Physical Domain
Primary aged children still have a great need for activity, although their rate of growth slows over this time period and much of their activity serves to refine skills that have already emerged. A number of recent research studies confirm strong positive correlations between physical activity/exercise and intelligence, academic achievement, and learning (Donnelly, et al., 2016; Smith & Lounsberry, 2009; Tomporowski, Davis, Miller, & Naglieri, 2008; Tubic & Golubovic, 2010). In other words, active children are smarter and learn better! Experts recommend that 14 to 26 percent of the elementary-aged child’s time be spent in physical activity (Smith & Lounsberry, 2009). For a typical week in a school with a seven-hour day, that amounts to approximately 5 to 8 hours per week of not sitting.
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It is highly preferable, therefore, that the primary classroom be arranged and organized with many of the same features as that for younger children so as to allow as much freedom of movement as possible. The curriculum should prioritize the use of learning/activity centers and continue to emphasize real, concrete materials over paper-and-pencil activities. Since many elementary school classrooms are not large enough to accommodate individual desks and learning centers, tables and chairs distributed around the classroom in activity areas can also serve as work areas for times when children do need to be seated for instructional purposes.
Primary children still need extensive opportunities for active hands-on learning, which is also helpful for refining the fine-motor skills they now need for writing and developing advanced manual dexterity, strength, and coordination. They should have time to play outdoors or with a trained physical education specialist at least thirty to sixty minutes per day.