Although physical development is one of the Prime Areas, it is possibly the least well understood in practice and provision. This is not helped by the limitations of the statutory framework's expectations.
The emphasis on gross and fine motor skills concludes with two narrow Early Learning Goals:
ELG: Gross Motor Skills
‘Children at the expected level of development will:
- negotiate space and obstacles safely, with consideration for themselves and others
- demonstrate strength, balance and co-ordination when playing
- move energetically, such as running, jumping, dancing, hopping, skipping and climbing.’
ELG: Fine Motor Skills
‘Children at the expected level of development will:
- hold a pencil effectively in preparation for fluent writing, using the tripod grip in almost all cases
- use a range of small tools, including scissors, paint brushes and cutlery
- begin to show accuracy and care when drawing.’
What we have here is a very limited viewpoint of what PD is. Unfortunately this leads to limited observation, assessment, planning, practice and provision. The result of this is many buying in commercial ‘programmes’ and products that are promoted to develop fine motor skills. Much time is given to these.
FEELING GOOD
But should it be? With the huge focus on ‘tripod grip’, writing and the use of cutlery, the emphasis has moved away from understanding how children develop physically throughout their whole bodies. The Gross Motor Skills ELG is not helpful in this respect. It hints at whole body development, but falls back onto the Fundamental Motor Skills – running, jumping, etc. – as these are easy to assess and ‘tick off’.
It is vital that our observations are informed by an informed knowledge of child development. It is no surprise that there are 121 references to physicality and physical development in Birth to 5 Matters. This is because PD is:
Intricately interwoven with emotional, social, cognitive and language development, physical development underpins all other areas of a child's learning and development. Extensive physical experience in early childhood puts in place the neurological, sensory and motor foundations necessary for feeling good in your body and comfortable in the world.(Birth to 5 Matters)
This is underpinned by Sally Goddard-Blythe:
…movement is an integral part of life from the moment of conception until death, and a child's experience of movement will play a pivotal part in shaping his personality, his feelings, and his achievements. Learning is not just about reading, writing, and maths. These are higher abilities that are built upon the integrity of the relationship between brain and body. (The Well Balanced Child. Hawthorn Press, 2005)
So what does this look like in practice and provision?
CASE STUDIES
As you read these, reflect on what you know about the stages of PD and every aspect of physicality that is involved. It is important to know that stages of development are not directly linked to age, and there is no such thing as ‘age related expectations (ARE)’ as children develop in unique ways. In this way it is important not to fall into a tick-box culture as it is restrictive and can label children unnecessarily.
Connor
Connor was in Reception class. As he has a March birthday, he was still four for half of his Reception year.
He was full of energy and ideas, a great friend and playmate. He was an exemplification of the Characteristics of Effective Learning as he loved to explore, investigate and apply what he had learnt. As an active and fit child his gross motor skills were well developed and he loved to climb. He loved to use construction equipment to build and create and enjoyed woodwork.
However, one thing bugged Connor. He couldn't yet write his name. His two closest friends could and he really wanted to be like them.
When he turned five, we noticed that he was busy doing something on the floor. As we watched we saw him line up three A4-sized whiteboards lengthways adjoining each other, find a whiteboard pen and then sit for a moment thinking.
He picked up the pen in a fist grip and started to write his name across the three boards. It just fitted. He was absolutely delighted and came rushing over to tell us, unaware that we had been observing. We didn't let on, and he told us all about it. We knew we had to capture the moment so Connor was taken to the photocopier and the whiteboards were copied so that his work could be displayed for all to see.
After that he did not stop writing his name at every available opportunity; each time refining it, and each time delighting in what he had achieved.
Questions
- What do you notice?
- What would you have expected from a child of his age? Did this make you reflect on your expectations?
- If you were Connor's teacher would you be concerned that he wasn't yet able to write his name?
- How did the Enabling Environment enable Connor to develop his skills?
- How were the Characteristics of Effective Learning used here?
- How did Connor feel?
- How many Prime Areas were actually involved in this event?
- How is physical development actually a great deal more than just fundamental motor skills?
With such expectation put on the skill of name-writing, it is very easy to lose sight of what is important physically.
Matthew
Matthew is my eldest son. In his early years, Matt was very chatty. He got around with a commando crawl and could go up and downstairs with ease. He was taught how to do this safely and rarely needed a stairgate. He was 17 months old before he walked. Health visitors started to question why he wasn't walking yet, but I was not concerned as he was so mobile and confident.
Once at school, his teachers were worried about his fine motor skills because he was ‘struggling’ to write. He was put in an intervention group which he was not happy about. However, at the same time, Matt was building complicated models with batteries and motors that were marketed for much older children. He actually had very good fine motor skills which he has honed over the years to become a skilled bicycle mechanic.
The point about bicycles is relevant here too. He learnt to ride a two-wheeler when he was between three and four because he wanted to and enjoyed the challenge. He did have a tricycle, but it was clear from the start that he needed more.
Questions
Many of the same questions apply here too, but there are some to add.
- What do you notice?
- What could have been done instead?
- Why is it vital to understand physical, and child, development before being able to accurately understand a child?
- How was emotional wellbeing supported?
- How well were Matt's needs and interests supported?
BEING PROACTIVE
These case studies are still relevant today. In fact they are more so for two reasons: the revision to the statutory framework and the effects of lockdown.
The narrowing focus of the framework has added to undue emphasis being put on ‘handwriting’ without depth of understanding of what this actually involves. As we have seen, this was already happening when Matt was a child.
The impact of lockdown has been that many children were unable to have as much good, energetic, challenging physical play as they might have had. This will have had some impact on their physical development. To be able to sit comfortably and listen is dependent on being physically able and having the core strength to do so. Otherwise we are setting children up to fail.
There is currently a culture of intervention programmes that involve removing children from the group to work through specific ‘lessons’ to develop their ‘fine motor skills’. There is also an over-reliance on brought-in instructors. While many of these are good, they are no substitute for the adults who are regularly in the setting.
Use your observations to inform your reflections on:
- a favourable environment
- motivation
- physical confidence.
ABOUT THIS SERIES
In the final article in this four-part series, I will be looking at supporting wellbeing through effective observations in the Specific Areas of Learning.
Dr Sue Allingham is an author and early years trainer. Visit her consultancy, Early Years Out of the Box, at https://eyoutofthebox.com
