you identify strengths, but it also
identifies needs and developmental concerns. Your evaluation
must be clear and non-judgmental, and must consider things that
may be influencing the child’s demonstration of a skill.
GROSS MOTOR SKILLS
This is the ability of children to use two legs and walk and
involves their whole body. The whole-body movements are
described as gross motor .Sometimes they are referred to
as posture and large movements.
These terms have the same meaning and cover the stages
a child goes through in developing control of the body...
Page5

 rolling over
 sitting
 crawling
 pulling to stand
 walking
 running
 climbing stairs
 hopping
 skipping etc.
STAGES GROSS MOTOR SKILLS
Head control, sits unsupported,

Birth to 18 months crawls, pulls to stand
Cruises around furniture, walks,
18 months- 24 months climbs onto furniture
Walks, runs, climbs stairs one foot to

2-3 years a step
Jumps, hops, walks backward, rides

3-5 years tricycle
Throws and catches a ball, skips,
5-7 years rides bicycle with stabilizers
Develops grace and balance in sport
7-10 years and other physical activities, controls
speed when running
Develops strength for games like
10-12 years tennis, plays sport with increased
skill, increased physical stamina
Page6

FINE MOTOR SKILLS
Fine motor skills is the use of the

hands in co-ordination with the
eyes. This allows children to
perform very delicate
procedures with their fingers,
with the eyes influencing the
precise movements of the
fingers.
STAGES FINE MOTOR SKILLS
Palmar grasp, pincer grip, builds 2-3

Birth to 18 months block tower
Builds 4-6 tower, holds and lifts cup,

18 months- 24 months turns back pages
Strings large beads, scribbles, starts to

2-3 years use scissors
Draws recognizable figures, buttons

3-5 years front of cloths, brushes teeth
Detailed drawings, uses scissors
5-7 years completely
Writes and script, increased

7-10 years manipulative skills, may play musical
instruments
Manually dextrose writes well,

10-12 years keyboards skill well developed
Page7

Child’s interest and strength
The interests of a child will determine

which experiences they would prefer to
participate in. Some children have many
interests and are willing to try new things,
while other children like to stick to a small
range of interests they know and feel
comfortable with.
Remember:
 For the emotional security of the child, offer familiar

experiences first and then slowly introduce the unfamiliar
 To promote feelings of success, offer simple experiences
the child is able to succeed with and then offer more
complex experiences to challenge them.
By observing children's play, skills and behaviour as they

participate in a range of routines and play experiences, you can
identify an individual child's strengths as a basis for planning an
environment that is appropriate and enjoyable for your child.
For example, a 2-year-old may enjoy throwing a ball. (As a

gross motor skill, this is part of physical development). You will plan
and provide opportunities for that child to throw a variety of
materials, such as bean bags and balls (large and small), into
laundry baskets, boxes and large circles drawn on the ground.
To learn more, visit http://www.kamloopschildrenstherapy.org/fine-motor-

skills-toddler-milestone
http://www.cchilddevelopment.com.au/handd-dexterity-fine-motor-skills/184
Page8

Self-Check
A. MULTIPLE CHOICE: Directions: Analyze the sentence and on your

paper write the letter of what is being described.
1. It is the stage where the gross motor skills being developed to a child
are head control, sits unsupported, crawls, pulls to stand.
a. Birth-18 months
b. 18-24 months
c. 2-3 years
d. 7-10 years
2. It means the way in which children's body increases in skill involving

movement.
a. Development
b. Physical Development
c. Skills
d. Growth
3. This is the ability of children to use two legs and walk.

a. Gross Motor Skills
b. Physical Abilities
c. Fine Motor Skills
d. Physical Development
4. It is the use of the hands in co-ordination with the eyes.

a. Crawling
b. Physical Abilities
c. Gross Motor Skills
d. Fine Motor Skill
5. This practice will identify the strength of a child.

a. offering familiar experience
b. providing opportunities to play
c. observing children’s play, skills and behavior
Page9
d. all of the above

