Page 66 - PSPS: A Training guide

What these reflections mean for the child
Reflection will ensure that the individual child will be understood, that their apparent
shyness or boisterousness may be masking anxiety, that they need some extra
reassurance, a listening ear or some practical supports such as being with the most
suitable group for that child. It may mean that should they have a vulnerability that is
not obvious, and that accommodation will be made for this. All this will support each
child through the emotional, and possibly physical, challenges that they are facing, and
help them to learn the coping skills that will be of benefit through this and future
transitions.

Knowing & Identifying the Needs

Physical development is an ongoing process for all children. As children reach school-
going age, they will be moving, running, jumping, enjoying physical challenges that
cater to the high levels of energy that children exhibit, and developing their locomotor
skills. Their fine motor skills will also be developing, with mark-making gradually
becoming more refined, pencil holding getting easier, and increasing comfort with
items such as scissors, threading, peg boards etc.
The Irish National Curriculum Framework for 0-6years, Aistear, states in Theme, Well-
being, Aim 2 that ‘Children will be as healthy and fit as they can be’. In partnership with
the adult, children will:

Gain increasing control and co-ordination of body movements

Be aware of their bodies, their bodily functions, and their changing abilities

Discover, explore and refine gross and fine motor skills

Use self-help skills in caring for their own bodies

Show good judgement when taking risks

Make healthy choices and demonstrate positive attitudes to nutrition, hygiene,
exercise, and routine.

Each individual child making this transition will be at their own level of physical ability
and development, which may differ from their peers in the classroom. Any special
needs or impact on their physical development from challenging circumstances or
disability need to be accommodated (see Unit 3). The school needs to consider these
factors and ensure that any possible issue is anticipated.

Physical activity is now known to form an essential part of supporting broader learning,
with frequent movement breaks being shown to support and improve concentration.