ICSE Early Years Physical Activity Faciliator 10

A Textbook of
10
ICSE
Early Years Physical

Activity Facilitator
Vocational Education | CODE 75
Dr DS Yadav
Secondary Stage
In Accordance with
NCF 2023
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A Textbook of
10 ICse

Vocational Education | Code 75
Dr DS Yadav
MA, MEd, MPEd, MPhil (Physical Education), PhD,
Senior Lecturer, DIET (SCERT), Delhi
Anjna Virmani
Shalini Harisukh
Part A: Employability Skills

Part B: Subject Specific Skills
Part C: Practical Manual
Part D: Project Work
Brothers Education
A House of ICSE Books
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Published by:
Brothers Education
9, Daryaganj, New Delhi-110002
Phone: 011-43776600
Website: www.brotherseducation.in
E-mail: [email protected]
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Preface
In this book, we embark on a journey into the realm of early childhood education and the vital
role of an activity trainer dedicated to fostering the holistic development of young minds. As we
delve into the pages ahead, we explore the nuanced and impactful world of engaging activities
designed specifically for early years children.
The role of an early years children’s activity trainer is not merely about organizing play; it is
a profound commitment to nurturing the cognitive, emotional, and physical well-being of
our youngest learners. This book is crafted for those dedicated individuals who recognize the
significance of the early years in shaping a child’s future and who seek to provide purposeful,
enjoyable, and developmentally appropriate activities.
Besides we will unravel the principles that underpin effective engagement, delve into age-
appropriate methodologies, and discover how to create a dynamic and inclusive learning
environment. From fostering creativity to developing social skills, this book aims to equip activity
trainers with the insights and tools necessary to make a lasting impact on the formative years of
the children they serve.
As we embark on this exploration, we acknowledge the profound influence that a well-designed
and thoughtfully executed early childhood activity program can have on a child’s growth. It is
our hope that this book serves as a valuable resource for those dedicated to sculpting a positive
and enriching foundation for the future of our little ones.
— Dr. Davender Singh Yadav
(iii)
7. Parental communication: Notify parents or guardians promptly in the event of an emergency incident.
Keep parents informed of the situation and any actions taken.
8. Documentation and Reporting: Document all details of the incident, actions taken, and any follow-up
procedures. Also ensure compliance with any legal reporting requirements.
9. Post-incident Support: Offer emotional support to children and staff members involved in the incident and
conduct a debriefing session with staff to discuss the incident, lessons learned, and areas for improvement.
10. continuous improvement: Regularly review and update emergency procedures based on lessons learned and
feedback. Provide ongoing training to staff members to enhance their preparedness for emergency situations.
By implementing these comprehensive conflict resolution and emergency incident management strategies,
INSIDE THE BOOK

Early Years Physical Activity Facilitators can create a safe and secure environment for participants. Proactive
measures, effective communication, and continuous improvement contribute to the overall success of the
program and the well-being of the children involved.
cPR (cardiopulmonary Resuscitation)
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CPR stands for Cardiopulmonary Resuscitation, which is an emergency procedure performed to manually
\ 16-Feb-2024 Bhandari Proof-2 Reader’s Sign _______________________ Date __________ preserve brain function by maintaining blood circulation and breathing in someone who is in cardiac arrest
or experiencing respiratory failure.
The CPR process involves the following steps:
1. assess the Situation: Check for responsiveness by gently shaking the person and asking if they are okay.
Learning Resources
Look for signs of breathing or movement.
2. check – a,B.c
A – Airways
B – Breathing C – Circulation
3. open the airway: Carefully tilt the person's head back and lift their chin to open the airway.
Role and Responsibilities 4. check for Breathing: Look, listen, and feel for signs of normal breathing. If the person is not breathing or
Learning Outcomes
1 of Early Years Physical
only gasping, proceed with CPR.
At a Glance
5. Begin chest compressions: Place the heel of one hand on the center of the person's chest, then place the
Students
Activitybe
will able to know about
Facilitator This section provides summary of
other hand on top. Interlock fingers and position yourself directly above the person's chest. Push hard and
fast, aiming for a rate of about 100-120 compressions per minute.
the chapter.
6. Provide Rescue Breaths: After 30 chest compressions, tilt the person's head back again, pinch their nose
shut, and give two rescue breaths. Each breath should make the chest rise.
7. continue cPR: Repeat cycles of 30 chest compressions and 2 rescue breaths until emergency medical help
arrives or the person starts breathing normally.
Learning OutcOmes
1.1 Roles and Responsibilities of a Physical Activity Facilitator Summary

1.2 Various Activities to be Conducted by the Physical Activity Facilitator Y Lead and organize age-appropriate physical activities, ensure safety, promote active engagement, adapt activities for
diverse needs, and foster a positive learning environment.
Introduction
Y Timely documentation, organized scheduling, and gathering feedback to enhance program effectiveness and ensure
Y Plan and implement structured physical activities, assess children's motor skills, collaborate with educators and parents,
and promote health and wellness.
Trends in physical
regulatory educationwhile
compliance have evolved recently
maximizing thetoquality
include ofmore activities
care outside traditional
and learning experiences.sports. Early exposure Y Patience, enthusiasm, creativity, adaptability, communication skills, empathy, and a passion for promoting physical
fitness and overall well-being in children.
Yto sports
Involveslikeswift,
football, basketball,
calm, bowling, walking,
and appropriate actionsand hiking can
to ensure thesupport in the
safety and development
well-being of healthy
of the children,exercise
addressing conflicts Tailoring activities and instructions to accommodate the number of children present and their varying levels of skill,
Glossary
Y
habits in children that will last up to adulthood. Numerous physical benefits, including improved cardiovascular and
sensitively and providing immediate medical assistance when necessary. ensuring engagement and learning are optimized.
muscular endurance, have been demonstrated by studies including physical activity. Additionally, it has psychological Y Conducting regular inspections of the environment to identify and mitigate potential hazards, ensuring the safety and
Y Involves swiftly and calmly addressing any disputes, disagreements, or challenges that arise while prioritizing the safety,
This section contains definitions
advantages that include enhancing mood, awareness, focus, and general mental health. Students of any age can well-being of the children.
well-being,
learn it, makingand needsfor
it perfect of age
the and
children, implementing
ability-mixed appropriate
classes. Educating strategies
people to de-escalate
in nontraditional tensions
sports and maintain order
can inspire Y Actively listening to their concerns, providing clear and concise answers to their questions, and offering reassurance
theinstudents
potentially stressful circumstances. and support to ensure their confidence in the care and education provided for their children.
of important terms.
YAccording
to accomplish
Applyingtochestresearch,
their tasks and can help children learn about various cultures.
compressions
Exercise and and rescue
brain breaths
growth to restore
are positively breathingMany
correlated. and individuals
circulationconsider
in the event
physicalof cardiac arrest,
Y Setting clear expectations and boundaries through age-appropriate language and consistent reinforcement to promote
a safe, respectful, and cooperative environment conducive to learning and social development.
aiming to
education sustain
a game or life until professional
an exercise. medical
Physical game help arrives.
or activity only makes up a portion of the physical education
curriculum, but exercise or gaming is the essential basis of a good programme for physical education.
26 Physical Activity Trainer—X
In the high-tech world of today, effective physical education is crucial to children’s physical development and ability
Glossary
to combat a sedentary lifestyle. Through physical education, students get the information, abilities, appropriate
Sample
attitudes, and values necessary to pursue a physically active and healthy lifestyle throughout their lives. Additionally,
Practical Work
1. academic achievement : The degree to which a teacher, student, or institution has fulfilled their immediate or
it gives children a way to express themselves via movement and physical exercise.
long-term learning objectives
A physical activity facilitator is often referred to as a physical education teacher, in a K–-12 classroom, teachers are
2. adherefor instructing children in: sports,
responsible Structure Plan-
fitness, andAny jurisdiction's
health. structural
They are trained plan will
teachers. often
They playhave
a vitala textual
role component Practical learning helps students
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in using physical education to teach pupils about health
accompanied byand fitness,
'plans,' whether
maps, theydrawings,
photos, work in kindergarten,
tables, and primary,
diagrams. another in a
secondary, or senior secondary school. professional
Teachers mustsituation
adhere to the age-appropriate developmental
is known as professional etiquette. criteria even learn more
though they are free to be creative with the activities. Physical skill acquisition follows a planned process that
3. assessment
progresses : The age
from basic abilities at a younger action or an instanceabilities
to sports-specific of making
at an aolder
judgment
age. about something
4. Back
The purpose Ward roll education is: toAttempt
of physical provideto rockstudent
every back. Take a squat
with the means to to
begin. Withtheir
improve yourphysical
palms facing
health. up towards the Practical eXerciSe
Students can get both a strong conceptual ceiling, hold yourofhands
understanding healthclose to your
and fitness andbody. They
practical oughtintothese
abilities be shoulder-height.
areas.
Students can study and develop physically,
5. Brainstorming socially, and
: A technique formentally in a supportive
solving problems and secure
in groups calledschool environment.
brainstorming A the impromptu
entails Practical Part
physical education teacher's job is to provide the students with a variety of games and exercises that are appropriate The role of a physical activity trainer for early years children is multifaceted, focusing on facilitating engaging and
sharing of original concepts and solutions. considered physical exercise.
for their developmental stage. He or she has special duties that include directing, advising, and inspiring children developmentally appropriate physical activities that promote holistic growth and well-being. As a trainer, one must
6. engage
to constructive
in physicalcriticism
activity at home.: Feedback techniques
Students might be givensuch as constructive
simple exercises and criticism provide
assignments to precise,
completedoable
at suggestions possess a deep understanding of early childhood development principles and design activities that foster gross
home that require minimal monitoring.for development and adjustment. motor skills, coordination, balance, and social interaction. Creating a safe and inclusive environment is paramount,
Furthermore, the role of a physical :activity facilitator includesreduction
not just instructing students but ensuring that each child feels supported and encouraged to participate at their own pace. Through playful and
7. cooling Down A steady, progressive in activity intensity, suchalso involving
as going from a strong run creative approaches, physical activity trainers inspire a love for movement and lay the foundation for lifelong habits
coworkers, parents, and the community in health and wellness initiatives.
to an easy jog to a brisk stroll, is an efficient cool-down after exercise. of health and fitness in young learners.
8. Dribbling : In sports, dribbling is manoeuvring a ball by one player while moving in a given UNIT-1
9
direction, Fostering discipline in early years students involves positive reinforcement and clear rule enforcement, promoting
9. Drill : Exercises and drills measure and assess a person's reaction to a certain situation. respect and responsibility. Mass drills offer efficiency and teamwork benefits but may limit creativity and individual
attention. Identifying sports talent early enables tailored development opportunities, boosting confidence and
10. effective communication : Effective communication is the process of exchanging ideas, thoughts, opinions, motivation, yet care must be taken to avoid undue pressure on young children, prioritizing their enjoyment and
knowledge, and data so that the message is received and understood with clarity and well-being.
purpose. 1.1.1 Methods of Discipline inculcation in early years students:
11. effective teaching : Knowledge, techniques, procedures, and behaviours that produce positive student Discipline inculcation in early years students is crucial for their development and growth. Here are some effective
outcomes are the foundation of effective teaching. methods:
1. Consistent Routine: Establishing a predictable routine helps young students understand expectations and
12. elimination : Elimination is the process of getting rid of something, whether it's waste, errors, or boundaries. Consistency in schedule for activities like playtime, study time, and meals aids in teaching self-
the competition discipline.
2. Positive Reinforcement: Acknowledge and reward good behavior with praise, stickers, or small treats. Positive
13. etiquette : The rules of polite and correct behavior
reinforcement encourages students to repeat desirable actions.
14. Facilitation : The skill of effectively guiding a group of people through meetings, planning sessions, 3. Clear Expectations: Clearly communicate rules and expectations using age-appropriate language. Make sure
or training sessions in order to accomplish a certain objective is known as facilitation. students
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4. Modeling Behavior: Teachers and caregivers should model the behavior they expect from students. Children
15. Facility Risk : This includes the risk of anything that can disrupt your use of a facility often learn by observing adults, so demonstrating patience, respect, and responsibility sets a good example.
16. Forward roll : A gymnastic exercise in which a person tucks their head down and rolls their body 5. Redirecting Behavior: When a child exhibits undesirable behavior, gently redirect their attention to a more
in a forward circle on the floor."S/he went into a forward roll as he landed" appropriate activity or behavior without shaming or blaming.
6. Logical Consequences: Allow natural or logical consequences to occur when appropriate. For example, if
17. Group Process : The term "group process" describes the way members of an organisation collaborate SamPle ProjectS
a child refuses to share a toy, they may lose the privilege of playing with it for a short time.
to complete tasks. 7. Time-Outs: Time-outs can be used sparingly for calming down and reflecting on behavior. It's important to
ensure time-outs are brief, age-appropriate, and Project followed by discussion and reconciliation.
8. Collaborative Problem-Solving: Encourage students to express their feelings and concerns and involve
Role and Responsibilities of Early Years Physical Activity Facilitator 27 them in finding solutions to conflicts or issues.
toPic: This fosters
conduct Schoola sense of responsibility and ownership of their
assembly
behavior.
Outcomes
9. Social of Project: Teach social skills such as empathy, cooperation, and conflict resolution through
Skills Development:
• Planning
role-playing, a School Assembly
storytelling, and group activities. • Tasks Before the Assembly
• Task During the Day of Assembly • Tasks After the Assembly
Sample
10. Parental Involvement: Maintain open communication with parents or caregivers to ensure consistency
• Conclusion
between home and school environments. Share strategies and collaborate on reinforcing positive behavior.
Project Work 104 Planning a School

Physical Activity Assembly
Trainer—X
It helps the students work outside

the classroom environment while
improving their practical skills.
A school assembly serves as a pivotal gathering where students and teachers convene in one space to collectively
engage in various activities aimed at fostering a sense of community, sharing pertinent information, making
announcements, and celebrating achievements. It's a momentous occasion that requires careful planning and
execution to ensure its effectiveness and impact on the school community.
The school assembly serves as a versatile platform that can be utilized for a myriad of purposes, enriching the
educational experience and fostering a sense of unity within the school community. Here's a more detailed
breakdown of its potential uses:
1. Showcasing Talents: The assembly provides an opportunity for students or groups of students to showcase
their talents through various forms of expression such as drama, skits, debates, or declamations. These
performances not only entertain but also help students develop self-confidence, improve their communication
skills, and establish connections with their peers.
(iv) 2. Reinforcing Code of Conduct: It serves as a forum to express and reinforce the code of conduct expected
from both teachers and students. Through speeches, presentations, or discussions, the assembly reinforces
the values and expectations of behaviour within the school community, promoting a positive and respectful
environment.
Project 121
4. How is effective communication helpful in dealing customers/parents?

5. Write any two Etiquette Guidelines which were established by facilitator.
6. What is conflict resolution?
7. Write any two Emergency Incident Management.
8. How is post incident support a part emergency incident management?
Assessment Tools 9. What do you understand by facilitation?

10. Name the various activities which can be conducted by the physical activity facilitator.
11. What are the rules and regulations and etiquette guidelines?
C. Long Answer Type Questions (4 Marks)
Exercise
1. Write the qualities of a facilitator.
2. Explain the job description of a facilitator. Activity
It contains a variety of questions to assess the 3.
4.
It provides an activity to the students allowing
Describe the responsibilities of facilitator.
How does a facilitator alter the programme to meet the participant’s turnout and skill level?
concepts taught in the unit/chapter. 5. them to research and learn new things.
How does a facilitator check the risk management for arranging facility and equipment?
6. Explain any five etiquette guidelines established by facilitator.
7. Pre-programme planning is a part of administrative paper work plan. Discuss.
Exercises
Activities
CBSE Textbook Questions with Answers
1. Prepare a fun activity for early-stage children.
A. Subject Questions. 2. Design an activity to develop passing /throwing skills for early-stage children.
1. What is the code and conduct for a physical activity facilitator? 3. Prepare a schedule for any theme-based event /assembly of 30-40 minutes.
Ans. The code of conduct for a physical activity facilitator for early years children involves promoting safety, inclusivity,
and positive engagement, while adhering to professional standards and ethical practices to ensure a supportive
and enriching environment for children's physical development.
2. What is personal and professional etiquette?
Suggested Activities
Ans. Personal and professional etiquette for early years children involves demonstrating kindness, patience, and respect, 1. Discuss the methods of discipline inculcation in students.
while maintaining appropriate boundaries and professionalism to foster a nurturing and supportive environment 2. Hold a group discussion on pros and cons of mass drill.
conducive to children's growth and development.
3. List at least three points this that indicate that a physical activity facilitator collaborate with school staff parents
Additional Questions with Answers
3. Discuss on the importance of talent identification in sports.
and the community
Ans. (i) Communication: Regular communication with school staff, parents, and the community to share updates
It contains MCQs, Fill in the blanks to test and
on physical activity programs, discuss children's progress, and address any concerns or feedback.
(ii) Coordination: Collaborating with school staff, parents, and community members to organize events,
improve their mental dexterity.
workshops, or initiatives that promote physical activity and involve various stakeholders in supporting
children's well-being.
(iii) Resource Sharing: Sharing resources, such as educational materials, equipment, or expertise, with school
staff, parents, and community partners to enhance the quality and effectiveness of physical activity programs
for early years children.
4. List at least five points that indicate that a physical activity facilitator nurture each student’s cognitive physical, Additional Questions with Answers
emotional and social development.
Ans. (i) Individualized Instruction: Tailoring physical activities to each child's cognitive, physical, emotional, and
A. Choose the correct option. (1 Mark)
social abilities, ensuring inclusive participation and personalized learning experiences.
(ii) Encouraging Exploration: Providing opportunities for children to explore various movements, challenges, 1. Job Description of an Early Years Physical Activity Facilitator
and sensations, fostering cognitive development through problem-solving and decision-making. (a) Make a Structure Plan (b) Make a Schedule
(iii) Emotional Support: Offering positive reinforcement, encouragement, and empathetic guidance during Role and Responsibilities of Early Years Physical Activity Facilitator 31
(c) Lead and Manage the Event (d) All of above
physical activities to promote emotional resilience, self-confidence, and self-regulation.
2. Qualities of Good Facilitator
(iv) Social Interaction: Facilitating group activities and cooperative games that encourage teamwork,
(a) Create an Environment for learning (b) Professional Etiquette,
communication, and conflict resolution skills, fostering social development and peer relationships.
(v) Safety and Well-being: Prioritizing safety measures and providing a supportive environment where children (c) a and b (d) Pledge to himself
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Activity Trainer-10_(01-02-2024)\Open enabling them to engage fully in physical activities and explore their
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3. Which activities are to be conducted by facilitators
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potential. (a) Athletics event (b) Free Play
5. Explain the scope of work of a physical activity facilitator.
(c) Combative (d) None of these
Ans. The scope of work for a physical activity facilitator for early years children involves designing and implementing
age-appropriate movement experiences, promoting physical literacy, fostering social interaction, ensuring safety, 4. Which activity will you include for warming up exercise-
and collaborating with stakeholders to support holistic development. (a) Jogging (b) Jumping
C. Long Answer Type
C. Long Questions.
Answer Type Questions. (4 Marks) (4 Marks)
(c) Whole body exercise (d) All of above
1. Explain the
1. process
Explainoftheinventory
process ofmanagement.
inventoryRolemanagement.
and Responsibilities of Early Years Physical Activity Facilitator 29
5. Set shot is related to
2. While estimation
2. Whilethe what should
estimation the be
whatkept in mind?
should Discuss.
be kept in mind? Discuss.
(a) Volley ball (b) Basketball
3. Describe3.is detail importance
Describe is detailofimportance
periodic inventory
of periodicchecks.
inventory checks.
(c) a and b (d) a and c
4. How optimizing
4. Howlearning opportunities
optimizing is a part of periodic
learning opportunities is a partinventory
of periodic checks?
inventory checks?
6. Dribbling is related to
5. How Budgeting
5. Howand resource and
Budgeting planning is important
resource planning in inventory check?
is important in inventory check? (a) Basket ball (b) Volleyball
6. Explain any
6. four specific
Explain process
any four of maintain
specific processinventory.
of maintain inventory.
(c) Athletics (d) All of above
7. Explain the
7. Monetary
Explain thereport on equipment
Monetary report onpurchase
equipment andpurchase
repaired.and repaired.
7. How much time should be given to warming up
(a) 7-8 minutes (b) 10-20 minutes
(c) 5-6 minutes (d) 2-3 minutes
8. Risk management checks on the facility and equipment is
Suggested Activities Activities Activities (a) Facility Assessment