B. MATCHING TYPE: Directions: Below are the stages of Fine

Motor Skills. Match the stages in column A to corresponding
skills in column B. Write the answers on your paper.
Column A Column B
1. Birth-18 months A. play musical instruments
2. 18-24 months B. uses scissors completely
3. 2-3 years C. builds 2-3 block tower
4. 3-5 years D. starts to use scissors
5. 5-7 years E. holds and lifts cup
F. brushes teeth
A 3-Year old boy’s voice is louder than 200 adults in a

crowded restaurant.
Page10

Answer Key
A. MULTIPLE CHOICE
1. A. Birth-18 months
2. B. Physical Development
3. A. Physical Development
4. D. Fine Motor Skill
5. C. observing children’s play, skills and
behavior
B. MATCHING TYPE
1. C. builds 2-3 block tower
2. E. holds and lifts cup
3. D. starts to use scissors
4. F. brushes teeth
5. B. uses scissors completely
Page11

LEARNING OUTCOME #2 CREATE OPPORTUNITES

FOR CHILDREN TO
DEVELOP A WIDER RANGE OF
PHYSICAL DEVELOPMENT
CONTENTS:
Interaction between physical development and other
areas of development specially social and psychological
development
Children are provided opportunities to develop their
physical skills based on development needs.
Children are given the opportunities to develop
themselves physically in accordance with resource
available.
Equipment and tools are made available based on needs.
Opportunities for physical development are provided
based on child’s stage of growth and development.
Children are monitored and encouraged to develop
healthy sleeping patterns and practices based on
physical needs.
CONDITION:
Setting up venue/environment
Range of environments and equipment
Play with construction materials
Handouts/Manuals
ASSESSMENT METHODS:
Hands-on
Direct observation
Page12

Information Sheet
CREATING OPPORTUNITES
FOR CHILDREN TO DEVELOP
A WIDER RANGE OF PHYSICAL
DEVELOPMENT
Learning Objectives
After reading this information sheet, you should be able to:
 Understand the relationship between the different aspects

of human development.
 Recognize the relationship of social and psychological
development in child’s physical progress.
Introduction
Human development is a lifelong process beginning before

birth and extending to death. At each moment in life, every human
being is in a state of personal evolution. Physical changes largely
drive the process, as our cognitive abilities advance and decline in
response to the brain’s growth in childhood and reduced function in
old age. Psychosocial development is also significantly influenced
by physical growth, as our changing body and brain, together with
our environment, shape our identity and our relationships with other
people.
Physical Development
It is the process that starts in human
infancy and continues into late
adolescent concentrating on gross
and fine motor skills as well as
puberty.
Page13

Cognitive Development
Cognitive development refers to the
acquisition of the ability to reason and solve
problems. The main theory of cognitive
development was developed by Jean
Piaget, a Swiss developmental
psychologist. Piaget broke childhood cognitive development into
four stages spanning from birth through adolescence. A child who
successfully passes through the stages progresses from simple
sensorimotor responses to the ability to classify and create series
of objects and eventually to engage in hypothetical and deductive
reasoning, according to "The New Dictionary of Scientific
Biography."
Psychosocial Development
The primary theory of psychosocial development was

created by Erik Erikson, a German developmental psychologist.
According to the theory, successful completion of each

stage results in a healthy personality and the acquisition of basic
virtues. Basic virtues are characteristic strengths which the ego can
use to resolve subsequent crises.
Failure to successfully complete a stage can result in a
reduced ability to complete further stages and therefore a more
unhealthy personality and sense of self. These stages, however,
can be resolved successfully at a later time.
Moving from infancy to old age, these conflict are:
 trust versus mistrust
 autonomy versus shame and doubt
 initiative versus guilt
 industry versus inferiority
 identity versus role diffusion
 intimacy versus isolation
 creativity and productivity versus stagnation
 Ego integrity versus despair.
Page14

Interdependent Processes
Development is the product of the elaborate interplay of

biological, psychological, and social influences.” As children
develop physically, gaining greater psychomotor control and
increased brain function, they become more sophisticated
cognitively—that is, more adept at thinking about and acting upon
their environment. These physical and cognitive changes, in turn,
allow them to develop psychosocially, forming individual identities
and relating effectively and appropriately with other people.
Implications
The importance of physical, cognitive

and psychosocial development
becomes apparent when a person does
not successfully master one or more of
the developmental stages. For example,
a child who fails to achieve basic milestones of physical
development may be diagnosed with a developmental delay.
Similarly, a child with a learning disability may fail to master the
complex cognitive processes of a typical adolescent.
Baby and Children Sleep Chart
How much sleep does your baby need? When will your child
sleep through the night? How many naps are normal now? Check
out our age-by-age sleep guide.
Here’s the estimate for how much your baby or child

should be sleeping, but remember that all kids are different, and
some may need a little more or less than others.
Newborn-4 months
Total Sleep: 16-18 hours
Nighttime Sleep: 8-9 hours
Naps: 7-9 hours (3-5 naps)
Page15

