An important component in the early stages of skill development is spatial awareness. This article discusses how good spatial awareness in children results from concepts that are reinforced throughout the school's curriculum. Activities for developing spatial awareness are also provided.

This article discusses children's physical development through physical play. Here, the author gives ways to incorporate opportunities for physical play. For infants, time for play may have to revolve around nap schedules. This may mean allowing for different wake-sleep cycles for different infants. Teachers can divide the infants into groups so…

It is doubtful that any teacher would question the value of rhythmic movement in a physical education program. The benefits of being able to move rhythmically and to keep a beat are numerous. First, children with rhythm have an increased kinesthetic awareness of their body in motion and stillness. As most physical activities have an inherent…

The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) is designed to provide detailed information on children's development, health, and early learning experiences in the years leading up to entry into school. The ECLS-B is the first nationally representative study within the United States to directly assess children's early mental and…

Research shows that assistive technology (AT) can help young children with disabilities to learn developmental skills. Its use may help infants and toddlers to improve in many areas: (1) social skills including sharing and taking turns; (2) communication skills; (3) attention span; (4) fine and gross motor skills; and (5) self confidence and…

Substantial scientific evidence supports the role of physical activity in disease prevention and healthy lifestyle promotion, and quality physical education represents our best opportunity to provide all children with experiences that promote physical activity now and for a lifetime. The purpose of this article is to document the need for quality…

The optimal place to accentuate a sound physical fitness program for children at the elementary level is within a well-designed playground. The playground can offer natural fitness development and within this setting the physical education teacher can be the most influential with all children, not just with those who are physically active and…

The purpose of this article is to briefly describe schema theory and indicate its relevance to early childhood development, with specific reference to children's acquisition of motor skills. Schema theory proposes an explanation of how individuals learn and perform a seemingly endless variety of movements. According to Schmidt (1975), goal…

Rhythmic gymnastics is an outgrowth of rhythmic and dance gymnastics and promotes good posture, strength, flexibility, balance, and coordination, along with appreciation of music and movement together. The current status of rhythmic gymnastics and its historical development are briefly discussed. Descriptions are given of rhythmic gymnastic…

The I CAN-Achievement Based Curriculum (ABC) program was designed to improve teaching and the quality of basic motor skill instruction in the subject area of physical education, the instructional levels of elementary through secondary, and for all children (handicapped and nonhandicapped) in mainstream and/or special education settings. The…

In recent times, much attention has been given to programs, principles, and practices that reflect an ever-growing trend toward providing for the movement education of all students. Special consideration has been given to the perception of the special needs of the physically disabled. Dance educators, especially, have expressed concerns regarding…

A physical fitness program, comprised of class activities, physical fitness testing, individualized programs, instruction in lifetime fitness, and take home exercises, is described. The program emphasizes fitness and skills attainment within the total physical education curriculum. (MT)

Psychomotor ability differences in students are a result of innate motor ability, fitness, neurologic development, psychology, experience, and students' interests and goals. Models and procedures for serving students with ability differences, in the areas of ability identification, curriculum development, and instruction, are described. (CJ)

This article discusses the critical developmental factors in the modeling of motor skills and suggests practical implications for teachers of young children. Major factors for successful modeling involve the students' cognitive-developmental level and the students' motivational orientation. CJ)

Noting that Asian children frequently develop artistic sensitivity and skill at a very young age, the author presents insights gained from a year's study of Japan's art education practices and of cultural attitudes which foster children's art in that nation. (SJL)