How to Change the Games Children Play

Keeping abilities in mind, and considering how vital motor skills are for the continued development of children while rethinking the motor program for all young children is an excellent idea. Motor activities are a valuable component of all early childhood education programs. Parents, teachers, or even friends should initiate play at the level which will enable the child to participate safely and successfully. As the child becomes more comfortable and competent with the activity, the expectations can be changed to allow for more challenges. Since all children like to succeed and to feel competent, careful attention to skill level and ability would help ensure a positive motor experience. It is not fun for anyone to fail.

Movement can help children develop, not only motorically but emotionally and socially as well. Their well-being can be greatly enhanced if they are given simple foundations in all areas during their early years. These foundations will carry through as they continue to develop and learn at home and at school. In physical education (motor) programs, the social, communication, emotional, and cognitive skills of children are "exercised" as well as their motor skills. Playing interactive games develops social interaction and communication skills while working on motor development. Problem- solving or cognitive skills such as counting, identifying colors, or learning body parts, are stimulated during games. Participation in motor activities with peers who are accepting influences friendships, and the social and emotional growth of all children.

Children with autism spectrum disorders and other disabilities can improve their motor skills, just as typically developing children do. The most effective way to improve motor skills is to practice and utilize motor skills. The development of a gross motor program that includes all children doing a variety of skills and activities is an important aspect of a young child's life. Although adaptations to equipment or rules may be needed, what children with disabilities need most is challenge, encouragement to try, reinforcement for their success, and involvement in the decision making process about what they want to do.

Young children can benefit from many different motor activities. Broad categories of possible activity areas include physical fitness, basic motor skills, dance and music, individual and group activities, and cooperative games. Within each category, activities can be simple, short, and promote success for all children involved. Physical fitness may involve simple stretching, bending, twisting, and other body movements. Some imaginative activities such as bear walking or other animal walks can encourage movements created by the child.

Basic motor skills include activities such as walking, running, jumping, climbing and ball skills to name a few. A simple way to include a variety of basic motor skills is to create an obstacle course. The children can go through, in, over and under obstacles; throw balls at a target, and jump over a rope or crawl under a rope (if they are in a wheel chair). Some equipment to use for basic motor skills are air mattresses, cones, mobiles, balance beams, balloons, balls, bean bags, hoops, mirrors, rattles, ropes, targets, tires, and tunnels. When practicing basic motor skills, the emphasis should be on attempting the activity, rather than on the correctness of the movement.

Dance and music can be done by listening to the radio or children's music. Public libraries often have a children's music section. Encourage children to move in whatever manner they want as the music plays, either individually or in groups. The adults should also participate by moving with the music so children have a model. This will help them believe that moving/dancing is good to do.

Cooperative games and activities help children learn how to work and play together rather than always compete. One example of a game is "Beach Ball Balance" in which two or more children hold the beach ball between them without using their hands. They hold it back to back, head to head, head to shoulder, etc. An excellent resource book for cooperative games is Cooperative Sports and Games Book by Terry Orlick.

Adapting the motor program when needed, can benefit all children. All children may need basic motor skills, games, or movement activities broken down into manageable components. Games and skills should be modified to make activities safe and successful. Children can practice adapted components of balance, locomotor, and manipulative skills during a motor program. This is important because each of these skills contributes to children's performance in other types of activities. Activities should be geared to the abilities of the children rather than the children having to adapt to the game or activity. Adaptations are often necessary when planning a motor activity. Some suggested adaptations are reducing the playing areas, using larger equipment, changing rules, shortening the duration of the activity, providing frequent rest periods, using lighter equipment, simplifying the activity, and slowing the pace of the activity. In other words, the entire environment should be geared to safety and success.

Expectations or materials may need to be adapted as well. This may mean removing the competitive aspects, decreasing the number of repetitions, slowing the tempos on musical activities, decreasing the emphasis on accuracy, and using motivators during the activity.

Young children do not have the need for highly complicated motor or play activities. They are learning at the very basic and fundamental level, and activities can be very simple and singular in nature. There is not the need for competition or highly organized games. Less organized, slower paced, and more exploratory activities are very appropriate for young children.

Children need opportunities to practice motor skills and to have interested adults and other children participate with them. Simple activities can help achieve long reaching skills that can assist a child in later life. It is important to remember that during movement activities, the whole child benefits, not simply the arms, legs, and lungs. Therefore including children with autism spectrum disorders and other disabilities in movement activities can be a starting point for further development in many other areas.

The Value of Movement Activities for Young Children

Movement is one of the most important aspects of a young child's life. Most early interactions involve movement. This is true for all children, including children with autism spectrum disorders and other disabilities. It is true that all children progress through developmental motor sequences, however some may move at a slower, more awkward or uneven rate. It is important for adults who are beginning to instruct a child who moves more slowly or awkwardly to understand the child's abilities. Children with disabilities, who may move differently, are more similar to normally developing children than different.

