CHILD DEVELOPMENT

IMPLICATIONS OF PHYSICAL
DEVELOPMENT IN
TEACHING AND LEARNING
By :

FAAIZ
LAILI

APPROACHES,
STRATEGIES AND
METHODS

Childhood
Teaching Approach
Integrati -In teaching, integration
means fusion or
ve
Approach combination of skills or

contents from one or more

than one subjects into
another subject for
teaching.
- For example, pupils may
be directed to read, write,
draw and label in certain
learning activity.
- The aim of integrating
various skills together is to

 Strategy
PupilCentered
Strategy

-The pupils play a primary role in the learning

process. According to this teaching strategy,
pupils are encouraged to take active part in
learning, and the teacher normally plays a
facilitating role and guide the pupils to learn
either individually or in a small group
-CHARACTERISTICS OF PUPIL CENTEREDSTRATEGY
i) Pupils play an active primary role while
teacher plays the role as a facilitator
ii) Two-way communication process
iii) Emphasize on the achievement on the
learning objective of the pupils
iv) Emphasize on the overall development of
pupils potentials
v) Emphasize on formative test to ascertain
pupils weaknesses in learning
vi) Interaction process among pupils are many
to foster social skills and noble values
vii)Pupils tend to be more innovative and

 Method
1) Teaching methods based on skill
improvement
e.g. : modelling, training, practice, project,
self-expression, demonstration,
presentation, role play, drama, etc.
2)build on the broader role of movement in
the lives of children, using play and the
seemingly natural desire of young
children to move within interactive,
collaborative, physical, and multisensory
approaches to learning (Pickup, HaydnDavies, & Jess, 2007, p. 9)

Early Adolescence
Teaching Approach
1) Inductive Approach
-Normally involves the activity of collecting, analyzing, and
interpreting information grouped together, and then arrives at a
certain concept or generalization.
- a teacher usually begins the lesson by introducing a few
specific examples that contain
common attributes, or Derive
To observe,
Specific
characteristics.
generalizatio
study,
example
n, concept,
ascertain,
s
principle or
interpret

Gold fish,
carp, shark,
tadpole

2)

Integrative Approach

Use gills
to
breathe

law

Fish and other

creatures live in
water use gills to
breathe

 Strategy
MaterialCentered
Strategy

-Teaching materials used as teaching aids are

charts, maps, specimens, model, projector,
television, film slides, radio, tape recorder,
video and computer
- With these learning materials as learning aids,
pupils are able to carry on their learning
activities either individually or in small groups
without teacher teaching.
CHARACTERISTICS OF MATERIAL-CENTERED
STRATEGY
i) This strategy plays a primary and important
role, as teacher and pupils need teaching
and learning materials to optimize teaching
and learning inside and outside the
classroom.
ii) Provides opportunity for interaction and
communication among the teacher, pupils
and teaching and learning aids.
iii) Emphasizes on overall development of the
pupils potentials, especially development of

 Method
1) Teaching methods based on
individual differences
e.g. : self-learning, programme
instruction, individual and group
teaching, cooperative and
collaborative learning, facilitating,
etc.

TEACHING AND LEARNING

OBJECTIVES

CHILDHOOD
School age children are active, energetic, and in
perpetual motion; they rarely stand still or walk when
they can run, jump, tumble, skip, hop, or climb.
School age children can be readily engaged in
activities that promote the development and
coordination of complex gross motor and perceptualmotor skills. Physical activity is directed into both
formal and informal games and sports, such as
soccer, basketball, softball, gymnastics, dancing,
hopscotch, jumping rope, riding bikes, running, or
turning cartwheels in the yard.

 Fine motor skills are refined and practiced

through painting and drawing, crafts,
using tools, building models, playing
musical instruments, and other projects
that require the use of the hands.
Motor and perceptual-motor skills become
increasingly well integrated during this
period. School age children can perform
complex maneuvers with apparent ease,
such as riding a bike with no hands; skate
boarding; playing the piano, and
balancing on a balance beam.

EARLY ADOLESCENCE
Scope for some manual work for every
adolescent must be provided at home and at
school. Provision of various types of indoor as
well as outdoor games and sports for all
students in school.
Provide opportunities for students to process
and reinforce the new information and to
connect the new information with previous
learning. (Encourage students to talk with
their classmates about the new information;
have them debate or write about it; create
small group discussions.)

 Provide lessons that are varied, with

lots of involvement and hands-on
activities. Brain stimulus and
pathways are created and made
stronger and with less resistance if
they are reinforced with a variety of
stimuli. (Create projects; use art,
music, and visual resources; bring
guest visitors into the classroom.)

PLANNING
OF
ACTIVITIES

 Child
Art Projects
- Fine-motor skills are physical abilities that
require the use of small muscles.
Grasping objects, drawing a
circle and using scissors are
a few examples. A vast array of
artistic opportunities will provide
your young child with a chance to
perfect her fine-motor skills.

Dancing
- Dance is an excellent area of study for all ages.
Children benefit from dance by gaining better balance
and coordination. They also receive an opportunity to
exercise and express themselves creatively.
E.g. Freeze Dance
- Choose a variety of songs. Have one student come
to the front of the class. Instruct the students to move
to the music once the song begins and to freeze
when the music stops. Play the music for about 30
seconds and stop it. Allow the child at the front of the
class to choose another student whom he observed
dancing well and stopping at the appropriate time.
The chosen student gets to come to the front and
choose the next time the music stops.

 Early adolescence
Quiz Show
Make up a quiz-show game in your
classroom the next time you need to review
for a test or quiz.
Put your students into teams or let them
compete individually and see how much
your class participation increases. Learning
in an entertaining format like this will help
them retain the information for their
upcoming assessment, and it provides a
way for everyone to let loose a little bit
during an otherwise stressful time.

TEACHING AIDS

 Children
-use colour pencil, crayon or sound to
make
them move and stimulate their
motor skill
abilities. Children need to develop
their motor
skill really well at this stage

 Early Adolescence
- use flash cards to give information to
the students
- Quiz show do not need many
teaching aids as it is a simple game
yet need students to move around
and think creatively

Thank You