4-12 months
Naps: 4-5 hours (2-3 naps)
1-2 years
Nighttime Sleep: 11 hours
Naps: 2-3 hours (2 naps)
3-5 years
Nighttime Sleep: [10-11] 10-13 hours
Naps: 0-1 hours (naps usually stop by age 5)
6-12 years
Naps: n/a
Newborn-2 Month Sleep Tips
 Newborns sleep in 2- to 4-hour intervals, waking up to eat.

 Babies this age tend to stir and look restless during sleep. Because
of reflexes they can't control, it's common to see them twitch their
arms and legs, smile and make sucking noises.
 Newborns aren't born knowing how to soothe themselves to sleep,
so you may need to help, with tricks like using a pacifier, swaddling,
rocking and breastfeeding. Remember, there's no such thing as
spoiling a newborn, so it's OK to cuddle baby to help her doze off.
2-4 Month Sleep Tips
 Babies this age may sleep for six-hour stretches at night, and settle
into more of a set nap schedule now.
 To get baby on a good sleep routine, make sure to play and expose
her to lots of sunlight during the day and avoid over-stimulating her
Page16
when it's dark out.

 Starting a pre-bedtime sleep routine -- like bath, feeding, story time

-- can help ready baby to sleep through the night for longer
stretches.
 Babies this age will start to quit nighttime feedings, and are usually
ready to sleep through the night now, anywhere from six- to 12-hour
stretches. Research shows about 60 percent of babies
sleep through by 6 months, up to 80 percent do so by 9 months.
 Remember, all babies wake up sometimes during the night, but
those who "sleep through" have learned how to nod off on their own.
 Some babies stop sleeping through the night now because of

separation anxiety. Your baby knows you're around even when she
can't see you, and may get upset when she wakes up.It's OK to go
in and check on your crying baby, but keep visits short and try (as
hard as it is) not to pick her up or feed her. Try rubbing her back,
singing a soothing lullaby and ducking out after a few minutes.
1-2 Year Sleep Tips
 Active toddlers can have trouble relaxing and winding down at night
-- causing bedtime battles. Try to keep things as calm as possible
in the evenings, sticking to soothing activities like bath and story
time.
 Once baby learns to climb out of the crib, she may attempt to
snuggle in bed with you. This is a hard-to-break habit, so if you don't
want to start a co-sleeping situation, bring her back to her own
room.
2-5 Year Sleep Tips
 Toddler and preschooler sleep problems include procrastinating

Page17
and resisting bedtime, getting out of their big-kid beds when they
Jayson
wake at night, and A.developing
Magnaye- Jeric E. Cantillana-
night fears. Jamaica Alba
 Stick to a bedtime routine and sleep schedule, make sure your kids
understand the rules and be consistent about enforcing them.
 Using a nightlight or lovey can comfort kids who tend to get scared
of the dark or have nightmares.
5-12 Year Sleep Tips
 Homework, a jam-packed social schedule and computer and TV

time tend to push back bedtime.
 Cutting back on soda or other caffeine-packed drinks, as well as
reducing TV-watching right before bed can help.
 Children with sleep-friendly bedrooms -- dark, cool and quiet, with
no TV or computer -- tend to sleep better than those with lots of
distractions.
To learn more, visit http://www.livestrong.com/article/225024-physical-

cognitive-psychosocial-development/
http://www.simplypsychology.org/piaget.html
https://www.boundless.com/psychology/textbooks/boundless-psychology-
textbook/human-development-14/theories-of-human-development-
70/erikson-s-stages-of-psychosocial-development-269-12804/
http://www.parents.com/baby/sleep/basics/age-by-age-guide/
Page18

Self- Self-Check
A. TRUE OR FALSE: Directions: Examine the sentences and

write T if the statement is correct and F if wrong. Write the
answers on your paper.
____1. Elaborate interplay of biological, physiological and social

influences may result to development.
____2. When a person successfully master the development

stages, the importance of physical, cognitive and
psychosocial development becomes obvious.
____3. A child with a learning disability may not fail to master the
complex cognitive processes of typical adolescent.
____4. The primary theory of psychosocial development

was created by Erik Erikson.
____5. The main theory of cognitive development was developed

by Jean Piaget.
B. RESTRICTED ESSAY: Directions: Explain the relationship

of Social Development and Cognitive Development to
children’s physical development. (5 pts) Write the answer on
your paper.
Watching television can act as a natural pain killer

Page19
for children.

