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Through research and experience we have become experts in learning and teaching and we would like to work with lecturers to achieve future success through blended learning options for the millennial generation student. Students need tools that speak to them in their language and engage them in their learning.


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Doing well in an exam is only the first step in achieving real success. Tried and tested support materials such as expertly written textbooks and innovative resources will pave the way for a fulfi lling career.


Developed for the NATED TVET student, the Succeed In series links theory to industry, building skills while meeting the requirements of the current syllabus in an accessible way.


Learning outcomes are listed at the beginning and reviewed again in summary form at the end of each chapter. Information is presented visually, with Case Studies, Real World documents and Did You Know boxes linking theory to industry and bringing the content to life. Key Terms on relevant pages and


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Key points highlight core information which students will find useful when studying.


Photos, illustrations and diagrams present information visually.


Examples link theory to industry and bring content to life.


Definitions explain difficult words simply on the page where they are used.


Develop thinking processes


• This occurs as the child thinks through each action and movement.


Cognitive aims Creativity


• Planning and executing original movements


UNIT 5.2 Physical presentation Develop problem-solving skills


• The child will have to think through actions and movements that may present a problem in the execution.


Place and time of presentations in the daily programme Movement activities can take place indoors or outdoors. The main criterion for selecting an area in which to present the activity is space. It should be big enough to allow children to move about safely without bumping into each other or equipment. Younger children require less space than older more boisterous children. Groups of older children also need more space because they tend to be bigger than groups of younger children. As mentioned previously, movement activities can be planned for the movement ring


or as part of free play. If the activity is done outdoors, it should not take place in the heat of the day but rather earlier in the morning before it becomes too hot. Movement activities should also not be presented after another physically active activity as the children will be tired out and will become exhausted.


Co-operation


Length of presentations Children have limited stamina and concentration. When planning movement activities,


Good self-image


Social/emotional aims


Develop leadership skills


note the following guidelines for to the duration of the activities: 


Junior group (3-4 years old): 10–15 minutes  Middle group (4–5 years old): 15–20 minutes


 Senior (grade R group, 5–6 years old): 20–25 minutes. Confi dence


Level of presentation The following table shows the milestones in children’s physical development that should


be taken into consideration when planning physical activities for children.


Did you know? Children with disabilities should be included in movement activities as much as possible. This benefi ts the child not only physically but emotionally and socially as well. By


participating, the child feels that he or she is part of the group and accepted even with the disability. The practitioner should try to fi nd ways to include special needs children in daily activities.


Table 5.1 Milestones in children’s physical development Age group Milestones 3–4 years


 Walks on a straight line  Walks on a low balance beam


 Walks on the ball of the feet (tip-toe)  Starts to hop


 Catches a large soft ball with arms 4–5 years


 Can walk up and down stairs using alternate feet, holding on to a rail  Stops, starts and moves with confidence


 Hops on non-dominant foot


 Uses arms and body to catch a ball  Movements are more controlled  Walks backwards


5–6 years


 Skips using alternate feet  Gallops


 Catches a ball with both hands  Runs backwards Is more agile


  Climbs confidently UNIT 5.1 Introduction to movement activities 91 92 MODULE 5 Movement activities (3–6 years)


a Glossary are included. Key Points highlight core information, helping students study. Power Break activities and assessment questions at the end of each chapter provide test and exam practice.


The Succeed In series provides students with the necessary theoretical knowledge to write their exams and the practical application to enter the workplace confidently.


Epubs are available on request for all titles.


9780190723255 – Educare Didatics N6


4


TVET CATALOGUE 2019–2020


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