(c) Both (a) and (b)
(b) Age-Appropriate Materials
(d) None of these
1. It enhances
Prepare estimation
1. Preparefor
soft
purchasing
estimation
skills
fornew
and
sports equipment.
purchasing
extra talent of
new sports equipment.
9. Question & Answer Sessions by the Facilitator is related to:
2. students
Conduct a group
2. Conduct in aondiscussion
discussion
a group practical way.
factors influencing
on factors the selectionthe
influencing of props andofequipment.
selection props and equipment.
(a) Dealing with customers/Parents
(c) a and b
(b) Teacher and student
(d) None of these
3. Go to the3.sports
Go toroom and record
the sports roomtheandavailability
record theofavailability
the following props
of the and their
following specification.
props Discuss on the
and their specification. Discuss on the
Answers:
list preparedlist
and find outand
prepared the props tothe
find out be procured
props to bebyprocured
the school.by the school. 1. (d) All of above 2. (c) (a) and (b)
3. (b) Free Play 4. (d) All of above
5. (b) Basketball 6. (a) Basket ball
Suggested Activities 7. (a) 7-8 minutes 8. (c) Both (a) and (b)
9. (c) Both (a) and (b)
1. Write a paragraph
1. Write aabout importance
paragraph about of listing theof
importance equipment.
listing the equipment. B. Short Answer Type Questions (2 Marks)
2. Prepare a2.flow chart on
Prepare the chart
a flow stepson
of listing theof
the steps equipment.
listing the equipment. 1. Explain the term ‘Facilitators’.
3. Prepare a3.report of equipment
Prepare a report ofin school sports
equipment store room.
in school sports store room. 2. Describe any two responsibilities of facilitators.
4. Prepare a4.report of sports
Prepare equipment.
a report of sports equipment. 3. Write any two qualities of facilitator.
30 Physical Activity Trainer—X
(v)
102 Physical102
Activity Trainer—X
Physical Activity Trainer—X
Syllabus
COURSE STRUCTURE:
PART I: THEORY–100 MARKS
Employability Skills–30 Marks
Unit 1 : Communication Skills—II
Unit 2 : Self-Management Skills—II
Unit 3 : Basic Information and Communication Technology Skills—II
Unit 4 : Entrepreneurial Skills—II
Unit 5 : Green Skills—II
Vocational Skills–70 Marks
Unit 6: Roles and Responsibilities of Early Years Physical Activity Facilitator
Unit 7: Assessment and Evaluation of Students
Unit 8: Free Play
Unit 9: Monitoring and Inventory Management
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work – 70 Marks
Practical Examination–40 Marks
Practical File–10 Marks
Viva Voce (based on Practical Examination/File)–20 Marks
Project Work–30 Marks
Report of Field Visit/Project–10 Marks
Student Portfolio–10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project)–10 Marks
PART I: THEORY–100 MARKS
Employability Skills
Unit–1: Communication Skills–II
Learning Outcome 1.1: Demonstrate knowledge of various methods of communication
Theory PRACTICAL
1. Methods of communication: • Writing pros and cons of written, verbal, and non-verbal communication
(i) Verbal (ii) Non-verbal (iii) Visual • Listing dos and don’ts for avoiding common body language mistakes
Learning Outcome 1.2: Provide descriptive and specific feedback

Theory PRACTICAL
1. Communication cycle and importance of feedback • Constructing sentences for providing descriptive and specific feedback
2. Meaning and importance of feedback
3. Descriptive feedback–written comments or conversations
4. Specific and non-specific feedback
(vi)
Learning Outcome 1.3: Apply measures to overcome barriers in communication

Theory PRACTICAL
1. Barriers to effective communication–types and factors • Enlisting barriers to effective communication
2. Measures to overcome barriers in effective communication • Applying measures to overcome barriers in communication
Learning Outcome 1.4: Apply principles of communication

Theory PRACTICAL
1. Principles of effective communication • Constructing sentences that convey all facts required by the receiver
2. 7Cs of effective communication • Expressing in a manner that shows respect to the receiver of the
message
• Exercises and games on applying 7Cs of effective communication
Learning Outcome 1.5: Demonstrate basic writing skills

Theory PRACTICAL
1. Writing skills related to the following: • Demonstration and practice of writing sentences and paragraphs on
(i) Sentence (ii) Phrase (iii) Kinds of Sentences topics related to the subject
(iv) Parts of Sentence (v) Parts of Speech
(vi) Articles (vii) Construction of a paragraph
Unit–2: Self-Management Skills–II

Learning Outcome 2.1: Apply stress management techniques
Theory PRACTICAL
1. Meaning and importance of stress management • Exercises on stress management techniques – yoga, meditation, physical
2. Stress management techniques–physical exercise, yoga, meditation exercises
3. Enjoying going to vacations and holidays with family and friends • Preparing a write-up on an essay on experiences during a holiday trip
4. Taking nature walks
Learning Outcome 2.2: Demonstrate the ability to work independently

Theory PRACTICAL
1. Importance of the ability to work independently • Demonstration on working independently on goals
2. Describe the types of self-awareness • Planning of an activity
3. Describe the meaning of self-motivation and self-regulation • Executing tasks in a specific period, with no help or directives
• Demonstration on the qualities required for working independently
Unit–3: Basic Information and Communication Technology Skills–II

Learning Outcome 3.1: Distinguish between different operating systems
Theory PRACTICAL
1. Classes of operating systems • Identification of taskbar, icons, menu, etc.
2. Menu, icons, and taskbar on the desktop • Demonstration and practice of creating, renaming, and deleting files
3. File concept, file operations, file organization, directory structures, and and folders, saving files in folders and sub-folders, restoring files and
file-system structures folders from recycle bin
4. Creating and managing files and folders
Learning Outcome 3.2: Apply basic skills for care and maintenance of computer
Theory PRACTICAL
1. Importance and need of care and maintenance of a computer • Demonstration of the procedures to be followed for cleaning, care and
2. Cleaning computer components maintenance of hardware and software
3. Preparing maintenance schedule
4. Protecting computer against viruses
5. Scanning and cleaning viruses and removing SPAM files,
temporary files, and folders
(vii)
Unit–4: Entrepreneurial Skills–II

Learning Outcome 4.1: List the characteristics of a successful entrepreneur
Theory PRACTICAL
1. Entrepreneurship and society • Writing a note on entrepreneurship as a career option
2. Qualities and functions of an entrepreneur • Collecting success stories of first generation and local entrepreneurs
3. Role and importance of an entrepreneur • Listing the entrepreneurial qualities–analysis of strength and
4. Myth about entrepreneurship weaknesses
5. Entrepreneurship as a career option • Group discussion of self-qualities that students feel are needed to
become successful entrepreneurs
• Collect information and related data for a business
• Making a plan in team for setting up a business
Unit–5: Green Skills – II

Learning Outcome 5.1: Demonstrate the knowledge of importance, problems and solutions related to sustainable development
Theory PRACTICAL
1. Definition of sustainable development • Identify the problem related to sustainable development in the
2. Importance of sustainable development community
3. Problems related to sustainable development • Group discussion on the importance of respecting and conserving
indigenous knowledge and cultural heritage
• Discussion on the responsibilities and benefits of environmental
citizenship, including the conservation and protection of environmental
values
• Preparing models on rainwater harvesting, drip/sprinkler irrigation,
vermin-compost, solar energy, solar cooker, etc.
Vocational Skills
Unit-6: Roles and Responsibilities of Early Years Physical Activity Facilitator
Learning Outcome 6.1: Identify roles and responsibilities of a physical activity facilitator
THEORY PRACTICAL
1. Job description of an Early Years Physical Activity Facilitator • Discussion on the methods of inculcating discipline in students
2. Qualities of a good teacher • Group discussion on pros and cons of mass drill
• Discussion on the importance of talent identification in sports
Learning Outcome 6.2: Describe the various activities to be conducted by the physical activity facilitator
THEORY PRACTICAL
1. Conducting basketball and volleyball skill development
sessions
2. Altering the programs to meet the participant turn-out and
skill level
3. Arranging facilities and equipment for performing risk
management checks on the facility
4. Dealing with customers and answering questions
5. Established rules and regulations and etiquette guidelines
6. Ensuring the completion of all administrative paperwork
activity plans, and participant feedback
7. Responding to situations requiring conflict resolution and
emergency incidents, including first aid or CPR
Unit-7: Assessment and Evaluation of Students
Learning Outcome 7.1: Describe the various types and tools of assessment
THEORY PRACTICAL
1. Meaning of assessment and evaluation • Prepare a chart on the difference between assessment and
2. Diagnostic assessment evaluation
3. Skill assessment • Classroom discussion on which of the assessments is better–
4. Assessment tools and processes formative or summative
(viii)
Learning Outcome 7.2: Prepare assessment report and provide feedback

THEORY PRACTICAL
1. Preparation of report • Slide presentation on steps of report preparation and feedback
(i) Information identification
(ii) Analysis of report
(iii) Conclusion and recommendation
(iv) Revise your report
(v) Providing feedback
2. Steps of documenting feedback
(i) Objectives of feedback
Unit-8: Free play
Learning Outcome 8.1: Describe the importance and purpose of free play
THEORY PRACTICAL
1. Free play • Write a paragraph on importance of free play in student’s life
2. Components of free play • Make a chart of factors influencing free play
3. Importance of free play in student’s life
4. Factors influencing recreational activities
Learning Outcome 8.2: Organize free play activities

THEORY PRACTICAL
1. Objective of activity • Group discussion on importance of categorization and grouping
2. Selection of suitable free play activity in recreational activities
3. Categorisation and division of groups • Prepare a speech on equipment selection in free play activity
4. Area selection
5. Equipment selection
6. Organisation of free play activities
Learning Outcome 8.3: Demonstrate the knowledge of rehabilitation through free play
THEORY PRACTICAL
1. Role of free play in rehabilitation • Prepare a pie chart on rehabilitation through free play
2. Heterogeneous to homogeneous group
3. Selection of suitable free play activity
4. Session timing and timetable
5. Recording data of each session
Unit-9: Monitoring and Inventory Management
Learning Outcome 9.1: Describe the process of inventory management

THEORY PRACTICAL
1. Importance of periodic inventory check • Write a paragraph about importance of listing the equipment
2. Process of maintaining inventory • Prepare a flowchart on the steps of listing the equipment
Learning Outcome 9.2: Manage props and equipment

THEORY PRACTICAL
1. Report of listed equipment • Prepare a report of equipment in school sports storeroom
2. Estimation of fund for new equipment • Prepare a report of sports equipment
3. Estimation of money for repair of equipment
4. Monetary report of equipment purchased and repaired
(ix)
Contents
Part A Employability Skills

Unit 1: Communication Skills-II��13-40
 Communication�� 15
 Learning Objectives of Effective Communication�� 15
 Communication Cycle�� 16
 Different Methods of Communication�� 17
 Impact of Body Language�� 22
 Feedback�� 23
 Effective Communication�� 25
 Principles of Effective Communication�� 25
 7Cs of Effective Communication�� 26
 Barriers to Effective Communication�� 27
 Measures to Overcome Barriers in Effective Communication�� 28
 Basic Writing Skills�� 28
 What is a Sentence?�� 29
 Parts of Speech�� 31
 Use of Articles�� 32
Unit 2: Self-Management Skills-II�� 41-54

 What is Stress?�� 41
 Stress Causing Agents�� 42
 What is Stress Management?�� 42
 Need of Stress Management�� 42
 Steps to Manage Stress �� 43
 Stress Management Techniques �� 43
 Working Independently�� 45
 How to Become Self-Reliant�� 46
 Time Management and Its Importance�� 49
Unit 3: ICT Skills-II��55-76

 Computer System Introduction�� 55
 Operating System�� 56
 Windows 10 Operating System�� 57
 What is a File?�� 59
 What is a Folder?�� 60
(x)
 Creating and Managing Files and Folders�� 60

 Computer Care and Maintenance�� 62
 Cleaning Computer Components�� 63
 Preparing Maintenance Schedule�� 64
 Creating a Backup of Your Data�� 65
 Increasing Computer Performance�� 65
 Removing Spam Email from Your Computer�� 66
 Protecting Computer against Viruses�� 66
 Protecting Your Data�� 68
 What are Temporary Files?�� 68
Unit 4: Entrepreneurial Skills-II��77-90

 Entrepreneurship and Society�� 77
 Work Done by an Entrepreneur�� 79
 Qualities of an Entrepreneur�� 80
 Functions of an Entrepreneur�� 81
 Role of an Entrepreneur�� 83
 Importance of Entrepreneurs�� 83
 Myths/Misconceptions about Entrepreneurship�� 84

 Entrepreneurship as a Career Option�� 84
Unit 5: Green Skills-II��91-100

 What is Sustainable Development?�� 91
 Importance of Sustainable Development�� 92
 Problems Related to Sustainable Development�� 92
 Challenges to Sustainable Development�� 92
 Green Skills�� 93
 Sustainable Development Goals—Agenda 2030�� 93
 Sustainable Development Initiatives in India�� 95
 Our Role in Sustainable Development�� 95
Part B Early Years Physical Activity Facilitator

Unit-1: Role and Responsibilities of Early Years Physical Activity Facilitator.....................103-125
1.1 Roles and Responsibilities of a Physical Activity Facilitator ................................................................ 104
1.2 Various Activities to be Conducted by the Physical Activity Facilitator................................................ 106
Unit-2: Assessment and Evaluation of Students...............................................................126-150

2.1 Various Types and Tools of Assessment................................................................................................ 136
2.2 Assesssment Report and Feedback........................................................................................................ 139
(xi)
Unit-3: Free Play ..............................................................................................................151-177

3.1 Organise Free Play Activities.................................................................................................................... 156
3.2 Rehabilitation Through Free Play............................................................................................................. 166
Unit-4: Monitoring and Inventory Management.................................................................178-196

4.1 Processing of Inventory Management.................................................................................................... 179
4.2 Managing Props and Equipment.............................................................................................................. 184
Part C Practical Manual

Sample Practical Exercises_______________________________________________________________________________________________________197-212
Part D Projects
Sample Projects_________________________________________________________________________________________________________________________213-220
(xii)
D:\Working Folders\ICSE_Early Years Physical Activity_Faciliator\ICSE_Early Years Physical Activity_Faciliator-10\Open Files\Part-B\Ch-1 (EY-10)\Ch-1 (EY-10)
Part-B
D:\Working Folders\ICSE_Early Years Physical Activity_Faciliator\ICSE_Early Years Physical Activity_Faciliator-10\Open Files\Part-B\Ch-1 (EY-10)\Ch-1 (EY-10) D:\W
Unit 1: Roles and Responsibilities of Early Years Physical

Unit 2: Assessment and Evaluation of Students
Unit 3: Free-play
Unit 4: Monitoring and Inventory Management
Role and Responsibilities

1 of Early Years Physical
Learning Outcomes
1.1 Roles and Responsibilities of a Physical Activity Facilitator

1.2 Various Activities to be Conducted by the Physical Activity Facilitator
Introduction
Trends in physical education have evolved recently to include more activities outside traditional sports. Early exposure
to sports like football, basketball, bowling, walking, and hiking can support in the development of healthy exercise
habits in children that will last up to adulthood. Numerous physical benefits, including improved cardiovascular and
muscular endurance, have been demonstrated by studies including physical activity. Additionally, it has psychological
advantages that include enhancing mood, awareness, focus, and general mental health. Students of any age can
learn it, making it perfect for age and ability-mixed classes. Educating people in nontraditional sports can inspire
the students to accomplish their tasks and can help children learn about various cultures.
According to research, Exercise and brain growth are positively correlated. Many individuals consider physical
education a game or an exercise. Physical game or activity only makes up a portion of the physical education
curriculum, but exercise or gaming is the essential basis of a good programme for physical education.
In the high-tech world of today, effective physical education is crucial to children’s physical development and ability
to combat a sedentary lifestyle. Through physical education, students get the information, abilities, appropriate
attitudes, and values necessary to pursue a physically active and healthy lifestyle throughout their lives. Additionally,
it gives children a way to express themselves via movement and physical exercise.
A physical activity facilitator is often referred to as a physical education teacher, in a K–-12 classroom, teachers are
responsible for instructing children in sports, fitness, and health. They are trained teachers. They play a vital role
in using physical education to teach pupils about health and fitness, whether they work in kindergarten, primary,
secondary, or senior secondary school. Teachers must adhere to the age-appropriate developmental criteria even
though they are free to be creative with the activities. Physical skill acquisition follows a planned process that
progresses from basic abilities at a younger age to sports-specific abilities at an older age.
The purpose of physical education is to provide every student with the means to improve their physical health.
Students can get both a strong conceptual understanding of health and fitness and practical abilities in these areas.
Students can study and develop physically, socially, and mentally in a supportive and secure school environment. A
physical education teacher's job is to provide the students with a variety of games and exercises that are appropriate
for their developmental stage. He or she has special duties that include directing, advising, and inspiring children
to engage in physical activity at home. Students might be given simple exercises and assignments to complete at
home that require minimal monitoring.
Furthermore, the role of a physical activity facilitator includes not just instructing students but also involving
coworkers, parents, and the community in health and wellness initiatives.
103
Facilitators focus on simplifying the learning process, utilizing students’ resources for generating ideas, promoting
creativity, improving communication, and fostering comprehension. Facilitators can improve the learning
environment by acting as mediators.
Enhancing people's and groups' capacity to function more independently both now and in the future is the aim of
facilitators. Facilitative leadership is about more than just the task at hand. To perhaps boost productivity, it also
entails helping a group learn together.
The role of the facilitator is to guide the group process and assist them in becoming better communicators, problem
solvers, and decision-makers. Effective facilitators can keep groups on track and help them become more innovative,
effective, and productive than they would be on their own.
Early Years Physical Activity Facilitators play a pivotal role in the holistic development of young children
by designing, implementing, and overseeing physical activity programs tailored to their unique needs. These
professionals are responsible for creating a safe and stimulating environment where children, typically aged 3-7 years,
can engage in age-appropriate physical activities that promote motor skills, coordination, and overall well-being.
The facilitator designs structured activity plans, considering the developmental stage of each child, and fosters an
inclusive atmosphere that encourages participation. In addition to planning and conducting activities, they assess
individual progress, provide constructive feedback, and communicate effectively with parents and educators. Early
Years Physical Activity Facilitators also play a crucial role in managing administrative tasks, including maintaining
safety protocols, documentation, and responding to conflicts or emergencies, ensuring a comprehensive approach
to the well-rounded development and safety of young children in physical activity programs.
Early Years Physical Activity Facilitators are instrumental in orchestrating a diverse range of activities specifically
tailored to the developmental needs of young children, typically aged 3-7 years. These professionals meticulously
plan and execute engaging and age-appropriate physical activities that contribute to the overall growth and well-being
of the participants. Drawing on their understanding of child development, facilitators design activities that enhance
gross and fine motor skills, coordination, and social interactions. They utilize creative and play-based approaches to
foster a positive and enjoyable environment, ensuring that each child is actively involved and motivated. Whether
it's organized games, exploratory exercises, or themed activities, Early Years Physical Activity Facilitators aim to
create a dynamic and inclusive setting that not only encourages physical development but also instills a lifelong
love for an active and healthy lifestyle in the early years of a child's life.
Facilitator: A facilitator in the context of early years children is an individual who guides and supports children's
learning experiences, fosters their development, and creates an engaging environment conducive to exploration,
discovery, and growth.
Role of a Facilitator
1.1 Roles and Responsibilities of a What is the Role of the Facilitator?
Physical Activity Facilitator Work with a team to Ensure that all members
plan the session. understand points.
A facilitator's job is to help a kid feel comfortable
both inside and outside their comfort zone by Make sure all participants Ensure cotent is
know the reason for the applicable and of high
guiding, preparing, teaching, and assisting them as discussion. quality.
they navigate academic and social contexts to guide Manage the partici-
Manage time to
them through the challenging social behaviour in achieve objectives.
pation, energy, and group
dynamics in the room.
schools and assist them in realizing their academic
Guide the group’s
potential. discussion.
Actively Listen.
Y Y The facilitators are the ones who start a
discussion, provide the students with the Assist the group in
Provide subject matter
developing a common
tools and support, and guide them. language. expertise.
104 Early Years Physical Activity Facilitator—X

