Physical Development

Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults.

3 and 4-year-olds will be learning to:

• Continue to develop their movement, balancing, riding (scooters, trikes and bikes) and ball skills.
• Go up steps and stairs, or climb up apparatus, using alternate feet.
• Skip, hop, stand on one leg and hold a pose for a game like musical statues.
• Use large-muscle movements to wave flags and streamers, paint and make marks.
• Start taking part in some group activities which they make up for themselves, or in teams.
• Increasingly be able to use and remember sequences and patterns of movements which are related to music and rhythm.
• Match their developing physical skills to tasks and activities in the setting. For example, they decide whether to crawl, walk or run across a plank, depending on its length and width.
• Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
• Collaborate with others to manage large items, such as moving a long plank safely, carrying large hollow blocks. 
• Use one-handed tools and equipment, for example, making snips in paper with scissors.
• Use a comfortable grip with good control when holding pens and pencils.
• Show a preference for a dominant hand.
• Be increasingly independent as they get dressed and undressed, for example, putting coats on and doing up zips.

Children in reception will be learning to: 

Revise and refine the fundamental movement skills they have already acquired:

• rolling

• crawling

• walking

• jumping

• running

• hopping

• skipping

• climbing

• Progress towards a more fluent style of moving, with developing control and grace.
• Develop the overall body strength, co-ordination, balance and agility needed to engage successfully with future physical education sessions and other physical disciplines including dance, gymnastics, sport and swimming.
• Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forks and spoons.

• Use their core muscle strength to achieve a good posture when sitting at a table or sitting on the floor.
• Combine different movements with ease and fluency.
• Confidently and safely use a range of large and small apparatus indoors and outside, alone and in a group.
• Develop overall body-strength, balance, co-ordination and agility.
• Further develop and refine a range of ball skills including: throwing, catching, kicking, passing, batting, and aiming.
• Develop confidence, competence, precision and accuracy when engaging in activities that involve a ball.
• Develop the foundations of a handwriting style which is fast, accurate and efficient. Further develop the skills they need to manage the school day successfully:
•  lining up and queuing
•  mealtimes

Early Learning Goals:

Gross Motor Skills ELG

Children at the expected level of development will:

- Negotiate space and obstacles safely, with consideration for themselves and others; - Demonstrate strength, balance and coordination when playing;

- Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine Motor Skills ELG

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.