Answer Key
A. TRUE OR FALSE
1. T
2. F
3. F
4. T
5. T
B. RISTRICTED ESSAY
Rubrics
Content 90%
Language 10%
Total 100%
Page20

LEARNING OUTCOME #3 PROVIDE EXPERIENCE TO

SUPPORT PHYSICAL
DEVELOPMENT OF
CHILDREN
CONTENTS:
Experiences that will target specific areas of

development
Equipment, toys, and resources that can be used
to stimulate physical development
Experiences provided which will develop and

enhance physical fitness.
Encouragement given to children to learn to
develop habit forming physical activities.
Ways and means for the child to participate in physical
fitness communicated, modeled and practiced.
CONDITION:

Setting up venue/environment
Range of environments and equipment
Indoor/outdoor facilities
Handouts/manuals
ASSESSMENT METHODS:
Hands-on
Direct observation
Page21

Information Sheet
PROVIDING EXPERIENCE TO
SUPPORT PHYSICAL
DEVELOPMENT OF CHILDREN
Learning Objectives
After reading this Information Sheet, you should be able to:
 Identify the tools and equipment to be used to aid the

children’s physical development; and
 Design an appropriate activities for children in specific
stage of development.
Introduction
The success of your planned experiences relies heavily on

how suitable the experiences are for the children you provide them
for. When choosing experiences for fine motor, gross motor and
fundamental movement skills, reflect on what you have noticed
about the child and link experiences with the children’s interests and
level of development, so activities are enticing and safe.
Eye – Hand & Eye – Foot

Coordination Skills
• Catch a large ball between
extended arms
• Kick a ball
• Pedal a tricycle along a
straight line
• Push a large ball away
towards a target etc.
Page22

Paint & Junk
• Holding Brushes, pencils

(fine motor skills)
• Cutting
• Spreading glue and paint
• Sprinkling glitter (fine finger
movement) etc.
Imaginative Play
• Manipulating fastenings on
dressing up clothes and dolls
(fine manipulative skills)
• Pressing telephone buttons
• Using dustpan and brush
• Coordination in pretend
cooking – setting the table etc.
Sand and Water
• Pouring, filling, stirring,

pushing, pulling, molding,
digging, patting (developing fine
motor skills)
• Manipulating tools
• Pouring into containers (Hand –
eye coordination)
• Use equipment with skill
Page23

Physical and Outdoor Play
• Throwing and catching

• Rolling
• Carrying and passing
• Climbing
• Swinging
• Sliding
• Cycling / driving wheeled toys
• Dancing
• Moving to action rhymes
Small World
• Manipulating play people, farm

animals, vehicles (fi ne motor skills
and coordination)
• Threading beads
• Cars into the garage (hand – eye
coordination)
• Putting furniture in the house
Construction Play
• Manipulate a range of construction

equipment (fine and large motor
skills)
• Lifting, carrying
• Develop skills in fitting together and
taking apart materials (develop hand
– eye coordination and spatial
awareness etc.
Page24

Practical Play ideas to use at Home with young children

Young children’s joy in
movement leads to healthy
growth by encouraging them to
challenge and exercise their own
bodies. Physical play is fun! A
healthy child has lots of energy.
He/she needs opportunities to
crawl, run, dance, climb, balance
and these skills help his/her
bones and muscles develop.
What we need for physical play
is:
• SPACE. This could be a park or garden, the beach or field or a

playground. Space is run freely.
• Safe equipment and safe surfaces
• Large equipment such as climbing frames, see saws, planks,
tires and stepping stones.
• Small equipment such as balloons, balls, bean bags, hoops,
skipping ropes, streamers, trikes, bikes and cars.
• Lots of enthusiasm and energy
Toys that Boost Physical Development
For large motor skills
Choose toys that emphasize coordination and balance, and

build arm and leg strength.
Push or pull toys: Try pretend lawn

mowers, shopping carts, or vacuums;
baby carriages; animals on a string; a light
wheelbarrow.
Page25