Y Y The processes are guided by facilitators.
Y Y They ensure that the goals or results are achieved without incidents.
To ensure proficient facilitation abilities, the following steps may be taken:
Step 1: Setting boundaries.
Step 2: Maintain objectivity.
Step 3: Comprehend the group dynamics.
Step 4: If required step in to guide the talks.
Step 5: To lead discussions successfully, encouraging consensus-building, and active listening.
Step 6: Put the necessary abilities into practice.
Step 7: Assisting pupils in their studies
1.1.1 Job description of an Early Years Physical Activity Facilitator
The job description of an Early Years Physical Activity Facilitator involves planning, organizing, and implementing
physical activity programs for young children, typically in the early childhood education setting. The Early Years
Physical Activity Facilitator is responsible for designing and delivering age-appropriate physical activity programs
for children in early childhood settings. The goal is to promote physical development, motor skills, and overall
well-being through engaging and enjoyable activities. Here's a detailed overview of the responsibilities associated
with this role:
Responsibilities:
1. Program Development:
• Design and develop age-appropriate physical activity programs for children aged 3-7 years.
• Create lesson plans that focus on enhancing gross and fine motor skills, coordination, and overall physical
fitness.
2. Implementation:
• Conduct physical activity sessions in collaboration with early childhood educators.
• Ensure the safe and effective execution of activities, considering the developmental stage of each child.
3. Assessment and Evaluation:
• Monitor and assess the progress of children in physical development.
• Provide feedback to parents and educators regarding each child's participation and achievements.
4. Collaboration:
• Work closely with early childhood educators to integrate physical activity seamlessly into the overall curriculum.
• Collaborate with parents to promote a healthy and active lifestyle at home.
5. Equipment Management:
• Maintain and organize equipment necessary for physical activities.
• Ensure the safety and cleanliness of all equipment used in sessions.
6. Professional Development:
• Stay informed about the latest research and trends in early childhood physical development.
• Attend relevant workshops, conferences, or training sessions to enhance skills and knowledge.
1.1.2 Qualities of a good Teacher/Facilitator
Effective Early Years Physical Activity Facilitators possess a unique set of qualities that contribute to the success
of their role in promoting physical development and well-being in young children:
1. Understanding of Child Development: A good facilitator has a solid grasp of child development, recognizing
the physical, cognitive, and socio-emotional milestones of early childhood. This understanding guides the
design of age-appropriate activities tailored to each child's developmental stage.
Role and Responsibilities of Early Years Physical Activity Facilitator 105

2. Creativity and Innovation: Being inventive and creative is crucial for crafting engaging and varied activities
that capture the interest and enthusiasm of young children. A creative facilitator can transform learning into
play, making it enjoyable and stimulating.
3. Patience and Flexibility: Patience is paramount when working with young children, and a good facilitator
remains calm in the face of challenges. Flexibility is also key, as activities may need to be adjusted on the fly
to accommodate the evolving needs and dynamics of the group.
4. Clear Communication Skills: Effective communication
Understanding
is essential for conveying instructions, expectations, and of Child
Positive and Development
feedback to both children and parents. The ability to Encouraging Creativity and
Innovation
Attitude
adapt communication styles to suit the age group fosters Continuous
Professional Patience and
understanding and cooperation. Development
Qualities of Flexibility
First Aid
5. Passion for Health and Well-being: A genuine passion for and Safety a good Clear
promoting physical activity and overall health in young children Awareness
Teacher/Facilitator
Communication
Skills
is a driving force for a successful facilitator. This enthusiasm Team
Collaboration Passion for
becomes infectious and inspires children to participate actively Health and
Well-being
in the programs. Empathy and
Compassion Adaptability to
Organizational
6. Adaptability to Diversity: Recognizing and embracing Skills
Diversity
diversity in terms of abilities, backgrounds, and learning styles

is crucial. A good facilitator creates an inclusive environment
that accommodates the unique needs and strengths of each child.
7. Organizational Skills: Efficient organization is essential for planning and executing structured programs. This
includes scheduling activities, managing resources, and keeping accurate records of attendance, achievements,
and any incidents.
8. Empathy and Compassion: Understanding the individual needs and emotions of young children requires
empathy. A compassionate facilitator creates a nurturing atmosphere where children feel supported, valued,
and safe.
9. Team Collaboration: Working collaboratively with colleagues, parents, and other stakeholders is vital for
the success of early years programs. A facilitator fosters open communication, seeks input from others, and
values teamwork to create a holistic learning environment.
10. First Aid and Safety Awareness: Knowledge of basic first aid and safety protocols is essential for handling
emergencies and ensuring the well-being of children during physical activities. A responsible facilitator prioritizes
the safety of participants and staff.
11. Continuous Professional Development: Staying informed about the latest trends, research, and best
practices in early childhood education and physical development is a hallmark of a dedicated facilitator. Regular
professional development enhances skills and knowledge.
12. Positive and Encouraging Attitude: Maintaining a positive and encouraging demeanor contributes to a
supportive learning environment. Celebrating small achievements, offering constructive feedback, and fostering
a can-do attitude inspire confidence and motivation in young participants.
In combination, these qualities contribute to the effectiveness of Early Years Physical Activity Facilitators,
creating an environment where children not only engage in enjoyable activities but also thrive in their physical,
social, and emotional development.
1.2 Various Activities to be Conducted by the Physical Activity Facilitator
Any activity that involves sufficient movement to expand energy is considered physical exercise. There are
several degrees to this, which are commonly categorized as mild, moderate, and vigorous based on the degree
of movement. For instance, doing housework might be considered a mild form of exercise. Running at a good
pace to a distant place is considered vigorous physical activity, whereas cycling is an example of moderate
physical exercise. Physical activity is thought to offer several health advantages and produce physical fitness. It

is also frequently seen as a component of self-fulfillment that results in a feeling of achievement and well-being.
Here are some examples of physical activities:
Any movement that uses more energy than resting and utilizes your muscles is considered physical exercise/
physical activities such as walking, jogging, dancing, etc.
Modified Athletics Events–Jumping, Hooping, Running, Spot Running, Ball throw, etc.
Modified Individual Games–Light and small ball throw and catch etc.
Modified team games–Football with soft or light ball, Hand ball with light ball, etc.
Y Y Minor games–Simple games with few rules, designed to allow students to practise skills in a
challenging situation.
Y Y Recreational games–A way of development physical efficiency and skill through fun and enjoyment.
YY Combative–Which are sports that involve two opponents attempting to defeat one another in face-to-face
battle, like Push and Pull each other etc.
Y Y Free Play–Any activity as desired by the child
Y Y Modified Gymnastic floor exercise–Modified forward & and backward Rolling etc.
Y Y Traditional games–Centred instruction and a focus on competitive sports and skill acquisition. This
approach emphasizes the mastery of specific techniques and rules through drills, demonstrations, and
repetitive practice. (As per the level of early-stage children)
Y Y Calisthenics Exercises–Free hand Exercise like drill etc.
1.2.1 Conducting basketball and volleyball skill development sessions
Conducting basketball and volleyball skill development sessions involves introducing basic techniques such as
dribbling, passing, and shooting in basketball, and serving, bumping, and setting in volleyball, utilizing fun and
age-appropriate activities to enhance coordination, teamwork, and overall physical literacy.
Conducting Basketball and Volleyball Skill Development Sessions
Activity 1
(Volley Ball)
Skill - Passing
Infrastructure/Equipment: Volley Ball, Volley Ball Court, or Lime Powder
Class Size: 40
Objective: To develop passing skill
7-8 minutes Warming-up: Jogging/Running: 2-3 minutes around court
• General whole-body exercise
• Stretching: Calves, Hamstrings, Squads, Groin, Shoulders, and Arm
20-25 Minutes Introduction to Passing –
• Practising the proper passing "ready" stance involves the player focusing
on the approaching ball.
• Keeping their arms away from their bodies, and placing their hands palm to palm.
• The passer is at the attack line, while the tosser/target is at the net.
• The passer’s partner is the tosser/target. The objective is to pass a certain number of balls, and then switch
targets while using the passer.
• Target raises hands above head to become a target after tosser/target tosses ball underhand to the passer.
• The passer will return to the finish line and repeat the practice with their partner's hands elevated above their
heads (passer at the attack line, thrower at the net) as they get better.
8 -10 minutes Cooling Down
As the team comes together for cool-down and stretching recognize their achievements, where each student
receives recognition; the facilitator/Teacher identifies one accomplishment for each student.

Activity 2
(Volley Ball)
Skill - Serve, Underhand serve (Use Volley Lites to start the season and for the lower
ability of players)
Infrastructure/Equipment: Volley Balls, Volley Ball Court, or Lime Powder
Class Size: 40
Objective: To develop service skill
7-8 minutes-Warming-up:
• Jogging/Running: 2-3 minutes around court
• Stretching: Calves, Hamstrings, Squads, Groin, Shoulders, and Arm Floater service
20-25 Minutes- Introduction to Serving:
Demonstrate floater and underhand serve (for those lower skilled).– Serve to a partner who catches the ball. The
server stands on the end line and the target stands on the attack line.
After 3 serves, partners begin to move closer to the net, then to the other side of the net.
8-10 minutes-Cool Down- As the team comes together for cool-down and stretching recognize their achievements,
where each player receives recognition; the coach identifies one accomplishment for each participant.
Activity 3
(Volley Ball)
Skill–Overhead Passing
Infrastructure/Equipment: Volley Balls, Volley Ball Court, or Lime Powder
Class Size: 40
Objective: To develop passing skill
7-8 minutes Warming-up:
• Stretching: Calves, Hamstrings, Squads, Groin,
Shoulders, and Arm
20-25 Minutes Introduction to Passing:
20-25 minutes-Skill-Overhead Passing Work (Use
Volley Lines to start the season and for lower ability
athletes.)
• Introduction to Setting (Overhead Passing) - Assume
the setting position: form a triangle with fingers and
thumbs around the ball above the forehead (thumbs do not touch).
• Elbows are slightly forward right foot slightly forward. Perform the same drill as for passing however, the
ball is tossed so that the passer receives it overhead.
• The setter is at the attack line tosser/target is at the net. After 3 successful sets, the setter moves a step
backward.
8-10 minutes-Cool Down-As the team comes together for cool-down and stretching recognize their
achievements, where each player receives recognition; the coach identifies one accomplishment for each player.

Activity 4
Basket Ball
Skill–Set Shot
Infrastructure/Equipment: Basket-Balls, Basketball Court
Class Size: 40
Objective: To develop shooting skill
20-25 Minutes-Introduction to Shooting:
Set Shot (Baskets of Musical Notes)
Introduction to Set Shot:
• Just as in musical chairs, you need the same number of basketballs as players.
• The participants go around the circle containing all of the balls until the music finishes.
• Each player picks up a basketball, and after making a shot, sits down.
• The last person standing is eliminated and the game starts again with one less ball and player.
7-8 minutes-Cooling Down–As the team comes together for cool-down and stretching recognize their
achievements, where each player receives recognition; the coach/Teacher identifies one accomplishment for
each player.
Activity 5
Basket Ball
Skill–Dribbling
Infrastructure /Equipment: Basket-balls, Basketball Court, or Hard Surface area
Class Size: 40
Objective: To develop dribbling skill
20-25 Minutes Introduction to Dribbling:
Introduction to Dribbling Relay:
• Two teams line up along the baseline and the first player in each team dribbles a basketball to the opposite
baseline or half-court and then back again.
• Once the second player receives the ball, they do the same thing.
• Each player repeats the process and the first team to have all their players complete the relay wins.
7-8 minutes-Cooling Down-As the team comes together for cool-down and stretching recognize their
achievements, where each player receives recognition; the coach identifies one accomplishment for
each player.

Activity 6
Basket Ball
Skill–Shooting (Around The World)
Infrastructure/Equipment: Basket-Balls, Basket Ball Court
Class Size: 40
Objective: To develop shooting skill
20-25 Minutes Introduction to Shooting:
Introduction to Shooting:
• This game entails making shots from various locations in an arc
around the court one after the other.
• Each player takes a shot from the first location, and if he makes it, he advances to the next spot and earns
another chance.
• If he succeeds, he moves on to the next place, and so on.
• When a player misses, the next player has his turn.
• They move from spot to spot till they miss.
• The game is won by the first player to complete all three rounds.
8-10 minutes-Cooling Down-As the team comes together for the cool-down and stretching, recognize their
achievements. Ensure each player gets recognition; the coach identifies at least one accomplishment for each player.
1.2.2 Altering the programmes to meet the participants’ turnout and skill level
The role of an Early Years Physical Activity Facilitator involves not only designing engaging programs for young
children but also adapting these programs to meet the diverse needs of participants in terms of turnout and skill
levels. This adaptability ensures that each child can fully participate and benefit from the activities. The facilitator
must consider factors such as age, developmental stage, and individual abilities to create an inclusive and enriching
experience for all.
Understanding Participant Turnout:
• Assessment and Observation: Begin by assessing the number of participants in each session. Observing the turnout
can help the facilitator gauge the energy levels and adjust the intensity of activities accordingly.
• Flexible Session Plans: Have a repertoire of activities with varying degrees of complexity. This allows for flexibility
in selecting and modifying activities based on the number of participants present on a given day.
Addressing Skill Levels:
• Initial Assessment: Conduct a brief assessment of each child's skill level at the beginning of the program. This
can be done through simple activities that allow the facilitator to observe basic motor skills, coordination, and
overall physical abilities.
• Grouping Strategies: Divide participants into small groups based on their skill levels. This allows the facilitator
to tailor activities to the specific needs of each group, ensuring that the challenges are appropriate for their
abilities.
• Progressive Challenges: Design activities that can be adapted to accommodate various skill levels. For example, a
simple obstacle course can have different levels of difficulty, allowing children to progress at their own pace.

Incorporating Inclusive Practices:
• Modifications and Accommodations: Be prepared to make on-the-spot modifications to activities to accommodate
children with different abilities. This may involve simplifying or adding challenges based on individual needs.
• Inclusive Language: Use inclusive language that encourages all children, regardless of their skill level, to participate
and feel successful. Positive reinforcement and encouragement can boost confidence and motivation.
Individualized Attention:
• Observational Feedback: Continuously observe and provide feedback to individual children. This can include
positive reinforcement for achievements and gentle guidance for improvement.
• One-on-One Support: When necessary, offer one-on-one support to children who may require extra assistance
or modifications. This ensures that every child feels supported and included.
Progressive Challenges:
• Introduce progressive challenges within each activity, allowing children to choose the level that aligns with their
skill and comfort.
• Regularly assess and adjust the difficulty to match the evolving capabilities of the participants.
Communication with Parents and Educators:
• Regular Updates: Maintain open communication with parents and early childhood educators. Share observations,
progress, and any concerns related to a child's participation and development.
• Collaborative Planning: Work collaboratively with educators to align physical activity programs with overall
curriculum goals. This integration can enhance the holistic development of children.
An effective Early Years Physical Activity Facilitator recognizes the importance of adaptability in program design.
By understanding participant turnout and skill levels, incorporating inclusive practices, and providing individualized
attention, the facilitator creates an environment where every child can thrive physically and emotionally. This
approach not only promotes physical development but also fosters a positive and inclusive atmosphere for early
years children.
According to the attendance of the children and their skill level, we need to change our activities program from time
to time, we choose the activities according to the skill level of the children. Also, if the attendance of the children
is more then also we have to adjust the activity to its appropriate level. The activity has to be selected accordingly,
even if the presence of children is less, the activity is selected according to their number. Fixing the activity of the
children is a very difficult task because they will not be able to perform it well. Therefore, it becomes necessary to
choose activities according to the number of children and their level. Different types of activities of children have
been described which are as follows-
Physical Activity ideas for Children
Playing with blocks and other objects: Children may co-construct and
negotiate through block play, which supports PSED (Personal, Social, and
Emotional Development). They work with one another, share resources,
take turns, and develop new friendships. Additionally, it boosts self-esteem,
lengthens attention.
Spans, and fosters independence: Presenting them with options so they
may decide for themselves. For instance, offering clothing that toddlers can
successfully put on themselves, setting out two or three options, and
encouraging them to take responsibility for what they wear each day.
Messy play: The unrestricted investigation of materials and their characteristics
is known as messy play. Children can repeat and explore with activities like
sorting stones, squishing clay, and pouring sand. Since children are inherently
interested, messy play stimulates their senses at a level appropriate for their
developmental stage.

