Encourage children to move with controlled effort, and model use of vocabulary in context such as strong, firm, gentle, heavy, stretch, reach, tense and floppy.
Use music of different tempo, styles and cultures to create moods and talk about how people move when they are sad, happy or cross.
Motivate children to be active through group games, action songs and singing.
Talk about why children should take care when moving freely. Notice children who frequently bump into obstacles or fall over and talk with parents/carers about how they move at home.
Teach children the skills they need to use equipment safely, e.g. cutting with scissors or using tools. Be aware of children who may not have had these experiences at home and talk with parents/carers about increasing opportunities at home.
Encourage children to use the vocabulary of movement, e.g. gallop, slither; of instruction e.g. follow, lead and copy by modelling and using the vocabulary in context.
Pose challenging questions such as Can you get all the way round the climbing frame without your knees touching it?
Talk with children about the need to match their actions to the space they are in.
Show children how to collaborate in throwing, rolling, fetching and receiving games, encouraging children to play with one another once their skills are sufficient.
Introduce and encourage children to use the vocabulary of manipulation, e.g. squeeze and prod’
Explain why safety is an important factor in handling tools, equipment and materials, and have sensible rules for everybody to follow.
Value and support children’s own judgements of risk, encouraging them to think about what to be aware of and how they can stay safe.
Explain benefits of outdoor learning to parents/carers so that children come dressed appropriately for different weathers and seasons.
Notice a child who moves repetitively in a particular way e.g. spinning around, flapping hands or using a throwing action. Talk to parents/carers about schemas and find constructive ways for the child to move safely. These kinds of movements may require investigation in the future if they continue.
Notice a child who lacks strength in limbs to push, pull or move safely over climbing equipment. Find out what opportunities the child has at home for outdoor adventure and risk and adapt routines to increase outdoor physical play.