Lifespan Studies: Cognitive, Language, Social and Emotional, Physical and Holistic Development, and Discuss How Te Whariki Supports and Promotes the Development of Each Domain in the Early Childhood Sector.

Physical development is the area of physical activity for moving and handling including fine motor and gross motor skills. This area of development includes gross activities such as running, walking, climbing etc and also fine motor so pencil/ brush control, handling objects

Physical development is the growth of movement skills in both fine and gross motor skills and development in hand to eye co-ordination. Each of these is

Physical development is the explanation of the development of the body and its functions; below is an explanation of physical development from 0-19 years of age.

Physical development is physical movements of all areas of the body. This may include fine motor skills, gross motor skills and hand eye co-ordination. Fine motor skills may be for e.g. threading a bead on to a piece of string, gross motor skills are for e.g. star jumps and hand eye co-ordination is for e.g. throwing a ball and catching it. These activities can be done indoors and outdoors.

Here we will be looking at each child’s physical development, social and emotional development, intellectual development, and language development. Not one area of development is less important than another, and they all have an impact on each other.

Physical development: this refers to the body increasing in ability and functionality and comprises of gross motor skills (using large muscles) with movement in their legs and arms whilst also developing fine motor skills (precise

Physical development in children is an important area and is usually expected to happen automatically as they grow. The important areas are gross motor skills,

Furthermore, this means that children could be provided with an inadequate range of literacy experiences. Many studies have found that children’s literacy experience, before they start school, has a significant impact on later progress in learning to read and write (National Early Literacy Panel, 2008). Therefore, in relation to New Zealand’s Te Whariki curriculum this could have detrimental effects on their pupils.

These involve the small muscles of the body used for hand –eye co-ordination, writing and grasping of small objects.

Physical Development: Helping with coordination of body parts and how you can use hands and feet to move things. How to control your movements in an effective manner. The importance of a good, healthy diet and how it can affect performance.

Educators can facilitate the children with different materials and environments in the classrooms that are in the early learning centres. The children need to develop their minds cognitively. “Children actively construct knowledge as they manipulate and explore their world” (Berk 2007). Children are needing to develop their abilities through their play experiences, and also through their play experiences, they can develop appropriately. Early childhood education plays a large part in a child's early development.

Cognitive development can be defined as a field of study in neuroscience and psychology revolving around the growth of the brain (Schacter & Woods 2009). This development is the evolution of skills such as, information processing, perceptual skills, conceptual resourcing, language knowledge and other brain development traits (ibid).

Physical is the development of the gross motor skills and the fine motor skills. It is an important area of the overall development of a

The theorist whose theory is physical development is Arnold Gesell. His theory is that most physical skills cannot be taught but is programmed in our genetics, which means we will learn different physical skills when our body is ready to. In our setting, we support this by encouraging children but not forcing them to develop a physical skill. We have outdoor playtimes between 2-4 times a day so that children can develop themselves physically whilst having fun outside for example staff encourage our toddlers to run outside and

Te Whāriki describes ‘curriculum’ as “the sum total of the experiences, activities, and events, whether direct or indirect, which occur within an environment designed to foster children’s learning and development” (Ministry of Education, 1996, p.10). These experiences, activities and events vary from centre to centre; though still provide opportunities for healthy holistic development. The arts and literacies foster children’s development of verbal and non-verbal communication and language and provide an exploration of theories of mean-making. Through the concept of multi-literacies, multi-modal ways of thinking are acknowledged - the various ways children learn to process their thoughts, emotions and actions. Throughout Te Whāriki, the arts and multi-literacies are woven through opportunities of dramatic play, drama, dance, music, representational resources and through ways children represent and reflect their cultural backgrounds such as Māori children engaging and participating in the haka, poi and waiata (Wright, 2003).