Jumping: To move quickly into the air by pushing yourself up with you legs and feet.
Walking: To walk or travel anywhere by stepping onto the ground and moving forward, but not by running.
Dancing: Dance is the rhythmic movement of the body, generally to music, in a designated location, with the
intention of expressing a thought or feeling, letting off steam, or just enjoying the movement itself.
Playground Activities: Children may be themselves at playgrounds without feeling the need to pretend, which is
the ideal environment for them to develop their creativity. Above all, it helps children develop critical emotional
and cognitive abilities that they cannot learn from recreational activities.
Climbing: The act of utilising one's hands, feet, or other body parts to scale a steep topographical object—which
can be anything from little rocks to the highest mountains on Earth—is known as climbing.
Skipping: To hop over a rope that you and two other people are holding at each end, circling it over your head
and beneath your feet in the process.
Active play: Any action that requires high energy bursts that range from mild
to intense is considered active play. In other words, it's active play if it causes
them to "huff and puff" and elevates their heart rate.
Throwing and Catching: When
a ball or item is being caught or
received, the body manipulates it
by using its eyes to follow the ball
into the area of the body that needs to receive it. Throwing is a target
skill that entails moving a ball away from the body.
Riding: Riding on animal toys, bicycle etc.

Outdoor Activities: Games that we play outside our home or in the
playground are called outdoor games.
Recreational Activity: All the things that individuals choose to do for
recreation in order to rejuvenate their bodies and brains and add interest and
enjoyment to their free time.
Fun Activity: They provide you with an opportunity to relax, take in the
scenery, or just engage in enjoyable activities.

Activity 1
Activity Name: Hop Race
Infrastructure Required: Plane surface playground outdoor/indoor
Props & Equipment Required: Lime Powder, Chalk, Marker, Pictures
Class Size: 30-35 students
Objectives: Pairing of coordination movements, and develop hop skill
Procedure:
• Divide students into 4 to 5 groups.
• Students stand at their respective place.
• On command ready first student stands at the starting line.
• On the command “Go” the first student hops toward the second
player.
• She/He will exchange the club and the second student moves.
• Process continues till the last student finishes the race.
• The group taking the minimum time will be the winner.
Activity 2
Activity Name: Pick and Run

Infrastructure Required: Plane surface Playground Outdoor/Indoor
Props & Equipment Required: Lime Powder, Chalk, Marker, Pictures
Objectives: Develop picking and bending skill and develop running
skill
Procedure:
• Divide players in small groups and name them after the names of
animals by assigning the first letter from the name of the animal
like E for elephant etc.
• Mark out and place placards
• Alphabet written on the placard should not be visible.
• Group Leader shows the pictures of an animal and asks team to arrange the alphabets showing the animals
in given time
• Students will pick the cards in order.
• Record the time for the winning team.
Activity 3
Activity Name: Train Walk
Props & Equipment Required: Lime Powder, Chalk, Marker
Objectives: Develop coordination and balance skill
Procedure:
• Divide students into two groups.
• Students stand at their respective places in separate lines for their
group.
• On command ready all students keep one hand on the shoulder of the student ahead of him/her.
• On the command ‘Go’ both the groups start moving forward just like a train.
• The group taking minimum time will be the winner.

Activity 4
Activity Name: Kick the ball
Props & Equipment Required: Lime Powder, Chalk, Marker, Balls
Objectives: To develop kicking skill
Procedure:
• Kick the stationery ball using the right foot.
• Kick the ball to a larger target.
• Kick a moving ball to a target while one child blocks the ball from
reaching the target.
Activity 5
Activity Name: Crayon Rubbings
Props & Equipment Required: Crayons, Leaf, Paper
Objectives: Develop creativity and imagination
Procedure: The majority of people have rubbed a few crayons when they were younger.
• This turns creating art into a game and doesn't take too much work
on the side of parents.
Prepare the crayon rubs-
Children should ideally be taught how to create one before they start
their quest. For demonstration purposes, remove the paper from an old
crayon, place a piece of paper on a leaf or another object with an intriguing
texture, and rub the crayon over the paper until the outline of the form
or texture begins to show through.
• After teaching the class how to make a crayon rubbing and setting up
a table outdoors with paper and crayons, have the children go about
the yard for ten to twenty minutes, making as many different kinds of crayon rubbings as they can.
• Urge children to examine the leaves carefully, looking for differences in size, shape, and even unique
characteristics (such as tears or insect bite scars). Tell them that the leaves must already be on the ground in
order to preserve your landscape.
• The victor is the youngster who returns with the most crayon drawings of various leaf varieties.
• Kids may go back outside and play some more by making as many crayon rubbings of various tree trunks,
rocks, or other intriguing surfaces as they can.
Activity 6
Activity Name: Sidewalk Chalk
Props & Equipment Required: Coloured Chalk
Objectives: Develop creativity and imagination
Procedure: Sidewalk chalk may be used for both small and big parties
to have hours of fun. Just purchase a package of pavement chalk, and
observe how their imagination blossoms. Decide on a theme, such as
fairies and flowers, spaceships and aliens, or an underwater environment.
Alternatively, just tell them to write or draw whatever comes to mind.

1.2.3 Arranging facilities and equipment for performing risk management checks on
the facility
As an Early Years Physical Activity Facilitator, ensuring a safe and secure environment for children is paramount.
Conducting thorough risk management checks on the facility and equipment is essential to minimize potential
hazards and create a secure space for engaging activities. Below is a detailed guide on arranging facilities and
equipment for effective risk management:
1. Facility Assessment: Inspect outdoor areas for any uneven surfaces, Facility
tripping hazards, or potential dangers. Ensure that play areas are free Documen-
Assessment
Equipment
from debris and obstacles. Assess indoor spaces for proper lighting, tation Inspection
ventilation, and accessibility. Check for any sharp objects, protruding Communi- Arranging Layout
corners, or slippery surfaces. cation
facilities and
Considera-
tions
with Parents
2. Equipment Inspection: Regularly inspect play structures, swings, and equipment for
climbing equipment for structural integrity, loose parts, and potential Maintenance performing Age-
risk
pinch points. Examine sports equipment such as balls, bats, and racquets Schedule management
Appropriate
Materials
for wear and tear. Ensure that all equipment meets safety standards.
Staff Secure
3. Layout Considerations: Maintain clear and unobstructed pathways Training Emergency Fixtures
for children to move safely between activities. Organize equipment into Procedures
designated zones based on the type of activity. Ensure that each zone is
appropriately spaced to prevent collisions.
4. Age-Appropriate Materials: Select equipment and materials that are age-appropriate and developmentally
suitable for early years children. Ensure that play surfaces are soft and impact-absorbing to minimize the risk
of injury during falls.
5. Secure Fixtures: Ensure that large play structures, furniture, and other fixtures are securely anchored to
prevent tipping. Fasten or store loose items, such as mats or cushions, to prevent tripping hazards.
6. Emergency Procedures: Clearly mark and maintain accessible emergency exits. Conduct regular drills with
children to familiarize them with evacuation procedures. Establish well-equipped first aid stations in easily
accessible locations. Ensure that all staff members are trained in basic first aid.
7. Staff Training: Provide training to staff members on safety protocols, emergency procedures, and the proper
use of safety equipment. Conduct periodic training sessions to keep staff informed about any changes in safety
guidelines or procedures.
8. Maintenance Schedule: Implement a routine maintenance schedule for ongoing facility and equipment
inspections. Address any identified issues promptly and communicate maintenance needs to relevant personnel.
9. Communication with Parents: Foster open communication with parents regarding safety measures and
risk management protocols. Also obtain parental consent for specific activities, particularly those involving
potential risks.
10. Documentation: Maintain thorough records: Keep detailed records of risk assessments, inspections, and
any modifications made to the facility or equipment. Develop a system for documenting and reporting any
accidents or incidents promptly.
By meticulously arranging facilities and equipment with a focus on risk management, an Early Years Physical
Activity Facilitator ensures that the environment is conducive to the safety and well-being of every child. This
proactive approach not only minimizes potential risks but also fosters a secure and enjoyable space for the children
to engage in various physical activities.
1.2.4 Dealing with customers/parents and answering questions
Effective communication with customers/parents is crucial for the success of early years physical activity programs.
As a Physical Activity Facilitator, your role extends beyond the children to actively engage with parents, address
their concerns, and provide information about the activities. Below is a detailed guide on dealing with customers
and answering questions:

1. Clear Communication Channels: Create a
dedicated channel for communication, such as
newsletters, emails, or a designated section on the Orientation Regular
Sessions
program's website. Share clear contact details, Updates
Clear
including email addresses and phone numbers, so Question &
Communication
parents can reach out with questions. Channels Answer Sessions
2. Orientation Sessions: Conduct introductory

sessions at the beginning of the program to Dealing with Individual
Professionalism
outline the goals, activities, and safety measures. customers/parents Meetings
Anticipate common questions and address and answering
them during the orientation to alleviate parental Cultural questions
Educational
concerns. Sensitivity Resources
3. Regular Updates: Share program updates: Keep
Responsive
parents informed about the ongoing activities, Feedback
Communication
Mechanism
achievements, and any changes in the schedule. Emergency
Share positive feedback and progress reports about Procedures
individual children to keep parents engaged and

informed.
4. Question & Answer Sessions: Organize regular question and answer sessions, either in person or virtually,
to address any concerns or queries. Allow parents to submit questions anonymously to encourage open
communication.
5. Individual Meetings: Schedule one-on-one meetings with parents to discuss specific concerns or questions
related to their child's participation. Also parents to provide feedback on the program and actively listen to
their suggestions.
6. Educational Resources: Share resources on the benefits of physical activity for early childhood development.
Provide guidelines on how parents can support and reinforce physical activities at home.
7. Responsive Communication: Respond promptly to emails, messages, and phone calls from parents and
validate parental concerns and communicate steps taken to address them.
8. Emergency Procedures: Ensure that parents are aware of emergency procedures and contact information
in case of unforeseen situations. Obtain necessary permissions and emergency contact details in advance for
off-site activities.
9. Feedback Mechanism: Implement a mechanism for parents to provide feedback on the program. Conduct
periodic surveys to gather insights and continuously improve the program.
10. Cultural Sensitivity: Be mindful of cultural diversity and adapt communication styles to accommodate
different perspectives. Incorporate cultural celebrations and events into the program to foster inclusivity.
11. Professionalism: Uphold a professional demeanour in all interactions with parents and respect the
confidentiality of personal information shared by parents and children.
By implementing these strategies, an Early Years Physical Activity Facilitator can build strong relationships with
parents, fostering a supportive and collaborative environment. Clear communication, proactive engagement,
and responsiveness contribute to the overall success of the program and the positive experiences of both
children and their families.
1.2.5 Establishing rules and regulations and etiquette guidelines
Creating a structured and safe environment is essential for the success of early years physical activity programs.
Establishing clear rules, regulations, and etiquette guidelines ensures that both children and facilitators can engage
in activities that are not only enjoyable but also conducive to learning and development. Here is a comprehensive
guide for setting up such guidelines:

1. Safety First: Clearly outline safety measures, including first aid procedures, emergency exits, and equipment
usage guidelines. Tailor safety guidelines to the developmental stage of the children.
2. Attendance and Punctuality: Communicate the importance of regular attendance for the continuity of the
program. Emphasize the importance of arriving on time to ensure a smooth start to each session.
3. Respectful Behaviour: Establish rules promoting respectful behaviour among children and towards facilitators.
Outline procedures for resolving conflicts or disagreements in a respectful manner.
4. Equipment Use and Care: Show children how to use equipment correctly and safely, and instill a sense of
responsibility for taking care of equipment to promote longevity and safety.
5. Inclusion and Fair Play: Foster an environment where every child feels included, regardless of their skill
level. Emphasize the importance of fair play, sharing, and taking turns during activities.
3 4
2 Respectful Equipment 5
Behaviour Use and
Care
Attendance Inclusion
and and Fair
Punctuality Play
1 6
Safety
First Communication
Establishing Guidelines
rules and
Cultural regulations
and etiquette Hygiene
13 Sensitivity guidelines Practices 7
Consistency Dress
and Review Code
12 Etiquette
Parental
during 8
Engage- Positive
ment Reinfor- Transitions
cement
11 9
10
6. Communication Guidelines: Encourage active listening during instructions and discussions. Establish a
signal or rule for raising hands when a child wishes to speak or ask a question.
7. Hygiene Practices: Emphasize the importance of handwashing before and after physical activities. Encourage
children to keep personal belongings in designated areas to maintain cleanliness.
8. Dress Code: Recommend suitable clothing and footwear for physical activities. Provide guidelines for dressing
appropriately based on weather conditions for outdoor activities.
9. Etiquette during Transitions: Teach children how to transition between activities in an orderly manner and
the importance of respecting personal space during transitions.
10. Positive Reinforcement: Implement a positive reinforcement system to acknowledge and reward good
behaviour and emphasize effort and improvement rather than focusing solely on outcomes.
11. Parental Engagement: Clearly communicate rules and guidelines to parents. Encourage parents to reinforce
program guidelines at home and participate in any orientation sessions.
12. Consistency and Review: Ensure consistent application of rules and guidelines, review and reinforce rules
to ensure ongoing understanding and compliance.
13. Cultural Sensitivity: Promote cultural sensitivity by acknowledging and respecting diverse backgrounds.
Incorporate activities that celebrate various cultures and traditions.
Establishing rules, regulations, and etiquette guidelines for early years physical activity programs not only

creates a safe and organized environment but also contributes to a positive and enjoyable experience for both
children and facilitators. Consistent reinforcement, positive reinforcement, and open communication play key
roles in the successful implementation of these guidelines.
1.2.6 E
nsuring the completion of all administrative paperwork activity plan and
participant feedback
Efficient administrative practices are crucial for the smooth operation of early years physical activity programs.
Physical Activity Facilitators play a pivotal role in ensuring the completion of administrative paperwork, developing
activity plans, and gathering valuable participant feedback. Here's a comprehensive guide to managing these
administrative aspects:
1. Pre-Program Planning: Create a master calendar: Develop a comprehensive calendar outlining the entire
program duration, including activity sessions, special events, and assessment periods. Prepare a budget for
necessary resources, equipment, and materials needed for the program.
Pre-Program
Planning Documen-
tation
Record Protocols
Retention
Ensuring the Activity Plans
completion of all
administrative
Program paperwork
Evaluation activity plan and
participant Safety Protocols
feedback
Assessment and
Progress Reports Participant
Budget Communication
Management
2. Documentation Protocols: Develop a system for consistent and organized record-keeping for attendance,
medical information, and emergency contacts. Prior to program commencement, ensure that all required
permission forms, waivers, and emergency contact information are collected from parents or guardians.
3. Activity Plans: Develop detailed activity plans outlining each session's objectives, structure, and required
materials. Plan for adaptability, allowing for modifications based on individual needs, group dynamics, or
unforeseen circumstances.
4. Safety Protocols: Clearly outline and communicate emergency procedures to all staff members and participants
and regularly conduct risk assessments for each activity and update safety protocols accordingly.
5. Participant Communication: Establish a communication schedule to provide regular updates to parents or
guardians about program activities, achievements, and any changes. Maintain up-to-date contact information
for all participants and ensure open lines of communication.
6. Budget Management: Implement a system for tracking program expenses and adhere to the established
budget. Provide transparent financial reporting to relevant stakeholders as needed.
7. Assessment and Progress Reports: Develop assessment tools to track individual participant progress
in physical development. Share progress reports with parents to keep them informed about their child's
achievements and areas for improvement.
8. Program Evaluation: Conduct a thorough evaluation of the overall program, considering both quantitative
and qualitative data. Use feedback and evaluation results to make continuous improvements to the program.
9. Record Retention: Establish secure and organized storage for all program-related records.
By implementing these detailed administrative practices, Early Years Physical Activity Facilitators can ensure

the smooth operation of their programs while fostering a safe, well-documented, and positive environment
for both participants and staff. These practices contribute to the overall success and sustainability of early
years physical activity initiatives.
1.2.7 Responding to situations requiring conflict resolution and emergency incidents
including First Aid or CPR
Ensuring the safety and well-being of early years children during physical activities requires a proactive approach
to conflict resolution and emergency incident management. Physical Activity Facilitators play a crucial role in
responding effectively to both interpersonal conflicts and unforeseen emergencies, including situations requiring
first aid or CPR is as:
Conflict Resolution
1. Prevention Strategies: Set expectations for behavior during activities and communicate them to both children
and parents. Encourage activities that foster teamwork and cooperation, reducing the likelihood of conflicts.
2. Immediate Response: In the event of a conflict, maintain a calm and composed demeanor to model
appropriate behavior for the children. If conflict escalates, separate the involved parties to prevent further
issues.
3. Effective Communication: Actively listen to each child involved, giving them the opportunity to express their
feelings. Facilitate a discussion if appropriate, guiding the children toward a resolution through communication
and compromise.
4. Involvement of Parents: Keep parents informed about conflicts and resolutions promptly.
Work collaboratively with parents to address recurring issues and establish consistent expectations.
5. Documentation: Document conflicts thoroughly, including the nature of the conflict, involved parties, and
the resolution and identify any patterns or trends in conflicts to inform proactive strategies.
Emergency Incident Management
1. Preparedness: Develop a comprehensive emergency action plan that outlines procedures for various incidents.
Conduct regular emergency drills with staff and participants to ensure familiarity with procedures.
2. Communication Protocols: Establish clear communication channels for alerting staff, parents, and emergency
services in case of an incident. Maintain up-to-date emergency contact information for all participants.
3. First Aid and CPR Training: Ensure all staff members are trained in basic first aid and CPR techniques.
Conduct refresher courses and updates to keep staff skills current.
4. Immediate Response: Quickly assess the severity of the incident and prioritize actions accordingly. If
necessary, call emergency services immediately and provide essential information.
5. Evacuation Procedures: Establish and communicate clear evacuation routes for different areas. Ensure that
staff and participants are familiar with evacuation procedures through regular drills.
6. Delegation of Responsibilities: Clearly define roles and responsibilities for staff members during emergencies.
Establish a communication hierarchy to ensure information is conveyed efficiently.
7. Parental Communication: Notify parents or guardians promptly in the event of an emergency incident.
Keep parents informed of the situation and any actions taken.
8. Documentation and Reporting: Document all details of the incident, actions taken, and any follow-up
procedures. Also ensure compliance with any legal reporting requirements.
9. Post-Incident Support: Offer emotional support to children and staff members involved in the incident and
conduct a debriefing session with staff to discuss the incident, lessons learned, and areas for improvement.
10. Continuous Improvement: Regularly review and update emergency procedures based on lessons learned and
feedback. Provide ongoing training to staff members to enhance their preparedness for emergency situations.
By implementing these comprehensive conflict resolution and emergency incident management strategies,
Early Years Physical Activity Facilitators can create a safe and secure environment for participants. Proactive
measures, effective communication, and continuous improvement contribute to the overall success of the
program and the well-being of the children involved.

