The assessment of children’s physical development is possibly the least understood, comprehensive or effective area of learning.
Children’s physical growth is closely monitored, with nationally accepted measurement tools available to chart progress and identify issues. The factors that compromise growth are well known and organisations offer a range of support through medical, charitable or therapeutic channels.
Growth is visible and relatively simple to assess. Physical development, however, is essentially qualitative and requires different assessment tools, contributions from a range of interested parties and a variety of skills that must work together in order for meaningful conclusions to be reached.
Physical development informs, supports and underpins all other areas of learning and development. However, within the two-year-old check, there is little opportunity to link children’s physical development to other learning domains. It is primarily skill-based and related to the early learning goals (ELGs) that currently cover only gross and fine motor skills. These goals are narrow in scope and not aspirational. Parents and teachers are therefore unable to expand on the wider context of a child’s physical development. What do they most enjoy/dislike doing, inside/outdoors? What motivates them? What activities do the family enjoy? What’s their energy level?
Glen Russell, manager of Ore Church Mice Pre-School, Hastings, says, ‘Assessment runs the danger of becoming a tick-box exercise. The Characteristics of Effective Learning hold the key as they help me purposefully notice how children engage physically and what they’re motivated by. If you start with the creative/critical thinking displayed by children, you are much better placed to find out what motivates their bodies and what they’re most absorbed in. Observing what certain physical experiences children seek out is much more inspiring.’
The Ages & Stages 48 months Questionnaire is primarily used by health professionals to assess overall development. The range of physical skills included is narrow: six gross motor and six fine motor skills that again link closely to the physical development ELGs. However, this data is not shared with the Department for Education, so a significant opportunity to share information that may properly support physical development in an education context is missed.
Open University sports scientist Dr Ben Langdown suggests that ‘The Movement Assessment Battery for Children’, developed to screen children for movement difficulties in school, is a good assessment tool for identifying delays and planning appropriate interventions.
He says, ‘Video can be a useful tool to chart progress. But, you need to know what you are looking for and how to feed back to children. Children need to experiment with movement a lot. Let them work it out as much as possible.’
HOW TO GAIN PD ASSESSMENT MATERIAL
- Ensure physical development has an acknowledged ‘currency of worth’ in your setting. This will be reflected in the quality and quantity of observations and conversations, and the time children move during the day.
- Ensure that the importance of physical development as a prime area and significant component of daily practice is made obvious through wall displays, etc.
- Encourage awareness of the cultural capital present in physical development – what extra skills and interests may the children have, e.g. cooking/hairdressing/animal husbandry?
- Ensure inclusive practice in active sessions is recognised as essential by all children.
- Encourage active awareness of children’s physical development throughout the day, as they play, eat, get dressed, etc.
AS CHILDREN GROW AND DEVELOP
What you are looking for and why may change over time. Be flexible/adaptable and remember:
- Progress is rarely linear.
- Children’s bodies don’t really align to the adult experience of time/timetabling.
- Acknowledge that outside influences and experiences are increasingly important.
Consider what your physical development goals may include:
- Ensure that the foundation gross motor skills are securely in place. Children are confident/competent to use and adapt them to different challenges.
- Ball skills: are the basic skills in place? Are children beginning to enjoy playing in a team, scoring goals, passing, etc?
- Moving to music and enjoying more challenging rhythms and sequences/combinations, using different speeds and directions.
- Being still and mindful, appreciating bodily knowledge/self-care.
WHAT DO OUTSIDE PROVIDERS ASSESS?
External activity providers often deliver programmes that claim to ‘teach the goals’ to ensure that all children will reach an ‘expected’ level in physical development.
In contrast to the rigorous assessment of specific skills that children undergo in ballet and gymnastics, the Rambert dance company in its Rambert Grades programme for children includes assessment of communication, teamwork, generosity, effort, listening and enthusiasm – interesting additions indeed that early years teachers may consider.
HOW WOULD EARLY YEARS EXPERTS RESPOND?
While target-driven evaluations are now prominent, physical development must not be forced or rushed, and children should be afforded the time, space and opportunities to determine the pace and sequence in which skills emerge.
Consultant Helen Battelley says, ‘Observation is the key – meet them where they are and scaffold opportunities to move in a nurturing and supportive environment.’
She adds, ‘If the ASQ 48-month questionnaire were used consistently, made mandatory and included a comprehensive range of skills, I think it could be the basis for gaining very useful material prior to Reception year.’
MEETING IN THE MIDDLE?
What can we learn from outside providers, and them from us?
- We could be much more focused and aspirational in what and how we assess physical development. Children are capable of so much more than the ELGs suggest.
- We should be more aware of what physical activities children are engaging in elsewhere, what is being assessed and how.
- Outside providers clearly state their contribution to children’s lives other than physical strength and skills – are we fully aware of the wider impact our physical development opportunities may have on children?
- Outside providers should become more aware that progress in physical development can be multi-layered and is not always linear, or visible.
Formative and summative assessment in physical development
Formative assessment is a gauge of what children know/can do now and in this context is mainly based on observation. Observe children as they engage in daily activities with adults and peer groups inside and outdoors– enjoying self-directed play alone or in a group – with and without resources.
- What do we notice? What activities are they drawn to/avoid and why?
- How do our physical development observations fit into a wider developmental picture? Who do we ask for further information – children/parents/colleagues/wider agencies?
- What tools can we use to gain information – video/questionnaires/interviews/conversations?
- Acknowledge children’s use of ‘ipsative’ assessment in physical development, i.e. how they assess their own level of competence before aiming for a more fluent version of a particular skill.
Summative assessment is our conclusions about children’s overall skill levels.
- This will evolve from meaningful and comprehensive formative material and may also include information from other areas of the framework.
- Specific skills may be highlighted, but there should also be an overview of the factors that may inform individual physical development–including outside experiences.
- How we interpret material is informed by our personal experiences and knowledge. Scrutiny alongside colleagues and parents may be beneficial.
- How we respond should influence present, medium and long-term physical development provision. Appropriate time should be afforded for the meaning of observations to become clear.
PHOTOS Ore Church Mice Pre-School