• Both groups are children, often of the same chronological age.
• Both groups move during their lives. Sometimes the movements aren't the same, but they all move to some degree and at some level of proficiency.
• Both groups process information.
• Both groups have self concepts that need to be enhanced through movement experience.
• Both groups have feelings.
• Both groups need attention.
• Both groups have common movement goals, that is, to improve their motor proficiency.
• Both groups need to feel wanted and loved.
• Both groups include children who vary in their individual motor ability.

5 Tips for Teaching the Tough Kids

Every teacher remembers his or her first "tough kid" experience. Maybe the student ignored your directions or laughed at your attempts to utilize the classroom discipline steps. We all have at least one story to share, and for some teachers, teaching a tough kid is a daily challenge. It seems that no matter what teaching techniques you try to pull out of your educator hat, nothing changes their behavior.

I've had the privilege of teaching some tough kids. I say "privilege" for a reason. Teaching these students pushed me to be a better educator and a more compassionate person. I've detailed below five methods that have reduced misbehavior in my classroom and, better still, helped transform these students into leaders among their peers.

1. SET THE TONE

I firmly believe that a student's misbehavior in the past does not necessarily equate to future indiscretions. At the beginning of the school year, I would walk down to the sixth grade teachers with my new class lists and ask questions. I would inquire about who works well together, who probably should not sit next to each other, and who caused them the most grief. Not surprisingly, teachers would share the names of the same students that were their "tough kids." If I had the privilege of having any of these students in my class, I looked forward to it instead of dreading it.

Usually during the first week of school, I would try to have individual conferences with these tough kids. I'd take this as an opportunity to clear the air and wipe the slate clean. Often, these students can feel disrespected because their teachers already have preconceived ideas about how they are the troublemakers. Explain that you respect them and have high expectations for them this year. Lay the foundation for the student's understanding that you believe in him or her, because you might be the only one who genuinely does.

2. BE A MENTOR

Unfortunately, it has been my experience that some of the toughest kids to teach come from very difficult home situations. Inconsistent housing, absentee parent(s), lack of resources, and violence are only a few examples of what some of these students have to face every day. Kids that are neglected at home can act out in school to receive attention, good or bad. They want someone to notice them and take an interest in their lives.

Don’t forget how important you are in helping your students develop not just academically, but also socially. Make an effort to show you care about them, not just their grades. Be proactive instead of reactive. The key to being a good mentor is to be positive, available, and trustworthy. One year with a great mentor can have a lasting, positive impact on a tough kid's life.

3. MAKE CONNECTIONS

Part of being a great mentor is your ability to make connections with these tough kids. Since these students sometimes don't have anyone encouraging them or taking an interest in their lives, have a real conversation about their future or dreams. If they have nothing to share, start talking about their interests -- sports, music, movies, food, clothing, friends, siblings, etc. Find a way to connect so that they can relate to you. Start off small and show a genuine interest in what they have to say. Once you've made a positive connection and the student can trust you, you'd be surprised how fast they might open up to talking about their hopes, fears, home life, etc. This is when you need to exercise professional discretion and be prepared for what the student might bring up. Explain that you do not want to violate his or her trust but that, as an educator, you are required by law to report certain things.

4. Take it Personally (In a Good Way)

Teachers need to have thick skin. Students may say things in an attempt to bruise your ego or question your teaching abilities. Remember, we are working with young children and developing adults. I'm sure you said some hurtful things that you didn't mean when you were growing up. Students can say things out of frustration or boredom, or that are triggered by problems spilling over from outside of your classroom. Try to deal with their misbehavior in the classroom -- they might not take you seriously if you just send them to the office every time they act out. These are the moments when they need a positive mentor the most.

Once trust has been established, remind these students that you believe in them even if they make a mistake. I've vouched for kids during grade team meetings only to have them get into a fight at lunch the same day. They make mistakes, just like we all do. It's how we respond to their slip-ups that will determine if they'll continue to trust us. Explain that you're disappointed in their actions and that you know they can do better. Don't write them off. Tough kids are used to being dismissed as hopeless. Instead, show them that you care and are willing to work with them. Helping a tough kid overcome personal issues isn't something that happens overnight, but it is a worthwhile investment in his or her future.

5. EXPECT ANYTHING AND EVERYTHING!

All of our students come from a variety of cultures, nationalities, and home environments, and these five techniques that have worked for me might barely scratch the surface of how you interact with the tough kids in your classroom. If you have another method that has helped you reach out and connect to a tough kid, please share it below in the comments section.