CPR (Cardiopulmonary Resuscitation)
CPR stands for Cardiopulmonary Resuscitation, which is an emergency procedure performed to manually
preserve brain function by maintaining blood circulation and breathing in someone who is in cardiac arrest
or experiencing respiratory failure.
CPR
The CPR process involves the following steps:
1. Assess the Situation: Check for responsiveness
by gently shaking the person and asking if 1 2 3
they are okay. Look for signs of breathing or
movement.
2. Check – A,B,C
A – Airways B – Breathing Check Vital Signs Check Breathing Give Rescue Breaths
C – Circulation
3. Open the Airway: Carefully tilt the person's
4 5
head back and lift their chin to open the airway.
4. Check for Breathing: Look, listen, and feel
for signs of normal breathing. If the person is
not breathing or only gasping, proceed with Perform CPR Turn On Side
CPR.
5. Begin Chest Compressions: Place the heel of one
hand on the center of the person's chest, then place
the other hand on top. Interlock fingers and position
yourself directly above the person's chest. Push hard and
fast, aiming for a rate of about 100-120 compressions
per minute.
6. Provide Rescue Breaths: After 30 chest compressions,
tilt the person's head back again, pinch their nose shut,
and give two rescue breaths. Each breath should make
the chest rise.
7. Continue CPR: Repeat cycles of 30 chest compressions and 2 rescue breaths until emergency medical help
arrives or the person starts breathing normally.
Summary
YY Lead and organize age-appropriate physical activities, ensure safety, promote active engagement, adapt activities for
diverse needs, and foster a positive learning environment.
YY Plan and implement structured physical activities, assess children's motor skills, collaborate with educators and parents,
and promote health and wellness.
YY Patience, enthusiasm, creativity, adaptability, communication skills, empathy, and a passion for promoting physical
fitness and overall well-being in children.
YY Tailoring activities and instructions to accommodate the number of children present and their varying levels of skill,
ensuring engagement and learning are optimized.
YY Conducting regular inspections of the environment to identify and mitigate potential hazards, ensuring the safety and
well-being of the children.
YY Actively listening to their concerns, providing clear and concise answers to their questions, and offering reassurance
and support to ensure their confidence in the care and education provided for their children.
YY Setting clear expectations and boundaries through age-appropriate language and consistent reinforcement to promote
a safe, respectful, and cooperative environment conducive to learning and social development.

YY Timely documentation, organized scheduling, and gathering feedback to enhance program effectiveness and ensure
regulatory compliance while maximizing the quality of care and learning experiences.
YY Involves swift, calm, and appropriate actions to ensure the safety and well-being of the children, addressing conflicts
sensitively and providing immediate medical assistance when necessary.
YY Involves swiftly and calmly addressing any disputes, disagreements, or challenges that arise while prioritizing the safety,
well-being, and needs of the children, implementing appropriate strategies to de-escalate tensions and maintain order
in potentially stressful circumstances.
YY Applying chest compressions and rescue breaths to restore breathing and circulation in the event of cardiac arrest,
aiming to sustain life until professional medical help arrives.
Glossary
1. Academic Achievement : The degree to which a teacher, student, or institution has fulfilled their immediate or
long-term learning objectives.
2. Adhere : Structure Plan- Any jurisdiction's structural plan will often have a textual component
accompanied by 'plans,' maps, photos, drawings, tables, and diagrams. Another in a
professional situation is known as professional etiquette.
3. Assessment : The action or an instance of making a judgment about something.
4. Back Ward roll : Attempt to rock back. Take a squat to begin. With your palms facing up towards the
ceiling, hold your hands close to your body. They ought to be shoulder-height.
5. Brainstorming : A technique for solving problems in groups called brainstorming entails the impromptu
sharing of original concepts and solutions considered physical exercise.
6. Constructive Criticism : Feedback techniques such as constructive criticism provide precise, doable suggestions
for development and adjustment.
7. Cooling Down : A steady, progressive reduction in activity intensity, such as going from a strong run
to an easy jog to a brisk stroll, is an efficient cool-down after exercise.
8. Dribbling : In sports, dribbling is maneuvering a ball by one player while moving in a given
direction.
9. Drill : Exercises and drills measure and assess a person's reaction to a certain situation.
10. Effective Communication : Effective communication is the process of exchanging ideas, thoughts, opinions,
knowledge, and data so that the message is received and understood with clarity and
purpose.
11. Effective Teaching : Knowledge, techniques, procedures, and behaviours that produce positive student
outcomes are the foundation of effective teaching.
12. Elimination : Elimination is the process of getting rid of something, whether it's waste, errors, or
the competition.
13. Etiquette : The rules of polite and correct behaviour.
14. Facilitation : The skill of effectively guiding a group of people through meetings, planning sessions,
or training sessions in order to accomplish a certain objective is known as facilitation.
15. Facility Risk : This includes the risk of anything that can disrupt your use of a facility.
16. Forward roll : A gymnastic exercise in which a person tucks their head down and rolls their body
in a forward circle on the floor."S/he went into a forward roll as he landed."
17. Group Process : The term "group process" describes the way members of an organisation collaborate
to complete tasks.

18. Hooping : The manipulation of an artistic movement or dance with a hoop is known as hooping.
19. Jumping : To move quickly into the air by pushing yourself up with your legs and feet, or by
stepping off a high place.
20. Learning Environment : Students are motivated by their surroundings and feel comfortable and encouraged
in their quest for knowledge in this environment.
21. Learning Process : "A process that results in change, which is brought about by experience and raises
the possibility of better performance and subsequent learning."
22. Messy Play : The unrestricted investigation of materials and their characteristics is known as messy
play. Children can repeat and explore with activities like sorting stones, squishing
clay, and pouring sand.
23. Mild Activity : Activities classified as light exercise are those that don't make you perspire or make
you feel out of breath.
24. Moderate Activity : Engaging in activities that because you to move quickly or intensely enough to burn
three to six times as much energy per minute as you do when you are sitting still is
considered an activity.
25. Physical Activity : Any body movement that works your muscles and requires more energy than resting.
26. Physical Fitness : "The capacity to carry out daily tasks with maximum strength, endurance, and
performance with the management of illness, exhaustion, and stress and decreased
sedentary behaviour."
27. Professional Etiquette : An unwritten rule of behaviour governing how people should interact with one.
28. Professionalism : A method of working that demonstrates exceptional talent and expertise.
29. Proficiency in : The ability to speak and understand a language fluently in a variety of settings is called
Communication communicative competency.
30. Responsibility : A duty or task that you are required or expected to do.
31. Review : The process of reviewing or reevaluating something to see whether adjustments are
required.
32. Risk Management : Risk management is an ongoing process that involves identifying, analysing, evaluating,
and treating potential loss exposures. It also involves keeping an eye on risk control
and available funds to lessen the negative impacts of loss.
33. Role : The role that something or someone plays in a specific circumstance.
34. Schedule : A schedule of events or tasks that must be completed.
35. Self fulfillment : The accomplishment of one's objectives and goals. "It is the striving for self-fulfilment
which guides and gives consistency to our lives."
36. Spot Running : To move your legs as if running, while you stay in one place.
37. Squat : A squat is a strength training exercise where the practitioner stands up, lowers their
hips, and then stands back up.
38. Stretching : We require our muscles' flexibility to maintain a range of motion in our joints, and
stretching maintains them strong, flexible, and healthy.
39. Structured Game/Activity : A structured game is a type of activity where players follow rules and objectives to
complete or cooperate. It involves actions, goals, and rules to ensure fair play and
create a fun experience.
40. Structured Game/Activity : An unstructured game or activity is one where there are no strict rules or guidelines.
Players are free to play in whatever way they choose, allowing for creativity and
spontaneity.
41. Vigorous Activity : The most oxygen is used during vigorous exercise in order to finish the activity.
42. Welcoming Environment : The development of a feeling of connection and belonging that involves people in
a genuine way that values, respects, and supports individuality via interactions and
opportunities.

Exercises
A. Subjective Questions.
1. What is the code and conduct for a Physical Activity Facilitator?
Ans. The code of conduct for a Physical Activity Facilitator for early years children involves promoting safety,
inclusivity, and positive engagement, while adhering to professional standards and ethical practices to ensure a
supportive and enriching environment for children's Physical Development.
2. What is Personal and Professional Etiquette?
Ans. Personal and professional etiquette for early years children involves demonstrating kindness, patience, and respect,
while maintaining appropriate boundaries and professionalism to foster a nurturing and supportive environment
conducive to children's growth and development.
3. List at least three points this that indicate that a physical activity facilitator collaborate with school staff parents
and the community
Ans. (i) Communication: Regular communication with school staff, parents, and the community to share updates
on physical activity programs, discuss children's progress, and address any concerns or feedback.

(ii) Coordination: Collaborating with school staff, parents, and community members to organize events,
workshops, or initiatives that promote physical activity and involve various stakeholders in supporting
children's well-being.
(iii) Resource Sharing: Sharing resources, such as educational materials, equipment, or expertise, with school
staff, parents, and community partners to enhance the quality and effectiveness of physical activity programs
for early years children.
4. List at least five points that indicate that a physical activity facilitator nurture each student’s cognitive physical,
emotional and social development.
Ans. (i) Individualized Instruction: Tailoring physical activities to each child's cognitive, physical, emotional, and
social abilities, ensuring inclusive participation and personalized learning experiences.
(ii) Encouraging Exploration: Providing opportunities for children to explore various movements, challenges,
and sensations, fostering cognitive development through problem-solving and decision-making.
(iii) Emotional Support: Offering positive reinforcement, encouragement, and empathetic guidance during
physical activities to promote emotional resilience, self-confidence, and self-regulation.
(iv) Social Interaction: Facilitating group activities and cooperative games that encourage teamwork,
communication, and conflict resolution skills, fostering social development and peer relationships.
(v) Safety and Well-being: Prioritizing safety measures and providing a supportive environment where children
feel physically and emotionally secure, enabling them to engage fully in physical activities and explore their
potential.
5. Explain the scope of work of a Physical Activity Facilitator.
Ans. The scope of work for a Physical Activity Facilitator for early years children involves designing and implementing
age-appropriate movement experiences, promoting physical literacy, fostering social interaction, ensuring safety,
and collaborating with stakeholders to support holistic development.


1. Job Description of an Early Years Physical Activity Facilitator
(a) Make a Structure Plan (b) Make a Schedule
(c) Lead and Manage the Event (d) All of these
2. Qualities of Good Facilitator
(a) Create an Environment for learning (b) Professional Etiquette,
(c) a and b (d) Pledge to himself
3. Which activities are to be conducted by facilitators
(a) Athletics event (b) Free Play
(c) Combative (d) None of these
4. Which activity will you include for warming up exercise-
(a) Jogging (b) Jumping
(c) Whole body exercise (d) All of these
5. Set shot is related to
(a) Volley ball (b) Basketball
(c) a and b (d) None of these
6. Dribbling is related to
(a) Basket ball (b) Volleyball
(c) Athletics (d) All of these
7. How much time should be given to warming up
(a) 7-8 minutes (b) 10-20 minutes
(c) 5-6 minutes (d) 2-3 minutes
8. Risk management checks on the facility and equipment is
(a) Facility Assessment (b) Age-Appropriate Materials
(c) Both (a) and (b) (d) None of these
9. Question & Answer Sessions by the Facilitator is related to:
(a) Dealing with customers/Parents (b) Teacher and student
(c) a and b (d) None of these
Answers:
1. (d) All of these 2. (c) (a) and (b)
3. (b) Free Play 4. (d) All of above
5. (b) Basketball 6. (a) Basket ball
7. (a) 7-8 minutes 8. (c) Both (a) and (b)
9. (c) Both (a) and (b)
B. Short Answer Type Questions (2 Marks)
1. Explain the term ‘Facilitator’.
2. Describe any two responsibilities of facilitator.
3. Write any two qualities of facilitator.

4. How is effective communication helpful in dealing customers/parents?
5. Write any two Etiquette Guidelines which were established by facilitator.
6. What is conflict resolution?
7. Write any two Emergency Incident Management.
8. How is post incident support a part emergency incident management?
9. What do you understand by facilitation?
10. Name the various activities which can be conducted by the Physical Activity Facilitator.
11. What are the rules and regulations and etiquette guidelines?
1. Write the qualities of a facilitator.
2. Explain the job description of a facilitator.
3. Describe the responsibilities of facilitator.
4. How does a facilitator alter the programme to meet the participant’s turnout and skill level?
5. How does a facilitator check the risk management for arranging facility and equipment?
6. Explain any five etiquette guidelines established by facilitator.
7. Pre-programme planning is a part of administrative paper work plan. Discuss.
Activities
1. Prepare a fun activity for early-stage children. (Creativity)
2. Design an activity to develop passing /throwing skills for early-stage children. (Critical Thinking)
3. Prepare a schedule for any theme-based event /assembly of 30-40 minutes. (Critical Thinking)
1. Discuss the methods of discipline inculcation in students. (Experiential Learning)
2. Hold a group discussion on pros and cons of mass drill. (Critical Thinking)
3. Discuss on the importance of talent identification in sports. (Life Skills)

Assessment and
2 Evaluation of Students
Learning Outcomes
2.1 Various Types and Tools of Assessment 2.2 Assesssment Report and Feedback
Assessment has always been an important part of learning in physical education, but it has often been overlooked.
Documenting teaching effectiveness and student growth by incorporating formative and summative assessments
into regular classroom instruction is essential. Physical education keeps students away from the usual structured
classroom environment and brings back the formality of classroom activities through written assessment. To be
fair, students do written work in a class designated to improve social skills and increase physical activity. We can
make these exams more exciting and interesting.
Assessing and evaluating students in physical education is crucial for understanding their progress, identifying areas
for improvement, and tailoring instruction to meet their individual needs. Assessment in early childhood physical
education focuses on both qualitative and quantitative measures. Observational assessments allow educators to
observe children's movement patterns, coordination, and participation levels during various activities. Additionally,
informal assessments such as skill-based games and activities provide insights into children's abilities to perform
fundamental movements like running, jumping, and throwing. Evaluations may also include more structured
assessments, such as checklists or rubrics, to assess specific skills or behaviors. Furthermore, ongoing assessment
through formative feedback allows educators to adjust instruction in real-time and scaffold children's learning
effectively. Overall, assessment and evaluation in early years physical education aim to foster holistic development,
promote a positive attitude towards physical activity, and lay a foundation for a lifetime of health and wellness.
2.1 Various Types and Tools of Assessment
In early years physical education, a variety of assessment tools are utilized to gauge children's progress and
development. These tools include observational assessments, where educators observe movement patterns and
social interactions during activities, as well as checklists and rubrics to assess specific skills and behaviors. Skill-based
assessments focus on fundamental movements like running and throwing, while fitness testing may measure aspects
like flexibility and cardiovascular fitness. Additionally, self-assessment and peer assessment encourage children to
reflect on their own performance and provide feedback to peers, fostering self-awareness and social skills. These
assessment tools collectively offer insights into children's physical abilities, progress, and attitudes towards physical
activity, guiding educators in tailoring instruction to meet their needs effectively.
2.1.1 Meaning of Assessment and Evaluation
(i) Assessment
Assessment refers to the ongoing, systematic process of collecting, analyzing, and interpreting information about
a child's learning and development. It encompasses a broad range of methods designed to understand and support
each child's progress across various domains, including cognitive, social-emotional, and physical aspects. Assessment
in early childhood is multifaceted, utilizing diverse tools such as observations, play-based assessments, teacher-
126
child interactions, and formal evaluations. The primary purpose of assessment is not only to measure academic
achievement but also to gain insights into the child's interests, strengths, and areas for growth. It is a dynamic and
responsive approach that guides educators in tailoring their teaching strategies to meet the unique needs of each
child. Assessment in early years education is characterized by its formative nature, emphasizing ongoing feedback
and continuous improvement rather than a summative judgment.
Definition of Assessment
According to Irwin, "Assessment is an estimate of the basis of systematic development of students. It is the process
of defining any object, selection, creation, collection, analysis, interpretation, and appropriate use of information
to enhance students’ development and learning."
In other words, "assess" means "to sit around and observe." In the classroom, assessment is a planned and
ongoing process of collecting, describing, and analyzing information about students’ progress and achievements
related to the curriculum.
‘Assessment in early years physical education involves assessing children's physical abilities, progress, and attitudes
towards physical activity through various tools and methods to inform instruction and promote their holistic
development’.
Purpose of Assessment: The purpose of conducting a physical education assessment is to provide a means of
monitoring the students’ progress, Physical education training is an important class to teach students about health
and fitness. However, it is necessary to assess to ensure that they are working to improve their physical skills and
knowledge. Different types of physical education assessments can use different physical education rubrics and
highlight different areas. For instance, a student who plays in the school's team might receive an assessment report.
In general, some targets for improving fitness levels and physical education knowledge should be implemented
throughout the school year. While the evaluation is used typically to detect student’s progress in physical skills, it
may also include a survey to establish whether the students have increased their involvement or engagement in
physical activities.
Types of Assessment
Diagnostic Assessment: Diagnostic Assessment, often known as "assessment for learning," is the first form
of assessment you would conduct with your students as they prepare to acquire a new skill. Diagnostic assessments
allow teachers to learn what skills their students already have and the direction in which they should focus their
education. These results are not used for assigning marks on a report card.
Diagnostic Assessment
Have Students throw and catch a football across the gym.
Use checklist to make a note of observations.
Activity Target Contrilateral Contrilateral Reach Rotation Follow Hits Target
Arm Stepping Body Back with of Arm & Through with
used Phase Movement Throwing Wrist Throwing Arm
Arm
A 3 3 3 3 3 3
B 3 Awkward Below ear More Early release Inconsistent
needs level wrist snap
repetition needed
C 3 3 Arm good 3
Wrist stiff
D Inconsistent Not far Over Over throwing Rarely
enough turning
Assessment and Evaluation of Students 127