Ride-on toys:
These require foot power and can help

improve balance. Choose wagons, wide
low-to-the-ground vehicles (without pedals
at first, then low tricycles once your child
can reach them, around age 3 or 4).
Sports equipment:
Playing catch improves hand-eye

coordination and involves running, too.
Start with large rubber and foam balls.
Kicking the ball is also important.
Rockers:
Rocking horses, rocking vehicles, and

rocking chairs all provide the foundation
for imaginative play.
For fine motor skills
Choose toys that involve hand-eye coordination. Your child

may not be adept at fine-motor action yet, but this kind of play
provides practice.
Page26

Art supplies: Always make

available different types of paper
and large-sized crayons and
pencils, sidewalk chalk,
watercolors, washable markers,
coloring books, and play clay.
Toys that make patterns: Felt

boards, magnetic boards, peg
boards with large pegs, and
matching games involve precise
hand movements.
 Toys to manipulate: your child

may still enjoy knobbed wood
pieces but is getting ready to move
onto jigsaws of up to 20 pieces or
foam puzzles with large
interlocking pieces. Also good:
Lacing cards, large threading
beads, tea sets, musical
instruments.
To learn more visit http://www.babycenter.com/0_toys-that-boost-physical-

development_3659016.bc
http://articles.extension.org/pages/25802/play-activities-to-encourage-
motor-development-in-child-care
Page27

Self-Check
A. SENTENCE COMPLETION: Directions: Analyze the

sentence and supply the missing word. Write the answer on
your paper.
1. Rockers like Rocking horses provide the foundation for _______

play.
2. Ride-on toys require foot power and can help improve _______.
3. Playing catch improves _______ coordination.
4. Paper, large-sized crayons and pencils are categorized as

_______.
5. In choosing a toy it should emphasize _______ and balance,

and build arm and leg strength.
Children knee caps only start to turn bony at years of

age, until that they are made of cartilage.
Page28

Answer Key
A. SENTENCE COMPLETION
1. imaginative
2. balance
3. hand-eye
4. art supplies
5. coordination
Page29

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Philippine Normal University

The National Center for Teacher Education

FOSTERING CHILD PHYSICAL

Health Care and Support Services

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica L. Alba

HOW TO USE THIS COMPETENCY-

The unit of competency, “Foster Physical Development of Children” is one

The module, Fostering the Physical Development of Children, contains

In this module, you are required to go through a series of learning activities in

 Read Information Sheets and complete the Self Checks. Suggested

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

No. UNIT OF COMPETENCY MODULE TITLE

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

Qualification Title : Caregiving NC II

Unit of Competency : Foster the physical development of

Module Title : Fostering the physical development of children

Upon the completion of this module, you must be able to:

1. Children are provided with tools and equipment based on physical

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME #1 ENHANCE PHYSICAL

Children’s physical development and skills

Children are provided with tools and equipment based

Students/trainees must be provided with the following:

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

 After reading this information sheet, you should be able to:

Physical development relates to the way children grow and

GROSS MOTOR SKILLS

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

STAGES GROSS MOTOR SKILLS

Head control, sits unsupported,

Walks, runs, climbs stairs one foot to

Jumps, hops, walks backward, rides

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

FINE MOTOR SKILLS

Fine motor skills is the use of the

STAGES FINE MOTOR SKILLS

Palmar grasp, pincer grip, builds 2-3

Builds 4-6 tower, holds and lifts cup,

Strings large beads, scribbles, starts to

Draws recognizable figures, buttons

Writes and script, increased

Manually dextrose writes well,

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

Child’s interest and strength

The interests of a child will determine

 For the emotional security of the child, offer familiar

By observing children's play, skills and behaviour as they

For example, a 2-year-old may enjoy throwing a ball. (As a

To learn more, visit http://www.kamloopschildrenstherapy.org/fine-motor-

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

A. MULTIPLE CHOICE: Directions: Analyze the sentence and on your

2. It means the way in which children's body increases in skill involving

3. This is the ability of children to use two legs and walk.

4. It is the use of the hands in co-ordination with the eyes.

5. This practice will identify the strength of a child.

d. all of the above

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

B. MATCHING TYPE: Directions: Below are the stages of Fine

A 3-Year old boy’s voice is louder than 200 adults in a

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

Jayson A. Magnaye- Jeric E. Cantillana- Jamaica Alba

LEARNING OUTCOME SUMMARY

LEARNING OUTCOME #2 CREATE OPPORTUNITES