By: Elizabeth Watt

“Movement is life. It is in all we do on a daily basis…for children,

movement is also the natural learning medium. It is by which they explore the environment, learn how

it function and interact with it.”-Rosen, 1997

Prone-Hold head up Brings hands together Rolls over Sits with support Reaches for objects

Transfers objects Sits without support Experience Finger

Foods Pulls to standing

0-6 Mos. 6-12 Mos.

1-2 Years Walks steadily Runs Throws a ball Scribbles

2-3 Years Walks on line Alternates feet on stairs

Walks on tip toes

3-4 Years JumpThrow a ball overhead

Push, pull, steer wheeled toys

4-5 YearsWalk backwards to-heal

Jump forward 10 times without falling

Through my experiences in teaching, I have realized that structure and routine play an important role in my daily schedule and students’ success.

Consistency! As children become more aware and used to the activities in their schedule then they may become exited (Anticipatory Reaction).

Toys used daily should always be placed in consistent areas.

Music◦ Songs can help

children learn names of body parts and directions.

“I felt a lady bug”-Body Parts

“How many Hands?”-Body Parts

“Head and Shoulders”-Body Parts

“A tapping with your cane”-Directions

“Simon Says” – Directions and Body Parts

Explore InvestigateDiscoverExperience

Listening Play Cane Play

◦ Familiarize with feeling◦ Feels different when it

makes contact with different objects

Texture Play◦ Make boxes with similar

textures in them Pointing Play

From Adults…

Parents Caregivers Professionals

Encouragement & Praise

From Objects themselves…

Sounds Smells Different Textures Encouraging

environment set-up

Anonymous, (2012). Gross motor skills for 36-48 & 48-60 moth olds. Retrieved from http://www.earlyinterventionsupport.com/development/grossmotor/48-60months.aspx

Anonymous, (2012). Orientation and Mobility for Babies. Retrieved from http://www.wonderbaby.org/articles/orientation-mobility-babies

Ihsen, E., Troester, H., & Brambring, M. (2010). The role of sound in encouraging infants with congenital blindness to reach for objects. Journal of Visual Impairment & Blindness, 104(8) 478-488.

Rosen, S. (1997). In Blasch, Weirner, & Welch (Eds.) Foundations of Orientation and Mobility, second edition (p. 170-199) New York: AFB Press.

Shier, S. (1985). The roots of orientation and mobility: Birth to three years. Retrieved from http://www.tsbvi.edu/orientation-a-mobility/3229-the-roots-of-orientation-and-mobility-birth-to-three-years

Wood, M. (n.a.) Using routines in orientation and mobility lessons to encourage purposeful movement with infants and toddlers. Retrieved from http://www.tsbvi.edu/resources/3305-using-routines-in-orientation-and-mobility-lessons-to-encourage-purposeful-movement-with-infants-and-toddlers