Formative Assessment: Formative Assessment is sometimes known as "assessment as learning" and is carried
out continually during a physical education unit. The goal of this form of assessment is to evaluate students’ learning
progress throughout the unit. This type of evaluation gives teachers the data they need to design an inclusive
program that fulfills the requirements of all students throughout the unit. The outcomes of these examinations
do not contribute to grades on a report card.
Formative Assessment
Student A Student B Student C Student D Student E
• Good • Good follow • Missing target often • G ood • N ot behind ear
• Target • Contrilateral • Lacking confidence • Improved use of far enough
hitting very movement, • More trunk not target arm • No arm rotation
consistent inconsist needed • Improved target
hitting
Student F Student G Student H Student I Student J
................... ................... ................... ................... ...................
Summative Assessment: Summative assessment is also known as "assessment of learning" and is used to
evaluate the abilities that pupils have acquired by the end of the unit. Teachers will design a summative physical
education activity that allows students to exhibit the specific skill they have been working on, and students will be
evaluated based on a set of performance criteria. These findings will be utilized to assign final grades on a report
card.
Summative Assessment
Learning Goal: Send & receive objects using different body parts & equipment, adjusting for speed, while applying
basic principals of movement.
Throwing 4 3 2 1
Knowledge & Understanding
• Contrilateral movement shown
• Trunk rotation Most
All elements Some elements Few elements
• Uses target arm elements
shown shown shown
• Appropriate flexion at hip shown
consistently consistently consistently
• Correct arm action with following though consistently
• Stability & control established
Thinking
• Analyzes movement patterns
Always Usually Sometimes Rarely
• Attempts to understand and make
corrections given
Communication
• Uses correct vocabulary when Always Usually Sometimes Rarely
communicating verbally
Communication
• Used developed throwing movement Consistently &
Consistently Inconsistently Struggles to
patterns in multiple situation including Accurately
game play.
Evaluation
Evaluation complements assessment involves making judgments about a child's overall progress, achievements, and
development based on collected evidence. Unlike assessment, which is an ongoing and flexible process, evaluation

is often more structured and occurs at specific points in time. Evaluation synthesizes the information gathered
through assessments, observations, and other data sources to provide a comprehensive understanding of a child's
capabilities. It involves making informed decisions about a child's readiness for transition to the next developmental
stage, whether within early childhood settings or into primary education. Evaluation is a reflective process that
considers a child's holistic development, taking into account cognitive, social, emotional, and physical dimensions.
Importantly, evaluation should be conducted with sensitivity to the individuality of each child, recognizing that
developmental trajectories vary, and milestones may be achieved at different rates.
‘Evaluation refers to the systematic assessment of children's performance, progress, and outcomes in physical activities and movement skills
to determine their level of achievement and inform instructional decisions aimed at promoting their physical development and well-being’.
Types of Evaluation
Diagnostic Evaluation: Diagnostic evaluation in the context of education refers to the process of diagnosing
and identifying the learning challenges effectively that students face. A diagnostic test is conducted to find out
their strengths and shortcomings.
Formative Evaluation: Formative assessment is a planned, continuing process that is used by both teachers and
students during learning and teaching. To improve students’ knowledge of intended disciplinary learning goals and
support students in becoming self-directed learners,
Summative Evaluation: kind of evaluation takes place after a programme or learning period. It evaluates the
learning of the pupils and determines if they have achieved the set learning objectives. It assesses a learning program's
efficacy or assigns a final performance mark to a student.
Difference between Assessment and Evaluation
Assessment Evaluation
• Assessments are spontaneous and fluid. • Evaluations are rigorous and unnatural.
• Assessment is feedback regarding learning • Evaluation employs procedures and measures to assess
from the students to the instructor. student’s learning and comprehension of information for
• The practice of documenting knowledge, grading and reporting.
abilities, attitudes, and beliefs, usually in • The instructor provides feedback to the students on their
measurable terms, is known as assessment. learning through evaluation.
• Assessment upgraded. • The process of making decisions based on criteria and
• Assessment practice improves learning evidence is known as evaluation.
abilities. • Evaluation is graded.
• Evaluation judges learning level.
2.1.2 Skill Assessment

Skill assessment for early years children is a dynamic process designed to comprehensively evaluate their development
across various domains. Recognizing the unique and rapid pace of growth during these formative years, skill
assessment goes beyond traditional measures, considering cognitive, social-emotional, physical, and language
skills. The goal is to gain a holistic understanding of each child's abilities, interests, and areas for growth, laying the
foundation for tailored educational experiences.
Domains of Skill Assessment
1. Cognitive Skills
Language Development: Assess language skills through observations of vocabulary, expressive language,
and comprehension. Evaluate the child's ability to communicate thoughts, needs, and emotions.
Problem-Solving: Observe how children approach and solve age-appropriate problems, fostering critical
thinking and logical reasoning skills.
Mathematical Concepts: Assess early mathematical understanding, including number recognition, counting,
and basic mathematical operations within the child's developmental stage.
2. Social-Emotional Skills
Emotional Regulation: Observe how children manage and express their emotions, assessing their ability to
regulate emotions in various situations.
Social Interactions: Evaluate the child's capacity for positive social interactions, sharing, taking turns, and
cooperating with peers during play and group activities.
Empathy and Perspective-Taking: Assess the development of empathy by observing how children
understand and respond to the emotions of others.
3. Physical Skills
Gross Motor Skills: Evaluate the development of gross motor skills through activities such as running,
jumping, climbing, and coordination exercises.
Fine Motor Skills: Assess fine motor skills by observing activities that involve hand-eye coordination,
manipulation of small objects, and precision tasks such as drawing or using scissors.
4. Language and Communication Skills
Expressive Language: Evaluate the child's ability to express thoughts, ideas, and needs verbally, considering
vocabulary, sentence structure, and clarity.
Receptive Language: Assess comprehension skills by observing the child's understanding of spoken language,
instructions, and the ability to follow directions.
Steps in Skill Assessment
1. Observation
• Conduct regular observations in various contexts, including classroom activities, free play, and group
interactions.
• Document specific behaviors, interactions, and achievements related to cognitive, social-emotional, and
physical skills.
2. Play-Based Assessment
• Integrate play-based assessment methods to create a natural and engaging environment for skill observation.
• Use activities that encourage creativity, problem-solving, and collaboration to assess cognitive and social-
emotional skills.
3. Teacher-Child Interactions
• Engage in positive teacher-child interactions to build rapport and create a comfortable space for skill
demonstration.
• Utilize open-ended questions and prompts to assess language and communication skills during one-on-one
interactions.
4. Portfolio Development
• Establish individual portfolios for each child, incorporating samples of their work, art projects, and written
observations.
• Regularly update portfolios to track progress over time and provide a comprehensive overview of a child's
development.
5. Standardized Tools (when appropriate)
• Utilize age-appropriate and culturally sensitive standardized assessment tools for specific domains.
• Supplement standardized assessments with qualitative observations to ensure a well-rounded understanding
of a child's abilities.
Interpretation and Feedback
1. Individualized Feedback
• Provide individualized feedback that highlights each child's strengths, interests, and areas for growth.
• Offer constructive guidance and strategies for parents and caregivers to support skill development at home.

2. Goal Setting
• Collaboratively set goals with parents and caregivers based on the assessment findings.
• Establish realistic and age-appropriate goals that align with the child's developmental stage.
3. Communication with Stakeholders
• Share assessment results with relevant stakeholders, including parents, caregivers, and other educators.
• Ensure transparent and clear communication, emphasizing a collaborative approach to supporting each
child's development.
4. Adaptation of Teaching Strategies
• Use assessment insights to adapt teaching strategies, creating an inclusive and responsive learning
environment.
• Differentiate instruction to meet the diverse needs of early years children, fostering a supportive atmosphere
for skill development.
Skill assessment for early years children is a nuanced and ongoing process that embraces the diversity of development
in these crucial years. By incorporating various assessment methods, collaborating with parents, and maintaining a
focus on individualized feedback, educators can create a supportive environment that nurtures the holistic growth
of each child. The ultimate goal is to lay a strong foundation for lifelong learning and success.
2.1.3 Assessment Tools and Processes
Assessment in early childhood education is a dynamic and multifaceted process aimed at gaining insights into the
holistic development of young learners. Utilizing a range of assessment tools and processes tailored for early years
children is essential to understand their cognitive, social-emotional, physical, and language abilities. The goal is not
only to measure academic achievements but also to inform teaching strategies, provide individualized support, and
create responsive learning environments that celebrate the unique strengths of each child.
Assessment Tools
1. Observation-Based Tools
Anecdotal Notes: Educators can use anecdotal notes to record observations of children's behaviors,
interactions, and achievements during various activities. This qualitative approach provides rich insights into
individual learning styles and interests.
Checklists: Checklists are useful for systematically recording the presence or absence of specific behaviors or
developmental milestones. They offer a quick and structured way to track progress across different domains.
Rating Scales: Rating scales allow educators to assign numerical values to observed behaviors, providing a
more nuanced understanding of a child's abilities. These scales can be tailored for different developmental
areas.
2. Play-Based Assessment
Structured Play Observations: Engaging children in purposeful play activities while observing their
interactions and problem-solving skills provides valuable information about cognitive, social, and emotional
development.
Portfolio Assessment: Portfolios compile samples of a child's work, drawings, and projects over time. This
approach offers a comprehensive view of a child's progression and accomplishments across various domains.
3. Teacher-Child Interaction Tools
Behavioural Checklists: These checklists help assess behavior patterns, attention span, and social interactions.
They can be useful for identifying behavioral concerns or areas for targeted support.
Interaction Rating Scales: Rating scales for teacher-child interactions evaluate the quality of relationships,
communication, and responsiveness, providing insights into the emotional and social development of the
child.

Assessment Processes
1. Initial Assessments
• Conduct routine developmental screenings and observations upon entry to early childhood settings to
establish a baseline for each child.
• Collaborate with parents and caregivers to gather information about the child's developmental history and
home environment.
2. Ongoing Formative Assessments
• Integrate ongoing formative assessments into daily routines, capturing spontaneous moments and individual
achievements.
• Use a combination of observation, play-based assessment, and informal check-ins to gather continuous
data.
3. Collaborative Team Assessments
• Collaborate with a multidisciplinary team, including specialists such as speech therapists, occupational
therapists, and psychologists, when needed.
• Pool insights and expertise to gain a comprehensive understanding of a child's development.
4. Individualized Goal Setting
• Develop individualized goals based on assessment findings, considering the unique strengths and needs
of each child.
• Set realistic and age-appropriate goals that align with developmental milestones.
5. Regular Progress Monitoring
• Establish a system for regular progress monitoring to track each child's development over time.
Adjust teaching strategies, interventions, and goals based on continuous assessment data.
6. Documentation and Reflection
• Maintain detailed documentation of assessment data, including written observations, checklists, and samples
of a child's work.
• Engage in reflective practices to assess the effectiveness of teaching strategies and make adjustments as
needed.
7. Transition Assessments
• Conduct assessments specifically focused on transitions, such as the move from early childhood education
to primary school.
• Collaborate with receiving educators to share assessment data and ensure a smooth transition.
8. Ethical Considerations
• Prioritize the ethical use of assessment tools, ensuring that they are culturally sensitive, age-appropriate,
and free from biases.
• Safeguard the confidentiality of assessment data, sharing it only with individuals directly involved in the
child's care.
Professional Development
1. Training for Educators
• Provide ongoing training for educators on the effective use of assessment tools and processes.
• Foster a culture of professional development to enhance educators' ability to adapt to evolving assessment
practices.
2. Collaborative Learning Communities
• Facilitate collaborative learning communities where educators can share insights, best practices, and
challenges related to assessment.
• Encourage a culture of shared learning and continuous improvement.

Comprehensive assessment tools and processes for early years children play a crucial role in creating supportive
learning environments. By employing a diverse range of tools and embracing collaborative assessment processes,
educators can gain a holistic understanding of each child's development. This knowledge serves as a foundation
for tailored teaching strategies, individualized support, and the celebration of the unique strengths of every young
learner.
Skill Based Assessment in Physical Education
Physical education plays an important role in the development of motor abilities such as locomotor (Running,
Hopping), object control (Throwing, Catching, Kicking), and stability (Balancing on Line walking, Standing on
one foot, etc.). While physical education assessment varies by school, they generally encompass students' physical
talents and skills. A written test may easily cover themes like health, well-being, and nutrition, as well as more
specific issues like muscle parts. Sports rules and regulations are another topic that might be covered in a written
test. However, the pupil must display physical abilities. A physical education examination may include motor
skills such as push-ups, overhead shots in badminton, shooting in basketball, etc. Other often examined physical
capabilities in a physical education lesson include:
� Muscle Movement � Stretching
� Flexibility � Jumping
� Locomotor skills � Balance
� Running speed � Jump rope
� Pull-ups � Throwing
� Catching and � Other sports skills
Five things should be kept in mind while assessing the students-
Y Y Accountability � Performance-Based Assessment
Y Y Evidence-Based Assessment � Validity and Reliability in Assessment
Y Y Participation and Collaboration
Physical activities are performed based on the ability of the physical fitness of each pupil. Without physical fitness,
it seems impossible to complete any physical activity efficiently. Physical fitness is categorized into two types-
Y Y Health-related physical fitness � Skill-related physical fitness
Health Related Fitness
Physical Fitness Components: It refers to an individual’s ability to perform aerobic exercises for an extended
period. It is the cardiorespiratory system’s highest functional capacity. This is the ability of the lungs, heart, and
arteries to give nutrients and oxygen to the muscles when they are active. Health-related fitness can be assessed by
measuring the following abilities-
Y Y Aerobic Capacity � Strength
Y Y Flexibility � Body Composition
Body Mass Index is the measure of body fat, calculated by the weight and height of a person. BMI provides the
ideal body weight as per the height of a person. While calculating the BMI, weight is measured in kilograms and
height in meters.
Formula of calculate BMI:
Body weight (in kg)
BMI =
(Height)2 (in metre)

For example, suppose a person has a body-weight of 70 kg and height 1.70 m. His/Her BMI would be:
Body weight (in kg)
BMI =
(Height)2 (in metre)
70 kg
Hence, BMI =
(1.70 m)2
=
70
1.70 × 1.70
=
70 kg
2.89 m
= 24.22
Hence, BMI = 24.22 (Normal BMI).
From the above formula, we can calculate the excess or deficiency of fat in our body and measures can be adopted
to correct it.
If your BMI is between 18.5–24.9, your body-weight is ideal. Therefore, you have a healthy weight.
BMI is an indicator the relative proportion of fat and learn tissue in the body. However this is just a rough indicator
and it is highly recommended to see a pediatrician for sound advice.
Measure your height and weight quarterly or every 2 months.
SN Date Height ( Mts.) Weight(Kg.) BMI Healthy/Overweight/Underweight
1 ........... ............................... ............................... ........... .............................................................................
2 ........... ............................... ............................... ........... .............................................................................
3 ........... ............................... ............................... ........... .............................................................................
4 ........... ............................... ............................... ........... .............................................................................
BMI Table
Body Mass Index
Age Girls Boys
Years Underweight Healthy Overweight Underweight Healthy Overweight
5 <13.5 13.5 to 16.8 >16.8 <13.8 13.8 to 16.8 >16.8
6 <13.4 13.4 to 17.1 >17.1 <13.7 13.7 to 17 >17
7 <13.4 13.4 to 17.6 >17.6 <13.7 13.7 to 17.4 >17.4
8 <13.5 13.5 to 18.3 >18.3 <13.8 13.8 to 18 >18
9 <13.7 13.7 to 19.1 >19.1 <14 14 to 18.6 >18.6
10 <14.0 14.0 to 20 >20 <14.2 14.2 to 19.4 >19.4
11 <14.4 14.4 to 20.9 >20.9 <14.6 14.6 to 20.2 >20.2
12 <14.8 14.8 to 21.7 >25.2 <15 15 to 21 >21
13 <15.3 15.3 to 22.6 >22.6 <15.5 15.5 to 21.9 >21.9
14 <15.8 15.8 to 23.4 >23.4 <16 16 to 22.7 >22.7
15 <16.3 16.3 to 24.1 >24.1 <16.6 16.6 to 23.5 >23.5
16 <16.8 16.8 to 24.7 >24.7 <17.1 17.1 to 24.2 >24.2

Skill Related Fitness- Skill-related fitness is determined by the neuromuscular system and determines how well a person performs
a given skill. It is the ability that aids in the acquisition of new skills. Having strong skill-related fitness assists you
in learning new skills. Skill-related components are-
Y Y Agility � Balance
Y Y Coordination � Strength
Y Y Reaction time and � Speed
Note: For the students of early years (below the age of 7 years) all health-related components of fitness are
to be avoided. Only skill-related fitness can be assessed by measuring the following abilities/capacities:
Y Y Action � Balance � Coordination
Action: The capacity to carry out the proper movement as dictated
by the particular sport.
Y Y Running � Quick direction changes
Y Y Rotating and Spiralling
Balance: The capacity to remain balanced while moving or being still
is known as balance. Naturally, our minds go to gymnasts balancing on
beams or their hands. Several instances of balance occur in daily life when
we move our weight from one portion of our body to the other. The most basic example would be Running,
Hooping, Turning , climbing stairs, walking etc. Here are a few instances:
Y Y Performing activity � Playing Game � Jumping
Y Y Running � Walking
Dynamic Balance: It is the capacity to retain equilibrium when moving and
walking, Static Balance is the ability to hold our body in a certain position and
posture.
The capacity to maintain a regulated bodily posture while doing a task—such as walking a
balance beam, sitting at a table, or getting up onto a curb—is known as balance. Balance,
which will help you stay coordinated, respond more quickly, and avoid falling.
Coordination: The capacity to carry out precise, regulated, and fluid motor responses—the ideal interplay of
muscle function—is known as coordination. (Being able to choose the appropriate muscle at the right moment and with the
right amount of intensity to produce the desired motion is coordination.) When several effectors cooperate to accomplish a
task. The motor control hierarchy has several levels at which coordination takes place, including between individual
muscles, joints, and limbs.
The capacity to coordinate the usage of various body parts and senses. In basketball, Table - Tennis, and Badminton,
hitting a moving ball requires hand-eye coordination. Football volleying requires foot-eye coordination. Among
the instances are-
Y Y Dribbling the ball
Y Y Zig Zag Running
Y Y Hitting the ball
Y Y Catching the ball
Y Y Hurdle Race

Assessment in Activities/Games/Sports:
Knowledge Values Knowledge

Pen-paper test Observation Observation
Viva-Voce Role Play Rubrics
Demonstration
Rubrics: Rubrics are not only used in academic settings but can also be applied to physical education & sports
to assess and evaluate various aspects of activity performance.
In physical education & sports, rubrics can be valuable tools for physical education facilitator/teacher/coaches/
athletes, and officials to provide structured and consistent feedback and evaluation.
Some examples in which rubrics are used in physical education & sports:
Skill Assessment: Facilitator/teacher often use rubrics to assess and rate the performance of students in specific
skills or techniques.
For example, in gymnastics, a coach might use a rubric to evaluate a gymnast's execution of a routine, considering
factors like form, balance, and difficulty
Exemplar of Assessment for child Performance
Task Station Activity/Game Performance Points of Observations Score
Section -1 Stance Hand Position 1
Feet Position 1
Section - 2 Action Hands 1
Feet 1
Balance Static 1
Dynamic 2
Co-ordination Fine Motor 2
Gross Motor 2
Eye-Hand 2
Section-3 Completion 2
Total 15
Rubrics- Rubrics are scoring guides that are used to assess and articulate specific component and expectations
of student work. They provide clear criteria for success and can help students understand what is expected of
them. Rubrics can be used for both formative and summative assessments and can be designed to measure a
variety of skills.
Activity: In the exercise that follows, we will practice a few different methods of determining
S.N Activity Methodology/Procedure
1. Skill-related fitness Perform this task on the ground.
2. Skill Assessment Circuit Practice
3. Objective To learn and practice the skill assessment circuit.
4. Props & Equipment Required: Flat rings, balancing beam, soft balls, footballs, basketballs,
cones/saucers, cricket bats, tennis balls, bean bags
5. Warm-up–5 min Allow kids to explore the play space in different ways while
gradually accelerating their pace. Lead a stretching exercise or
assign a student to lead one.

