The institution of kindergarten is particularly suitable for implementing physical activity promotion among preschool children. A large proportion of children between the ages of three and six attend kindergarten and spend a significant part of the day there. Thus, "for a high proportion of 3-6 year olds, kindergarten forms an essential part of their living environment" (Winkler p.13). Children can be reached here with movement promotion at a crucial age, in which "fundamental attitudes to one's own body are formed and movement behavior is decisively influenced" (Winkler p.11).
This raises the question of what starting points and possibilities exist for kindergartens to design and implement physical activity promotion in such a way that it can contribute to the overall healthy development of children. For this purpose, the effects of changes in the living environment of children on their opportunities for movement and experience will be considered. Then the importance of movement for children's development will be explained. Against this background, consequences for goals and implementation requirements of physical activity promotion in kindergartens are developed. Finally, examples are given to show which starting points exist in kindergartens to implement physical activity promotion in such a way that it can promote the healthy development of children.
Table of contents
1. Introduction
2. Changed living and movement conditions of children
3. The importance of movement for child development
4. Consequences for goals and implementation requirements of physical activity promotion
5. Implementation possibilities and starting points of physical activity promotion in kindergarten
Conclusion
Bibliography
1. Introduction
For the implementation of physical activity promotion for children of preschool age, the institution kindergarten is particularly suitable. The majority of children between the age of three and six attend kindergarten and spend a significant part of the day here. Thus "for a high proportion of the 3-6 year olds the kindergarten forms an essential part of their living environment" (Winkler p.13). Children can be reached here with movement promotion at a decisive age, in which "basic attitudes towards one's own body are shaped and the movement behavior is decisively influenced" (Winkler p.11).
The question arises here as to which starting points and possibilities exist for kindergartens to design and implement the promotion of physical activity in such a way that it can contribute to a healthy overall development of the children. This question will be investigated at this point.
For this purpose, it is first considered what effects the changes in the living environment of children have on their ability to move and experience. In addition, it will be explained what significance the movement has for the development of children.
Against this background, consequences for the goals and implementation requirements of a promotion of physical activity in kindergarten are developed in order to finally show by way of example which starting points exist in kindergartens in order to implement physical activity promotion in such a way that it can promote a healthy development of the children.
2. Changed living and movement conditions of children
In the last decades there have been far-reaching changes in the living conditions of children (Breuer p.5). In the discussion about "changed childhood" reference is made to a variety of changes (Breuer p.7ff), which largely limit the possibilities of children to explore their environment and to appropriate it through active movement experiences and directly sensory perception.
So the increase of the road traffic and the densification of the development has led to the fact that it is hardly possible for children to play on the street or on places that are not separately intended for it (Walden/Schmitz p.127). Space-consuming movement is therefore usually only possible for children on playgrounds specially designed for this purpose. If these are available in the living environment, however, it is not possible for smaller children to use them without the accompaniment of the parents. The children's scope for action and their opportunities to explore their environment and actively "conquer" them are limited by this.
There has been a "shift of play from outside to inside" (Walden/Schmitz p.128) (verhäuslichung), which is intensified by the possibilities of media consumption. Media use is also already of great importance in the everyday life of preschool children (Walden/Schmitz 128). Media consumption means a limitation of physical activity (Breuer p.11) and leads to the fact that children are increasingly making "second-hand experiences" (mediatization of experiences, Walden/Schmitz p.129). The direct and sensual appropriation of the environment through independent action and experience is thereby pushed back (Breuer p.11).
Also the "islanding" (Walden/Schmitz p.126) of the habitat makes it more difficult for children to actively open up their environment and limits their possibilities of movement. The habitat of children no longer consists of a coherent whole, but is composed of "islands" which are scattered in a total space unknown to the children (Altenberger/Maurer p.54). Between these islands, children are usually chauffeured by car. Breuer speaks of passive mobility (p.9).
In addition, play contacts that promote movement rarely take place spontaneously and in "unorganized play contacts" (e.B. in the courtyard or on the street) (Breuer p.9). Since many children grow up without siblings, play contacts with other children often only take place after appointment and in planned periods of time (Breuer p.9). The times when children play with other children are thus regulated and limited.
The restriction of the space for spontaneous unorganized movement possibilities is countered by a trend towards the "exercise" of childhood (Rolff /Zimmermann p.113f). Many children take advantage of offers from sports clubs and other providers, so that movement usually takes place "guided and controlled" (p. 113). According to Rolff/ Zimmermann, sport is "an integral, sometimes even central part of modern childhood." (p. 114)
3. The importance of movement for child development
Movement and movement experiences are fundamental to the development of children. Exercise is not only a prerequisite for a healthy physical and motor development of children, but also an important aspect of their cognitive, emotional and social development. Movement is therefore an essential part of the overall personality development of the child (Winkler p.17).
3.1 Prerequisite of healthy physical development
Exercise is a prerequisite for the healthy physical development of children and their physical health (Walden/Schmitz p.40). Größing emphasizes the importance of the "versatile, regular and well-dosed movement stress" (p.149-152) in this context. Organ systems need the movement stimulus to develop according to age. Their performance depends largely on the nature and extent of their load. Exercise promotes, among other things, the development of a more powerful cardiovascular system, a stronger musculature and a more resilient passive musculoskeletal system (bones, tendons, ligaments). Movement also prevent postural damage. Lack of movement stimuli and experiences, on the other hand, lead to a "general limitation of the performance of the individual organ systems"" (Walden/Schmitz p.40) and a delayed motor development.
3.2 Experience of the material environment
The child makes contact with his material environment through movement and opens it up through movement actions (Pfeiffer p.83). In dealing with the objects and through sensual perception, the child gets to know their characteristics and nature, forms concepts and recognizes connections. The child "understands" in dealing with things how he can influence them with his movement actions and acquires the ability to act through this.
Especially in the first two years of life the acting, directly sensual handling of the material environment is important for the formation of cognitive structures (Pfeiffer p.83). Walden/ Schmitz (p.41) attach an essential importance to these opportunities of experience, even at preschool age, as a starting point for the acquisition of knowledge and the recognition of connections. They emphasize that even in preschool age, the cognitive development of the children can be promoted by enabling diverse movement experiences.
3.3 Experience of the social environment
Movement experiences are an important part of the child's social development (Zimmer 1991 p.19f). Movement activities usually take place in a group and therefore require interaction between the children. Interactive motion occasions therefore also require consultation and communication (Winkler p.19).
In these situations, the child can learn to coordinate his interests with the needs of other children, to negotiate rules together and to adhere to them. The need for cooperation in movement situations can open up the experience of community experiences for the child on the one hand.
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