This month’s post is written by Dr Jackie Musgrave, Associate Head of School (ECYS) for Learning and Teaching
A recent tweet from EdPsychEd (@EdPsychEd) has really made me wonder if we are losing sight of the importance of physical activity for very young children? The tweet reminds us that if a child appears to not be listening during lessons, it doesn’t mean that they are being disrespectful. The tweet goes on to say that children are often sensitive to internal and external influences that can impact on their ability to listen. Such influences include the possibility that a child may need a toilet break, or something to eat, or their clothes may be itchy, or they may need to get outside and move around. However, children are increasingly finding themselves in environments that constrict and/or restrict their opportunities and ability to move their bodies. For example, babies can spend a great deal of time in ‘containers’, in buggies, car seats, slings and highchairs.
Every September, many children are starting school for the first time, and in England some children will only just have celebrated their 4th birthday. If they have attended a pre-school nursery setting, they will go from an environment where they have relative freedom to move between activities, and in many nurseries, children are given the choice to move freely between the indoor and outdoor areas. As an Ofsted report stated, ‘We know that in the early years, a crucial part of preparing children for school is developing their muscular strength and dexterity. The best nurseries recognise this and encourage children to be busy and active’.(Ofsted 2018, p 270)
But once they are in ‘big’ school they are expected to sit for prolonged periods of time, either at tables or often for school assemblies, sitting on the floor with their legs crossed. This experience can be made even more uncomfortable by having to wear an unfamiliar school uniform; in addition, playtime and outdoor access is often limited and regimented.
So how do the changes in children’s lives and these restrictions affect their physical health? We are all aware of the ‘obesity epidemic’ and in part, this is attributed to reports and concerns about the overall reduction in children’s physical activity. However, physical activity is important for all areas of babies’ and children’s development and critically, it is also vital for children’s mental health.
The restrictions caused by the pandemic have had an impact on children’s physical activity and their development. For children who live in housing and within communities that are not conducive to supporting children to move freely, the restrictions have had a negative impact. Findings from another Ofsted report highlights that the impact has been more profound on children with special educational needs and disabilities (SEND).
It is imperative that we recognise that all adults have a shared responsibility to create environments that facilitate and enable children’s physical movement.
As a response to concerns about the need to support children’s physical development, the Open University, Public Health England and ActiveMatters have produced a free online course aimed at professionals and parents, here is the link https://www.futurelearn.com/courses/supporting-physical-development-early-childhood/2
References
Ofsted (2018) The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2017/18. Available from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/761606/29523_Ofsted_Annual_Report_2017-18_041218.pdf
Ofsted (October 2020) COVID-19 series: briefing on early years, October 2020 Evidence from research interviews with 208 registered early years providers and maintained nursery schools between 5 and 16 October. Available from COVID-19 series – briefing on early years – October 2020 (publishing.service.gov.uk) accessed 7 January 2021