Proo3 2

Although preschoolers join schools to learn various subjects, teachers and educators need to understand that they need to participate in physical activities that will promote their physical development. Given their active nature, there is a need to design and provide them with indoor and outdoor activities that will accommodate their development. Discussed hereafter is an explanation of how one can design the school indoor and outdoor areas to promote physical development among preschoolers. Below is an illustration of how the indoor and outdoor environments will be designed.

Indoor and Outdoor Environments (Learning Works for Children, 2020).

The indoor space in the preschool environment to support physical development will be set up in the classroom. For this reason, the classroom should be large enough to accommodate indoor activities and learning at the same time. This means that apart from having study desks in the classroom, room will be set aside for indoor physical activities. Thus, the classroom will be designed in a manner that a section is set aside for physical development activities. This section will contain blocks and small toys. The section will also contain a height-friendly white board with crayons that will allow the students to paint. Through this indoor setting, their gross and fine motor skills will be enhanced (Virtual Lab School, n.d)

The outdoor space will entail the school field and the area outside the classrooms. In the field, a variety of sporting equipment will be provided. This includes balls, skip ropes, bicycles, swings, and wheel toys. The outside of the classroom will also be designed in a manner that will promote safe play among the children. This will include having smooth floors and poles that the kids can climb. With these toys and structures in place, the outdoor environment will help the kids to develop physically. The lessons will be designed in a manner that the students will learn and enjoy games at the same time. This will minimize low participation in lessons because the kids are waiting for break times to play. For instance, during a color lesson, the children will be provided with blocks of different colors and instructed to build using the colored blocks. The kids can also be given puzzles to solve while learning about numbers. The transition periods between lessons and breaks will also be made to be fun for the children. For instance, the teacher can instruct the kids to jump or sing while going out to play. This will promote fun transition times.

Examples of small group activities include assigning students paint work that the can work on using different crayon colors. They can also be divided into small teams which then compete against each other in games such as ball games or skipping ropes. For large group activities, they can be instructed to sing while walking in a circle. They can also identify shapes and colors during lessons while holding colored blocks as a class (Virtual Lab School, n.d.).

These designs, schedules, transitions, small, and large group activities support physical development among kids as they allow kids to learn while having fun. This is because no activity is left out to be carried during break times only. Instead, the play activities are conducted alongside lessons. They also include children with special needs because the activities allow instructors to focus on all students and offer them proper guidance despite their challenges. The design outside is also suitable for children with special needs, especially those who are physically disabled. By use of toys of different colors and participating in play activities in groups, kids with special needs will integrate with the others thereby minimizing their seclusion. This will also be beneficial to English learners who, despite not understanding the language well, will manage to interpret the use of different toys and activities by observing what the others are doing. Together with the guidance of the teachers, these English learners won’t be left out during studies (Walden University, n.d.).

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