6. Activity–25 min • Split the class into two groups, and set up the two stations that
correspond to the circuits below.
• Running, hopping, dribbling with feet, twisting and turning,
striking, dribbling with hands, and throwing are the skills that
will be evaluated.
• The group will move on to another station when the kids finish
this one.
• The teacher should observe the students as they complete the
circuit while applying the aforementioned abilities.
• If a youngster needs more practice to get better at a certain
ability, extra practice can be provided.
• For an evaluation of the competency requirements, consult the
handout.
Station 1 Diagram
Station 2 Diagram
Cool-down–5 min Encourage kids to stroll or jog at a leisurely pace around the play
area. Lead a stretching exercise or assign a student to lead one.
Lesson: Preparation Based on their current feelings and the reasons behind them, ask
the kids to select one of the following emotions. The feelings are:
happy, sad, angry, and excited. Find out whether they are optimistic
about passing the fitness exam. Assure them that they will succeed
since they have done their homework and are well-prepared.
Example for Physical Education Student Progress Report
Student Information
Student Name: Amit Classroom Teacher: Rakesh Kumar
Grade: 1 School Year: 2023-2024
Evaluation Key
3 = Excellent: Student exceeds grade-level expectations.
2 = Competent: Student meets grade-level expectations.
1 = Needs Improvement: Student needs more practice to meet grade-level expectations.
NA = Not assessed.
National Standards for K-12 Physical Assessment Tools Assessment Scores,

Education by Grading Term
Standard 1. The physically literate individual Term Term Term
demonstrates competency in a variety of 1 2 3
motor skills and movement patterns.
Skips using a mature pattern. Structured observation while performing

in a variety of settings (skill/fitness circuit 2 3 3
drills).

Demonstrates 4 of the 5 critical elements Structured observation while performing 2 3 3

for jumping & landing in a horizontal plane in a variety of settings (skill/fitness circuit
using a variety of 1-and 2-foot take-off and drills).
landings.
Balances in an inverted position with Group-supported balance demonstration, NA 2 2
stillness and supportive base. station demonstrations (peer and teacher).
Dribbles using the preferred hand while Group practice, game-like practice and NA 2 2
walking in general space. feedback from teacher.
Jumps a self-turned rope consecutively Group practice, game-like practice and 2 3 3
forward and backward with a mature feedback from teacher.
pattern.
applies knowledge of concepts, principles, 1 2 3
strategies and tactics related to movement
and performance.
Combines locomotor skills in general space Call-and-response teacher observation, 2 2 3

to a rhythm. teacher-led progressions to music and
partner patterns.
demonstrates the knowledge and skills to 1 2 3
achieve and maintain a health-enhancing
level of physical activity and fitness.
Actively engages in physical education class Ongoing feedback 3 3 3

in response to instruction and practice.
exhibits responsible personal and social 1 2 3
behavior that respects self and others.
Accepts responsibility for class protocols Ongoing feedback 2 2 3

with behavior and performance actions.
Recognizes the role of rules and etiquette in Ongoing feedback 2 2 3
teacher-designed physical activities.

recognizes the value of physical activity for 1 2 3
health, enjoyment, challenge, self-expression
and/or social interaction.
Recognizes the value of “good health Ongoing feedback using questionnaire 2 2 N/A
balance.”

Sample teacher notes on student assessments by grading them.
Term 1: Participates with enthusiasm, yet distracts others from learning.
Term 2: Listens well and works/plays well with others.
Term 3: Takes responsibility for learning.
2.2 Assessment Report and Feedback

The preparation of a report on assessment and feedback for early years children is a meticulous process aimed at
gaining a comprehensive understanding of young learners' developmental progress and providing insights to enhance
educational practices. In this context, the facilitator must define clear objectives and criteria, tailoring assessment tools
and feedback mechanisms to align with the unique needs of early childhood education. Data collection involves a
delicate balance between quantitative and qualitative methods, considering age-appropriate tools such as observational
assessments, play-based evaluations, and parental or caregiver feedback. Ethical considerations play a crucial
role, ensuring the confidentiality of sensitive information and obtaining appropriate consents. The analysis phase
delves into both individual and group performance, identifying strengths and areas for improvement, and offering
recommendations to optimize the learning environment for these young learners. The final report not only serves
as a snapshot of current achievements but also becomes a roadmap for ongoing enhancement in early childhood
educational practices.
2.2.1 Preparation of Report
Information Identification
The preparation of a report on assessment and feedback involves a thoughtful process of information identification
to ensure a comprehensive understanding of their developmental progress. There is a detailed on gathering relevant
information for such a report:
1. Define Developmental Objectives: Clearly define the developmental objectives for early years children based
on age-appropriate milestones and educational standards. The assessment objectives align with the goals of
the early childhood curriculum.
2. Identify Age-Appropriate Assessment Tools: Choose assessment tools that are developmentally appropriate
for young children, such as play-based assessments, observation checklists, or expressive arts activities.The
selected tools cater to the diverse learning styles of early years children.
3. Parent and Caregiver Involvement: Identify effective ways to involve parents and caregivers in the assessment
process, considering regular updates, conferences, or informal discussions. Incorporate parental or caregiver
feedback, observations, and concerns into the assessment process.
4. Ethical Considerations: Obtain informed consent from parents or guardians before collecting any identifiable
information about the children. Establish procedures to maintain the confidentiality of individual child
assessments.
5. Diverse Assessment Criteria: Develop a set of diverse assessment criteria that encompass cognitive, social-
emotional, physical, and language development. Balance between assessing foundational skills and promoting
creativity and critical thinking.
6. Observational Data Collection: Define clear protocols for systematic observations, considering both
planned activities and spontaneous interactions. Capture qualitative data on children's behaviors, interests,
and interactions with peers and educators.
7. Developmentally Appropriate Feedback Mechanisms: Identify age-appropriate feedback mechanisms
such as simple visual aids, positive reinforcement, or narrative feedback that can be easily understood by
young children. Establish a system for continuous feedback, ensuring ongoing communication about children's
progress and achievements.

8. Recordkeeping and Documentation: Develop a secure and organized system for recordkeeping, storing
assessment data, and maintaining a portfolio of children's work. Regularly document children's progress,
capturing both individual achievements and group dynamics.
9. Incorporate Play-Based Assessments: Integrate play-based assessments that allow children to naturally
demonstrate their cognitive and social skills during activities. A balance between structured play activities that
assess specific skills and unstructured play that encourages creativity.
10. Language and Communication Assessments: Identify tools to assess language development, including
vocabulary acquisition, expressive language skills, and communication with peers and adults. Take into account
the linguistic diversity within the early years setting when assessing language development.
11. Physical Development Assessments: Choose assessments that evaluate gross and fine motor skills,
coordination, and physical activity levels. Design activities and assessments that encourage physical movement
and exploration.
12. Social-Emotional Assessments: Select assessments that measure social-emotional development, including
empathy, self-regulation, and interpersonal skills. Utilize behavioral observations to understand children's
social interactions and emotional expressions.
13. Formative Assessment Strategies: Implement strategies for ongoing formative assessment to inform
instructional practices in real-time. Use formative assessments to adapt teaching methods and activities based
on individual and group needs.
14. Collaboration with Early Childhood Professionals: Collaborate with fellow educators and professionals to
share insights, discuss assessment strategies, and collectively contribute to the information-gathering process.
Consider ongoing professional development opportunities to enhance assessment practices.
15. Use of Technology for Data Collection: Explore the use of technology for data collection, such as digital
portfolios, interactive educational apps, or multimedia documentation. Provide adequate training to staff
members on the use of technology tools to ensure accurate and efficient data collection.
By systematically identifying relevant information through these steps, the preparation of a report on assessment
and feedback for early years children becomes a thoughtful and purposeful process. This information lays the
foundation for a comprehensive report that not only captures the developmental progress of young learners
but also informs future educational strategies and improvements.
Analysis of Report
Analyzing a report on assessment and feedback is a crucial phase that involves interpreting collected data, identifying
patterns, and drawing insightful conclusions to inform educational strategies. Here's a detailed guide on how to
conduct a comprehensive analysis of such a report:
1. Review Developmental Objectives: Assess the extent to which the collected data aligns with the predefined
developmental objectives. Identify areas where the objectives have been successfully met and those that may
require further attention.
2. Quantitative Data Analysis: Apply appropriate statistical methods to analyze quantitative data, such as
test scores or numerical assessments. Calculate averages, ranges, and standard deviations to understand the
distribution of scores. Identify trends or patterns in the data, exploring variations among different assessment
criteria and age groups.
3. Qualitative Data Analysis: For qualitative data, conduct a thematic analysis to identify recurring themes
or patterns in observations, feedback, and open-ended responses. Capture the richness of qualitative data by
providing detailed descriptions of observed behaviors and interactions.
4. Cross-Referencing Data Sources: Cross-reference quantitative and qualitative data to gain a holistic
understanding of children's development. Explore how qualitative insights complement or elaborate on
numerical findings. Validate findings across different data sources to ensure consistency and reliability.
5. Individual and Group Performance Analysis: Analyze individual child performance, identifying strengths and
areas for improvement. Consider variations in developmental trajectories. Assess group dynamics, recognizing
any collective patterns in behavior, learning styles, or social interactions.

6. Feedback Integration: Integrate feedback from parents, caregivers, and educators into the analysis. Identify
common themes and areas of agreement or divergence between stakeholders. Assess the impact of feedback
on the overall understanding of children's development and educational experiences.
7. Identification of Strengths and Weaknesses: Recognize and highlight areas of success and achievement
among early years children. This could include academic milestones, social-emotional growth, or creativity.
Clearly identify areas that present challenges or where children may require additional support or differentiated
instruction.
8. Root Cause Analysis: If weaknesses or challenges are identified, conduct a root cause analysis to understand
the underlying factors contributing to these issues. Explore environmental, instructional, or developmental
factors. Identify whether challenges are isolated or indicative of systemic issues that may require broader
interventions.
9. Comparison with Developmental Benchmarks: Compare children's performance against established
developmental benchmarks or age-appropriate standards. Assess whether children are meeting, exceeding, or
falling below expected developmental milestones. Consider whether benchmarks need adjustment based on
the unique characteristics of the early years setting.
10. Equity and Inclusion Analysis: Analyze data with a focus on equity and inclusion, recognizing any disparities
or variations among diverse groups of children. Tailor recommendations to ensure that strategies address the
specific needs of diverse learners within the early years setting.
11. Impact on Instructional Practices: Evaluate how assessment findings influence instructional practices.
Identify teaching methods that align with children's learning styles and developmental needs. Consider whether
adjustments to the curriculum or instructional materials are warranted based on the analysis.
12. Formative Assessment Reflection: Reflect on the effectiveness of formative assessment strategies in providing
real-time insights into children's progress. Evaluate how formative assessments contribute to instructional
adaptations. Consider refinements to formative assessment practices for ongoing improvement.
13. Technology Integration Analysis: Assess the effectiveness of technology tools used for data collection,
documentation, or feedback. Identify whether technology enhances the accuracy and efficiency of the assessment
process. Evaluate the impact of technology on staff and educator training needs and propose adjustments as
necessary.
14. Documentation and Reporting: Ensure transparency in reporting the analysis process, clearly articulating
the methods, tools, and considerations used. Present findings in a clear and accessible manner, using visual
aids or charts to enhance understanding.
15. Recommendations for Continuous Improvement: Derive actionable recommendations from the analysis
that address identified challenges and capitalize on strengths. Prioritize recommendations based on their
potential impact on children's development and feasibility of implementation.
16. Feedback Loop and Future Assessments: Propose mechanisms for ongoing feedback and evaluation to
track the effectiveness of implemented changes. Outline considerations for future assessments, incorporating
lessons learned from the current analysis.
By adopting this comprehensive approach to the analysis of a report on assessment and feedback for early
years children, educational practitioners can derive meaningful insights, guide informed decision-making, and
contribute to continuous improvement in early childhood education practices. The ultimate goal is to create
an environment that optimally supports the holistic development of young learners.
Conclusion and Recommendations
It is essential to synthesize key findings, highlight successes, address challenges, and offer actionable recommendations
for continuous improvement. The conclusion serves as a reflective summary of the assessment process and sets the
stage for informed decision-making. Here's a detailed guide on crafting a conclusion and providing recommendations:
1. Summarize Key Findings: Provide a holistic overview of the assessment findings, encompassing cognitive,
social-emotional, and physical development. Summarize trends, patterns, and noteworthy observations that
emerged from the assessment data.

2. Highlight Successes: Acknowledge and celebrate the achievements and milestones observed among early
years children. Highlight instances of positive social interactions, cognitive growth, and creative expression.
3. Address Challenges: Clearly articulate challenges and areas where children may require additional support
or targeted interventions. Recognize underlying factors contributing to challenges, fostering transparency and
a proactive approach to improvement.
4. Reflection on Formative Assessment: Reflect on the effectiveness of formative assessment strategies in
providing real-time insights and supporting responsive teaching. Discuss how formative assessment practices
have influenced instructional methods and curriculum adaptations.
5. Consideration of Stakeholder Feedback: Consider and integrate feedback from parents, caregivers, and
educators into the conclusion. Stakeholder perspectives align with the observed experiences and developmental
progress of early years children.
6. Recommendations for Improvement: Propose specific and actionable recommendations derived from the
analysis, addressing identified challenges and leveraging strengths. Prioritize recommendations based on their
potential impact on children's development and the feasibility of implementation.
7. Individualized Support Strategies: Suggest individualized support strategies for children requiring additional
assistance, ensuring differentiation in teaching approaches. Consider collaboration with specialists or support
services to address specific developmental needs.
8. Curricular Adjustments and Enrichments: Recommend adjustments to the curriculum or the incorporation
of enriching activities that align with children's evolving interests and developmental trajectories. Encourage
interdisciplinary connections to create a more holistic learning experience.
9. Professional Development Opportunities: Recommend professional development opportunities for
educators to enhance their skills in early childhood assessment, utilizing technology, and addressing diverse
learning needs.The formation of a community of practice to facilitate shared learning and collaboration among
educators.
10. Technology Integration and Training: Suggest optimizations in the use of technology tools for data
collection, documentation, and communication. The importance of ongoing training for staff members to
ensure proficiency and confidence in utilizing technology for assessments.
11. Monitoring and Feedback Loop: Propose mechanisms for ongoing monitoring and evaluation to track the
effectiveness of implemented changes. The importance of adapting strategies based on continuous feedback,
fostering a culture of continuous improvement.
12. Parental Engagement Strategies: Recommend strategies to enhance communication between educators and
parents, ensuring transparent and regular updates on children's progress. Encourage active parental involvement
in supporting children's developmental goals at home.
13. Sustainable Assessment Practices: Advocate for the integration of assessment practices into daily routines
to create a seamless and natural learning environment. Recommended assessment practices are sustainable
and align with the long-term goals of early childhood education.
14. Future Assessment Considerations: Provide considerations for future assessments, outlining potential
refinements to assessment tools, data collection methods, and analysis processes. Align future assessments
with the long-term vision of providing a nurturing and enriching early childhood educational experience.
In crafting the conclusion and recommendations for a report on assessment and feedback for early years children,
a forward-looking and solution-oriented approach is crucial. The aim is to foster a learning environment that
continuously adapts to the unique needs of young learners, promoting their holistic development and setting
the stage for a positive educational journey.
Revise Your Report
Introduction
Early childhood education is a pivotal phase in a child's developmental journey, laying the foundation for future
learning. This report encapsulates a comprehensive assessment and feedback initiative aimed at gaining insights

into the holistic development of our early years children. By incorporating various assessment tools, feedback
mechanisms, and stakeholder perspectives, we endeavor to celebrate achievements, address challenges, and pave
the way for continuous improvement.
Key Findings
Our assessment journey has unveiled a tapestry of development, where cognitive, social-emotional, and physical
milestones intertwine. Through systematic observation, play-based assessments, and feedback from parents and
educators, we have identified commendable successes and areas deserving attention. Positive interactions, creative
expressions, and cognitive leaps underscore the strengths of our early learners.
Celebrating Successes
Acknowledging achievements is paramount. We celebrate the blossoming social interactions, evident cognitive
growth, and the vibrant creativity displayed by our early years children. These successes affirm the efficacy of our
instructional approaches and the conducive learning environment we have cultivated.
Addressing Developmental Challenges
Transparently, we recognize developmental challenges. Some children may benefit from tailored interventions or
differentiated support strategies. By acknowledging these challenges, we pave the way for targeted improvements,
creating a more inclusive and responsive educational setting.
Insights from Formative Assessment
The integration of formative assessment strategies has proven instrumental in providing real-time insights into
children's progress. Responsive teaching practices have emerged, adapting to the evolving needs of our early learners.
This dynamic approach fosters a learning environment that is attuned to individual developmental trajectories.
Recommendations for Continuous Improvement
To fortify our commitment to holistic development, we propose actionable recommendations:
1. Tailored Support Strategies
• Develop individualized support strategies for children requiring additional assistance.
• Collaborate with support services to address specific developmental needs.
2. Curricular Adjustments and Enrichments
• Recommend adjustments to the curriculum to align with evolving interests and developmental trajectories.
• Encourage interdisciplinary connections for a more comprehensive learning experience.
3. Professional Development Opportunities
• Identify and address training needs for educators in early childhood assessment and technology utilization.
• Foster a community of practice to facilitate shared learning and collaboration.
4. Optimization of Technology Tools
• Optimize the use of technology tools for data collection, documentation, and communication.
• Emphasize ongoing training for staff members to ensure proficiency and confidence.
5. Establish a Feedback Loop
• Propose mechanisms for ongoing monitoring and evaluation to track the effectiveness of implemented
changes.
• Adapt strategies based on continuous feedback, fostering a culture of continuous improvement.
6. Parental Engagement Strategies
• Enhance communication channels between educators and parents for transparent and regular updates.
• Encourage active parental involvement in supporting children's developmental goals at home.
7. Sustainable Assessment Practices
• Advocate for the integration of assessment practices into daily routines for a natural learning environment.
• Ensure that recommended assessment practices are sustainable and align with long-term educational goals.
Conclusion
This report encapsulates our commitment to the holistic development of early years children. By celebrating
successes, addressing challenges, and implementing targeted recommendations, we embark on a journey of

continuous improvement. The early years are a canvas of potential, and our collective efforts strive to paint a
picture of thriving, engaged, and well-rounded learners.
Providing Feedback
Introduction
This report encapsulates a comprehensive exploration of the assessment and feedback processes employed to gauge
the developmental progress of our early years children. The aim is not only to evaluate academic achievements but,
more importantly, to foster a holistic environment that nurtures social, emotional, and physical growth. Central
to this approach is the provision of thoughtful and constructive feedback, creating a foundation for continuous
improvement and a positive early educational experience.
Feedback Mechanisms
Our feedback mechanisms are designed to be age-appropriate, recognizing the unique needs and developmental
stages of early years children. Utilizing a blend of observational assessments, play-based evaluations, and engagement
with parents and caregivers, we have sought to capture a comprehensive picture of each child's journey.
Individualized Feedback
Every child is unique, and our feedback approach reflects this diversity. Individualized feedback, tailored to the
specific strengths and challenges of each child, has been a cornerstone. We highlight achievements, acknowledge
progress, and gently guide improvement areas, ensuring that children and their families receive personalized insights.
Celebrating Achievements
Positive reinforcement through feedback is vital for building confidence and motivation. We celebrate not just
academic accomplishments but also social interactions, creative expressions, and moments of resilience. By
emphasizing these achievements, we instill a sense of pride in our early learners, creating a positive foundation for
future learning.
Constructive Guidance
Constructive guidance forms the heart of our feedback approach. Where challenges arise, our feedback provides
clear insights into areas that may benefit from further attention. This guidance is framed in a supportive manner,
offering solutions and strategies for improvement, thus fostering a growth mindset from the earliest stages of
education.
Parent and Caregiver Collaboration
Recognizing the vital role of parents and caregivers, our feedback mechanisms involve regular communication and
collaboration. Parent-teacher conferences, progress reports, and open lines of communication ensure that families
are active partners in their child's educational journey. We encourage a reciprocal exchange of insights, creating a
harmonious bridge between home and school.
Continuous Improvement Loop
Feedback is not static but part of a dynamic loop for continuous improvement. We actively seek input from
parents, educators, and even the children themselves. This feedback loop enables us to adapt our strategies, refine
our approaches, and ensure that our early years education remains responsive to the evolving needs of each child.
Recommendations for Enhancing Feedback:
To further enhance our feedback processes, we propose the following recommendations:
1. Interactive Feedback Sessions
• Implement interactive feedback sessions, where parents, caregivers, and educators can engage in meaningful
conversations about a child's progress.
• Explore the use of technology to facilitate virtual feedback sessions for increased accessibility.
2. Visual Feedback Aids
• Develop visual aids, such as progress charts or multimedia presentations, to complement verbal feedback
and provide a more tangible representation of a child's journey.
• Ensure that visual aids are designed to be easily understandable by parents and caregivers.

3. Incorporate Child Self-Assessment

• Introduce age-appropriate self-assessment tools, empowering children to reflect on their own progress
and set personal goals.
• Facilitate conversations that encourage children to express their feelings about their learning experiences.
4. Training for Effective Feedback
• Provide training for educators on delivering effective and compassionate feedback that fosters a positive
learning environment.
• Establish a platform for peer learning among educators to share best practices in delivering impactful
feedback.
Conclusion
Approach to assessment and feedback is deeply rooted in creating a nurturing and supportive educational ecosystem.
By providing individualized, constructive, and collaborative feedback, we endeavor to lay the foundation for a
lifelong love of learning. The journey of early education is a shared one, and through insightful feedback, we aim
to cultivate an environment where every child can flourish.
2.2.2 Steps of Documenting Feedback
1. Observational Assessment
• Begin by conducting observational assessments to gather data on a child's behaviors, interactions, and
achievements.
• Use a combination of anecdotal notes, photographs, and videos to document both planned activities and
spontaneous moments.
2. Categorization of Feedback
• Categorize feedback into distinct areas such as cognitive development, social-emotional skills, and physical
abilities.
• Use a framework that aligns with the developmental objectives and goals set for early years education.
3. Individualized Feedback
• Tailor feedback to each child's unique strengths, interests, and developmental needs.
• Provide specific examples and anecdotes that illustrate the child's progress and achievements.
4. Positive Reinforcement
• Incorporate positive reinforcement by acknowledging and celebrating achievements.
• Use affirmative language to highlight efforts, perseverance, and the positive impact of a child's contributions.
5. Constructive Guidance
• Offer constructive guidance by identifying areas for improvement in a supportive manner.
• Provide actionable recommendations that focus on the next steps for learning and development.
6. Reflection and Self-Assessment
• Encourage self-reflection by involving children in the feedback process.
• Use age-appropriate tools and discussions to help children reflect on their own experiences and set personal
goals.
7. Parental Involvement
• Document insights that can be shared with parents and caregivers to keep them informed about their
child's progress.
• Provide clear and transparent information, inviting parents to actively engage in their child's educational
journey.
8. Recordkeeping
• Establish a systematic recordkeeping system to organize and store feedback data.
• Ensure that records are accessible for future reference, evaluations, and collaborative planning.

9. Regular Review and Adjustment

• Schedule regular reviews of feedback documentation to track the progress of individual children and the
effectiveness of teaching strategies.
• Adjust feedback approaches based on continuous observations and evolving developmental needs.
10. Collaborative Communication
• Foster open and collaborative communication with colleagues to share insights, strategies, and best practices
in providing effective feedback.
• Create a culture of continuous improvement through shared learning experiences.
The documentation of feedback for early years children becomes a purposeful and systematic process, aligning
with the overarching objective of nurturing each child's holistic development and creating a positive foundation
for lifelong learning.
Objective of Feedback:
The primary objective of providing feedback for early years children is to support their holistic development and
create a positive learning environment. Feedback serves as a powerful tool to nurture a child's cognitive, social-
emotional, and physical growth. It aims to celebrate achievements, guide improvement, and foster a sense of
confidence and motivation in each child. The specific goals of feedback in the early years include:
1. Celebrating Achievements
• Recognize and highlight individual and collective accomplishments, fostering a positive self-image in
children.
• Celebrate successes, no matter how small, to instill a sense of pride and joy in their learning journey.
2. Guiding Improvement
• Identify areas for improvement and provide constructive guidance to support a child's ongoing development.
• Offer specific and actionable suggestions to help children build on their strengths and overcome challenges.
3. Fostering a Growth Mindset
• Cultivate a growth mindset by framing feedback in a way that emphasizes effort, resilience, and the process
of learning.
• Encourage children to view challenges as opportunities for growth and learning rather than as obstacles.
4. Enhancing Self-Awareness
• Facilitate self-awareness by helping children understand their strengths, interests, and areas where they can
further develop.
• Encourage reflective thinking, where children begin to understand their own learning styles and preferences.
5. Promoting Positive Social Interactions
• Acknowledge and reinforce positive social interactions, cooperation, and effective communication among
children.
• Use feedback as a tool to foster a sense of community and shared responsibility within the early years
setting.
6. Involving Parents and Caregivers
• Establish a collaborative relationship with parents and caregivers by providing them with insights into their
child's progress.
• Share strategies and recommendations for extending learning experiences at home to reinforce educational
goals.
7. Creating a Supportive Learning Environment
• Contribute to the creation of a supportive and nurturing learning environment by fostering open
communication and trust.
• Ensure that feedback is delivered with empathy and encouragement to build a positive teacher-child
relationship.

Summary
YY Assessing early years children's physical abilities, progress, and attitudes toward physical activity.
YY Determining achievement levels and informing instructional decisions in early childhood physical education.
YY Identifying specific strengths and weaknesses in children's physical development and movement skills.
YY Measuring proficiency in fundamental movements and physical skills relevant to early childhood development.
YY Utilizing various tools such as observational assessments, checklists, and fitness testing to gather information and guide
instruction effectively for early years children's physical education.
YY Identifying early years children's specific strengths and weaknesses in physical development and movement skills.
YY Ongoing assessment during physical education activities to monitor progress and provide feedback for improvement.
YY Assessing overall achievement and proficiency at the end of a period or unit of physical education.
YY Analyzing assessment data to identify areas for improvement and intervention in children's physical development.
YY Continuously evaluating children's progress and adjusting instruction to optimize learning outcomes.
YY Evaluating overall achievement and effectiveness of physical education programs for early years children.
YY Assessing proficiency in fundamental movement skills relevant to early childhood development.
YY Assessing components such as flexibility, muscular strength, and cardiovascular fitness in early years children.
YY Evaluating overall physical health and well-being in early childhood.
YY Assessing body weight relative to height as an indicator of healthy growth and development.
YY Evaluating agility, balance, coordination, and other skills relevant to physical activity participation.
YY Documenting assessment results and providing constructive feedback to children, parents, and educators.
YY Compiling assessment data and observations into a comprehensive report for analysis and review.
YY Examining assessment findings to identify trends, patterns, and areas needing improvement.
YY Summarizing assessment outcomes and suggesting strategies for enhancing physical education experiences.
YY Making adjustments to assessment reports based on feedback and ongoing evaluation.
YY Offering constructive feedback to children on their performance and progress in physical activities.
YY Systematically recording observations and suggestions to facilitate continuous improvement.
YY Helping children understand their strengths and areas for growth while motivating them to engage in physical activity
and adopt healthy habits.
Glossary
1. Action : A person is said to have made a wager on a sporting event when they have action on
the result.
2. Aerobic Capacity : Aerobic capacity refers to your body's ability to efficiently use oxygen.
3. Agility : A skill-related aspect of physical fitness that has to do with the capacity to quickly
and accurately shift the position of one's complete body in space.
4. Assessment : Assessment is the systematic basis for making inferences about the learning.
5. Assessment Report : The information based on assessor findings that is required to ascertain the efficacy
of the controls inherited or implemented by the information system is included in
the assessment reports.
6. Balance : The ability to balance your weight so that you can walk or stand without tripping, or
get back up if you fall.
7. BMI (Body Mass Index) : It is a measure of body weight relative to height, commonly used to assess health
status and risk of obesity in individuals, including early years children.

8. Body Composition : Body composition is the percentage of a body's weight that is fat tissue.
9. Body Mass Index : The body mass index (BMI) is a measurement of body fat based on height and weight.
10. Coordination : The ability to execute smooth, accurate, controlled motor responses development of
students.
11. Diagnostic Assessment : A method by which the instructor may find out what abilities the pupils already possess
and where they need to concentrate their lessons.
12. Diagnostic Evaluation : A diagnostic evaluation assesses various areas of development to gain a “full picture”
of a child's development and learning style.
13. Evaluation : The process of judging or calculating the quality, importance, amount, or value of
something.
14. Feedback : Constructive critique or advice on how to make a performance, product, etc.
15. Flexibility : The inherent characteristic of bodily tissues that establishes the maximum range of
motion possible at a joint or set of joints without risk of harm.
16. Formative Assessment : In order to enhance instruction and learning, formative assessment offers continuous
feedback between the instructor and the student.
17. Formative Evaluation : A formative assessment is an evaluation method used to monitor a student's progress,
which provides feedback instead of a grade.
18. Health-related fitness : Health-related fitness refers to components of physical fitness that contribute to
overall health and well-being, including cardiovascular endurance, muscular strength,
muscular endurance, flexibility, and body composition.
19. Hurdle Race : A hurdle is a barrier or other obstacle that a runner has to jump over during a race,
offered to someone physical activities and tasks efficiently and effectively.
20. Physical fitness : Physical fitness refers to the overall well-being and ability of an individual to perform
21. Reaction time : The speed at which an athlete responds to an external stimulus.
22. Rubrics : Usually used to assess student achievement against a consistent set of criteria or to
encourage the consistent implementation of learning goals, objectives, or standards
in the classroom, a rubric is an evaluation instrument or set of rules.
23. Skill Assessment : A physical education assessment is a test designed to evaluate or monitor a student's
progress in physical education.
24. Skill Cognition : The talents your brain employs for basic daily tasks including thinking, learning,
reading, remembering, speaking, listening, and paying attention are known as cognitive
capacities.
25. Skill Related Fitness : The abilities that help people to learn skills.
26. Skill-based assessment : Involves evaluating proficiency in fundamental movement skills such as running,
jumping, throwing, and catching, enabling educators to identify individual strengths
and areas for improvement, and tailor instruction to enhance overall physical literacy
and development.
27. Speed : The capacity to move the entire body or a portion of it swiftly.
28. Stance : The position in which somebody stands, especially when playing a sport.
29. Strength : The amount of force a muscle can exert, or its capacity to apply force and overcome
resistance.
30. Structured : Arranged with a clear structure and the components in a way that makes sense.
31. Summative Assessment : After a learning session, a summative assessment is given to demonstrate the cumulative
knowledge and skills that the student has acquired.
32. Summative Evaluation : Summative assessments are a type of evaluation used to demonstrate the cumulative
learning of a student following a learning phase.
33. Zig Zag Run : Cone zigzag runs test a person's ability to keep moving forward as much as possible
while reversing course and covering a certain distance in a sequence of 45-degree cuts.

Exercises
A. Subjective Questions.
1. Define assessment and evaluation.
Ans. Ref. Page 33
2. What are the components of fitness?
Ans. Ref. Page 39-41
3. Define skill related fitness with examples.
Ans. Ref. Page 41
4. Explain why assessment is important?
Ans. Assessment in early years children is vital for understanding their development, identifying individual
needs, and tailoring educational approaches. It helps educators track progress, provide targeted support,
and ensure a holistic learning environment, fostering optimal growth and readiness for future learning.
5. What are the advantages of using a report card?
Ans. Report cards in early years provide valuable feedback to parents and educators about a child's progress,
strengths, and areas needing improvement. They facilitate communication between stakeholders, track
developmental milestones, and guide educational planning to support each child's growth effectively.

1. Assessment is the.
(a) Assessment is process of locating, selecting, producing, compiling, assessing, deciphering, and utilising
data
(b) Assessment is a planned and ongoing process of collecting data
(c) Both a and b (d) None of these
2. Assessment for learning is.
(a) Summative assessment (b) Diagnosis assessment
(c) Formative assessment (d) None of these
3. Assessment is the comparison of actual performance of a skill-
(a) Summative assessment (b) Diagnosis assessment
(c) Formative assessment (d) Skill assessment
4. Things should be kept in mind while assessing the students-
(a) Accountability. (b) Performance-based Assessment.
(c) Evidence-based Assessment (d) All of these
5. Below the age of 7 years students which skill related fitness can be assessed.
(a) Action (b) Balance
(c) Coordination (d) All of these
6. Points should be kept in mind while analysing the report-
(a) Event Summary (b) Performance analysis
(c) Incidents reports (d) All of these

7. Steps to be Documented Feed Back-

(a) Identifying tools and resources (b) Determine who will be involved
(c) Both a and b (d) None of these
Answers:
1. (c) Both a and b 2. (b) Diagnosis assessment
3. (d) Skill assessment 4. (d) All of these
5. (d) All of these 6. (d) All of these
7. (c) Both a and b
B. Short Answer Type Questions. (2 Marks)
1. What do you mean by evaluation?
2. What do you understand by skill assessment?
3. Why is assessment necessary?
4. Why do we prepare assessment report?
5. Define skill related fitness with examples.
6. What do you understand by rubrics?
1. Explain the types of assessment.
2. Explain the types of evaluation.
3. Describe the difference between assessment and evaluation.
4. While assessing the students what should be kept in mind?
5. Write steps of documenting feedback.
6. What are the objectives of feedback?
7. What are the components of health related fitness?
8. Explain why assessment is important.
9. What are the advantages of using a report card?
10. What do you understand by assessment?
11. What do you understand by formative assessment?
12. What do you understand by diagnosis assessment?
13. What do you mean by summative assessment?
14. Write four points that should be kept in mind while assessing the students.
15. Describe the BMI.
16. Name any four skill related components.
17. What is balance?
Activities
1. Conduct skill assessment using the recommended guidelines for early years’ children. (Critical Thinking)
2. Prepare rubrics for any one activity of your choice. (Critical Thinking)
1. Prepare a chart on difference between assessment and evaluation. (Experiential Learning)
2. Discussion in classroom which of the assessment is better—formative or summative. (Critical Thinking)
3. Prepare a PowerPoint presentation on steps of report preparation and feedback. (Creativity)
4. Calculate BMI of any one section or any 20 students and prepare assessment report with feedback.
(Critical Thinking & Creativity)

About the Book
The realm of early childhood education and the vital role of an activity facilitator dedicated
to fostering the holistic development of young minds is a long journey. As you delve into the
pages ahead, you will explore the nuanced and impactful world of engaging activities
designed specifically for early years children. This book is crafted for those dedicated
individuals who recognize the significance of the early years in shaping a child's future and
who seek to provide purposeful, enjoyable, and developmentally appropriate activities.
From fostering creativity to developing social skills, this book aims to equip activity
facilitators with the insights and tools necessary to make a lasting impact on the formative
years of the children they serve. Deep exploration of these facts will help you acknowledge
the profound influence that a well-designed and thoughtfully executed early childhood
activity program can have on a child's growth. Efforts in the book is made to lay positive and
enriching future for your young ones.
About the Author
Dr DS Yadav is a dedicated author with a profound commitment to shaping the future of
Physical Education through comprehensive and engaging Physical Education learning
materials for school-level students. His academic qualifications are MPEd., MPhil, NET, Ph.D.
Thereafter he completed M.A. in (Education, Pol. Sc., Sociology and History). He has 35 years of
enriching experience in the field of physical education. He has contributed in various capacities
from head of the Pre-Service Department to Principal at the District Institute of Education &
Training, New Delhi (DIETs SCERT, Delhi). He is a recipient of the “STATE TEACHER EDUCATORS’
AWARD” 2022. To his credit, there are more than 20 research papers. He has contributed to
NCERT textbooks on Physical Education for classes 6th-10th. He has also been acting as a key
resource person in the various areas of Physical Education in the capacity of building program
for in-service teachers.
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A Textbook of

Early Years Physical

Early Years Physical

Part A: Employability Skills

First Edition: 2024

Printed and Distributed by Orange House Pvt Ltd

— Dr. Davender Singh Yadav

INSIDE THE BOOK

1.1 Roles and Responsibilities of a Physical Activity Facilitator Summary

Project Work 104 Planning a School

It helps the students work outside

4. How is effective communication helpful in dealing customers/parents?

Assessment Tools 9. What do you understand by facilitation?

Suggested Activities Activities Activities (a) Facility Assessment

30 Physical Activity Trainer—X

Employability Skills–30 Marks

Unit 1 : Communication Skills—II

Unit 2 : Self-Management Skills—II

Unit 3 : Basic Information and Communication Technology Skills—II

Unit 4 : Entrepreneurial Skills—II

Unit 5 : Green Skills—II

Vocational Skills–70 Marks

Unit 6: Roles and Responsibilities of Early Years Physical Activity Facilitator

Unit 7: Assessment and Evaluation of Students

Unit 8: Free Play

Unit 9: Monitoring and Inventory Management

PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS

Practical Work – 70 Marks

Practical Examination–40 Marks

Practical File–10 Marks

Viva Voce (based on Practical Examination/File)–20 Marks

Project Work–30 Marks

Report of Field Visit/Project–10 Marks

Student Portfolio–10 Marks

Viva Voce (based on Report of Field Visit/Student Portfolio/Project)–10 Marks

PART I: THEORY–100 MARKS

Learning Outcome 1.2: Provide descriptive and specific feedback

Learning Outcome 1.3: Apply measures to overcome barriers in communication

Learning Outcome 1.4: Apply principles of communication

Learning Outcome 1.5: Demonstrate basic writing skills

Unit–2: Self-Management Skills–II

Learning Outcome 2.2: Demonstrate the ability to work independently

Unit–3: Basic Information and Communication Technology Skills–II

Unit–4: Entrepreneurial Skills–II

Unit–5: Green Skills – II

Unit-7: Assessment and Evaluation of Students

Learning Outcome 7.2: Prepare assessment report and provide feedback

Unit-8: Free play

Learning Outcome 8.2: Organize free play activities

Unit-9: Monitoring and Inventory Management

Learning Outcome 9.1: Describe the process of inventory management

Learning Outcome 9.2: Manage props and equipment

Part A Employability Skills

Part B Early Years Physical Activity Facilitator

Unit-2: Assessment and Evaluation of Students...............................................................126-150

Unit-3: Free Play ..............................................................................................................151-177

Unit-4: Monitoring and Inventory Management.................................................................178-196

Part C Practical Manual

Unit 1: Roles and Responsibilities of Early Years Physical

Role and Responsibilities

Unit 1: Roles and Responsibilities of Early Years Physical

A. Choose the correct option. (1 Mark)